Continuing Education Model Research Articles

TWO CONTINUING EDUCATION MODELS FOR PREPARING TEACHERS TO USE WHOLE LANGUAGE

TWO CONTINUING EDUCATION MODELS FOR PREPARING TEACHERS TO USE WHOLE LANGUAGE

Two Continuing Education Models for Preparing Teachers to use Whole Language

For teachers in two school systems, a longer initial in-service training time with four follow-up meetings throughout the school year was more effective in increasing knowledge and applications of whole language philosophy than a shorter initial training time with follow-up meetings twice a month for two semesters. A shorter initial training with more frequent follow-up meetings resulted in a more favorable attitude toward whole language.

A Continuing Education Model for Community Health Nursing Practice

Although community health nursing standards of practice state that the baccalaureate degree (BSN) is the entry level for practice, the reality is that over 60% of the work-force has less than a bachelor's degree. Furthermore, BSN programs have been criticized for not putting sufficient emphasis on content areas critical for effective entry-level practice. This article presents a continuing education model that could guide agencies in developing programs to correct these deficits, incorporating both initial orientation, ongoing staff development, and formal advanced preparation. The educational background of the nurse determines the clinical activities and degree of supervision required for practice. The non-BSN entering practice should take an intensive course in basic skills identified as essential for practice in the community health setting. Work or professional assignments dictate additional staff development needs. Formal academic preparation at the bachelor's, master's, and doctoral levels is encouraged. Description of the content, course format, and evaluation information regarding the North Carolina course for preparing non-BSN RN's for entry-level community health practice is presented.

A model for marketing continuing education in a recession.

A model for marketing continuing education in a recession.

A Continuing Education Model for Community Mental Health Administrators

(1983). A Continuing Education Model for Community Mental Health Administrators. The Journal of Continuing Higher Education: Vol. 31, No. 4, pp. 27-29.

A collaborative continuing education model.

A collaborative continuing education model.

Teaching mental health principles through continuing education.

This article describes an innovative continuing education model implemented in Appalachia to help nurses better meet the mental health needs of their patients, Faculty serve as role models for positive mental health as they build trust and encourage risk-taking behavior in a safe interpersonal environment. Participants, who have a wide variety of backgrounds and experiences, come together in small groups with outside mental health consultants. They explore attitudes toward mental health and mental illness, share experiences and ideas, learn and practice new behaviors, and work on problems related to menial health in their daily work. Ongoing year-round workshops and discussions reinforce learning that occurs during an intensive summer session. Specific teaching methods are discussed. Results of this project are seen in individuals, as well as throughout the larger health care system.

A Continuing Education Model for Assertive Management Workshops

A Continuing Education Model for Assertive Management Workshops

The Army's continuing education model

Virtually unknown to the academic world, for over 25 years the U.S. Army has conducted a sophisticated continuing education program for its reserve component officers, marked by many aspects of the nontraditional study civilian campuses are now discovering. This paper discusses goals, courses, delivery systems, faculty, instructional materials and methods, and students of the army program and summarizes the characteristics adaptable to many forms of civilian alternative higher education—credit for life experience, credit by examination, varied yet articulated delivery systems, quality control exercised by residence faculty, maximum use of ad hoc faculty, tangible and intangible student incentives, constantly revised instructional materials, in-service training for instructors, and performance testing—a cost-effective program at once responsible for academic standards and responsive to student needs.

Middle School Teacher Development: A Continuous Education Model

Middle School Teacher Development: A Continuous Education Model