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Journal articles on the topic 'Written communication – Evaluation'
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1
Marshall, Stewart. "Eval — An Expert System for Evaluating Written Reports." International Journal of Electrical Engineering & Education 24, no. 1 (January 1987): 23–31. http://dx.doi.org/10.1177/002072098702400105.
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As an assignment for the course ‘Verbal Communication’, undergraduates in their fourth year of an Electrical Engineering degree were asked to write reports evaluating three microcomputers. What was unusual for this particular class was that their ‘microcomputer evaluation reports’ were then evaluated by a microcomputer. This article describes a simple ‘expert system’ which assists the tutor in the evaluation of written reports.
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Clarke, Geraldine. "Evaluation of written communication: a replication study to determine accuracy." Corporate Communications: An International Journal 4, no. 3 (September 1999): 112–20. http://dx.doi.org/10.1108/13563289910288302.
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Massarani, Luisa. "Creative Research Communication — Theory and Practice." Journal of Science Communication 16, no. 05 (November 28, 2017): R03. http://dx.doi.org/10.22323/2.16050703.
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This article aims to present a critical analysis of the book entitled “Creative Research Communication ― Theory and Practice”, written by Clare Wilkinson and Emma Weitkamp (Manchester University Press, 2016). We aim to present the structure of the book, highlighting its strengths and successes. Although some chapters focus on the UK, the book offers a wide range of examples of practical activities for the communication of research of global interest and provides very useful tips. Ethical issues and the importance of evaluation, of how to do carry out such evaluation and dissemination, are also presented in an inspiring way. Well-written and objective, the book is a must-read for anyone who works, or aspires to work, in the field of public engagement with research.
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Bazán, Aldo, and Doris Castellanos. "Parents’ Support and Achievement in a Mexican Elementary School: Child’s Perception and Parents’ Self-Evaluation." International Journal of Psychological Studies 7, no. 4 (October 28, 2015): 59. http://dx.doi.org/10.5539/ijps.v7n4p59.
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<p>This study investigated the influence of family support on the academic performance of 131 fifth graders attending elementary school in Mexico. Perceptions of parental support were assessed using questionnaires administered to students and their parents regarding four components of support: 1) Assisting with homework; 2) Providing time and adequate space; 3) Communicating with teachers; and 4) Carrying out review and assessment activities. Children’s written language was assessed using an instrument linked to the curriculum. Following exploratory and confirmatory factorial analysis, an instrument was obtained to measure written language with good convergent and divergent validity for three aspects of written language: ability to reflect on language, text production, and vocabulary communication. Results support the hypothesis that the written language achievement of fifth graders is largely explained by the family support made available to them.</p>
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Lim, Hajin, Dan Cosley, and Susan R. Fussell. "Understanding Cross-lingual Pragmatic Misunderstandings in Email Communication." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–32. http://dx.doi.org/10.1145/3512976.
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Communication tools such as email facilitate communication and collaboration between speakers of different languages, who use two primary strategies-English as a common language and machine translation (MT) tools-to help them overcome language barriers. However, each of these communication strategies creates its own challenges for cross-lingual communication. In this paper, we compare how people's interpretations of an email sender's social intention, and their evaluation of the email and the senders, differ when using a common language versus MT in email communication. We conducted an online experiment in which monolingual native English speakers read and rated request emails written by native English speakers, emails written by bilingual Chinese speakers in English, and emails written in Chinese then machine-translated into English. We found that participants interpreted the social intentions of the email sender less accurately for machine-translated emails than for emails written by non-native speakers in English. Participants also rated the senders and emails less positively overall for machine-translated emails compared to emails written by non-native speakers in English. Based on these findings, we suggest design possibilities that could better aid multilingual communication.
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Melvin, L., K. Connolly, L. Pitre, K. L. Dore, and P. Wasi. "Improving medical students’ written communication skills: design and evaluation of an educational curriculum." Postgraduate Medical Journal 91, no. 1076 (March 26, 2015): 303–8. http://dx.doi.org/10.1136/postgradmedj-2014-132983.
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Savchenko, E., and A. Yu Khokhlova. "Features of Written Language in Virtual Communication of Deaf Teenagers." Клиническая и специальная психология 8, no. 2 (2019): 124–39. http://dx.doi.org/10.17759/cpse.2019080207.
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The article is devoted to the analysis of written language of adolescents and young people with hearing impairment in the virtual space. The study involved 28 people, aged 16 to 20 years, 14 of them were with hearing impairments. 3 people at the age of 16 years old, 9 people are 17 years old, 4 people are 18 years old. The first part of the study was conducted as online questionnaires, which was aimed to clarify preferred virtual spaces for communication, the attitude to the written communication, also creative tasks for evaluation of written language developed by O.V. Vilenskaya was included. The second part consisted of analysis of the contents of the social network profile of the participants. The results have shown that the written language of deaf adolescents and young people in social networks reflected the general features of their verbal communication and social relations (in general, they use less detailed written statements than hearing peers do, less actually initiated written language, less flexible writing, less partners for communication in social networks, the prevalence of consistency errors). Nevertheless, it is significant that they appreciate the importance of writing and try to monitor its accuracy. Virtual communication in the life of young people with hearing impairments plays the same role as in the life of hearing peers and they successfully master this side of modern reality.
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Ferguson, McKenzie C., and Leah Shan. "Survey Evaluation of Pharmacy Practice Involving Deaf Patients." Journal of Pharmacy Practice 29, no. 5 (July 9, 2016): 461–66. http://dx.doi.org/10.1177/0897190014568379.
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Introduction: For a patient who is deaf, providing patient care can be more difficult due to communication barriers. This study was conducted in order to better understand pharmacists’ current means of communicating with deaf patients as well as investigating pharmacists’ knowledge of their legal responsibility to these patients. Methods: Surveys were used to gather information from pharmacists and were distributed in areas with a large population of deaf patients. Results: Of the 73 pharmacists who completed surveys, 50 (68.5%) of them interact with at least 1 to 5 deaf patients monthly. Pharmacists responded that accessibility of interpreters is the most significant barrier to communication and providing written material is the method most used to communicate with deaf patients. None of the 73 pharmacists who completed the survey felt that they have a legal obligation to provide and pay for an interpreter. Conclusion: When interacting with a deaf patient, pharmacists may experience communication barriers. Pharmacists should strive to appropriately communicate with the deaf as well as familiarize themselves with legal obligations to this patient population.
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King, Paul E., and Ralph R. Behnke. "Computer Comment Files and Writing Evaluation." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 273–76. http://dx.doi.org/10.2190/0ctl-eguq-7yh8-n0w3.
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The computer's ability to store and process large volumes of material can be very helpful in writing criticism and evaluation. By using this technological capability, evaluative decisions made by an instructor can be processed quickly and transformed into typewritten commentary. This article describes a method for storing anticipated instructional comments in computer memory and retrieving those comments for the purpose of providing both evaluative and reinforcing feedback to students. In this manner, the computer aids the instructor by improving the speed of encoding those comments into written form.
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Greenes, Carole, Linda Schulman, and Rika Spungin. "Stimulating Communication in Mathematics." Arithmetic Teacher 40, no. 2 (October 1992): 78–82. http://dx.doi.org/10.5951/at.40.2.0078.
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Recently, a great deal of interest has been shown in communication in mathematics. The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), states that at all grade levels, students must learn to communicate mathematically. Science for All Americans: A Project 2061 Report (American Association for the Advancement of Science 1988) describes effective teaching of mathematics as teaching that emphasizes the development of students' abilities to communicate clearly in both oral and written work. Turning Points: Preparing American Youth for the Twentyfirst Century (Carnegie Council on Adolescent Development 1989, 43) encourages middle-grade teachers “to promote a spirit of inquiry and to stimulate students to think about and communicate ideas.”
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RADZIEVSKA, O. V., and I. G. LOZA. "THE WAYS OF FORMING OF WRITTEN SKILLS AS A FORM OF COMMUNICATION OF THE ENGLISH LANGUAGE OF STUDENTS OF HIGHER SCHOOL." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 157–64. http://dx.doi.org/10.31494/2412-9208-2021-1-3-157-164.
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The problem of formation of English written language skills during English language teaching in high school was considered in the work. Studies have shown that the formation of English written language skills plays an important role in the process of learning and mastering a foreign written language at a senior stage. Considering the theoretical aspects of the formation of written skills, namely: the concept of foreign written language, goals and content of learning to write, ways and means of forming a foreign written language, we can conclude that learning to speak is inextricably linked with learning other speech activities . Writing skills allow to preserve language and factual knowledge, serve as a reliable tool for thinking, stimulate speaking, listening and reading in a foreign language. It is noted that in recent years the role of writing in foreign language teaching is gradually increasing, and, in a sense, writing is beginning to be seen as a reserve in improving the effectiveness of foreign language learning. One cannot ignore the practical significance of written language communication in the light of modern means of communication, such as e-mail, the Internet, etc. In the latter case, writing as a form of linguistic communication develops on the basis of only authentic material. It is emphasized that if you correctly define the goals of learning writing and writing, take into account the role of writing in the development of other skills, use exercises that fully meet the goal, perform these exercises at the appropriate stage of learning, then oral speech gradually becomes richer and more logical. Thus, based on the above statements, we can conclude that the main purpose of the work – to analyze the skills of written speech and their formation at the senior stage of learning English in high school - has been achieved, as well as the tasks. The classification of written skills was studied, the base of exercises was considered, the evaluation criteria were identified and the requirements and indicators of the formation of written skills were analyzed. Key words: writing, skills, communication, learning process, skills.
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Lee, Hye-Yoon, Sunju Im, So Jung Yune, and Sang Yeoup Lee. "An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School." Journal of Korean Medicine 42, no. 3 (September 1, 2021): 86–98. http://dx.doi.org/10.13048/jkm.21027.
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Objectives: This study aims to evaluate the impact of patient-physician communication curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of communication skills. Methods: A communication curriculum was developed considering COVID-19 pandemic situation. Lectures, peer role-play, open interview with standardized patient (SP), discussion and feedback were conducted by online, and face-to-face 1:1 SP-interview was performed. Scores of written test, peer role-play of medical communication, SP-interview, self-evaluation on one’s interview with real patients in clinical clerkship, and questionnaire of importance were collected and analyzed. Results: Converted to 100 point scale, the mean score of written test (cognitive level) was 91.2 while that of importance questionnaire (affective level) was 77.5. The mean scores of psychomotor level were 72.5, 77.5, and 62.5 for peer role-play, SP-interview, and real patient interview in clerkship, respectively. Conclusions: Students’ performance is lower in higher level of competence. Curriculums should provide more opportunities of practices to students, and include evaluation focusing on performance skills.
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Flynn, Pauline T. "Primary Prevention of Communication Disorders: Survey of Literature Distributed to Parents of Newborns in Indiana (USA) and Ireland1." Journal of Clinical Speech and Language Studies 6, no. 1 (September 1, 1996): 77–87. http://dx.doi.org/10.3233/acs-1996-6107.
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One professional responsibility of speech and language therapists is the prevention of communication disorders. Parents of newborns are an appropriate target audience for prevention education. The written materials dispensed by hospitals to new parents were surveyed in hospitals in Indiana (U.S.A.) and Ireland, with reference to those relevant to early communication development. The literature surveyed varied from short, focused pamphlets to more general multi-topic publications. Materials focusing specifically on speech and language development and hearing were sparse. Thirty-three percent of the Indiana literature and twenty-six percent of the Irish literature was relevant to the prevention of problems of speech, language and hearing. Professionals are encouraged to be aware of the range of written materials widely available to parents of newborn children. Speech and language therapists have an important contribution to make to the composition and evaluation of written material pertaining to early communication development.
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Folkins, John Wm. "Redesigning Introduction to Communication Disorders." Perspectives on Issues in Higher Education 13, no. 2 (October 2010): 40–48. http://dx.doi.org/10.1044/ihe13.2.40.
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A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.
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Högberg, Karin M., Lars Sandman, Maria Nyström, Dick Stockelberg, and Anders Broström. "Caring Through Web-Based Communication: A Qualitative Evaluation of a Nursing Intervention to Create Holistic Well-Being Among Patients With Hematological Disease." Journal of Holistic Nursing 36, no. 3 (September 22, 2016): 218–27. http://dx.doi.org/10.1177/0898010116667343.
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Purpose: To examine how written communication between patients with hematological diseases and a nurse within a web-based communication service can be caring. Design: The study is based on qualitative deductive content analysis of 109 written messages between 10 patients and a responding nurse. The evaluated nursing intervention is a web-based communication service where patients could request support from a responding nurse during 2 months of use. A structured theoretical matrix based on Swanson’s theory of caring including compassion, competence, and upholding trust is used for the analysis. Findings: Nursing compassion emerges when patients share personal matters and the nurse has an opportunity to explicitly display genuine interest and understanding. Nursing competence is required when patients ask for or are in need of information, advice, and emotional support. The nurse can uphold trust when compassion and competence are exhibited and patients share their innermost feelings. Conclusions: Web-based communication has the potential to contribute to holistic well-being according to Swanson’s theory of caring. The written word lasts, can be read repeatedly, and in connection with writing there is time for reflection. However, the lack of nonverbal cues makes it important that the nurse answers in a fully accurate and explicitly caring way.
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Lee, Lan-Ting, Shu Hui Cheng, Chii-Jeng Lin, Mei Hung Chi, I. Hui Lee, and Yen Kuang Yang. "Communication skills scores of medical students and interview performance 3 years later." Health Education Journal 77, no. 7 (May 10, 2018): 849–54. http://dx.doi.org/10.1177/0017896918770228.
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Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.
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Yanti, Helmi, Zaenuri Zaenuri, and Walid Walid. "KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI RELASI DAN FUNGSI DI PONDOK PESANTREN ANSHOR AL SUNNAH." Jurnal Kajian Pembelajaran Matematika 5, no. 1 (April 29, 2021): 42. http://dx.doi.org/10.17977/um076v5i12021p42-53.
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Research purposes for describing student ability communication. Research population is purposive grade VIII Anshor Al Sunnah boarding school in academic year 2020/2021. Research sample is student grade VIII A at boarding school Anshor Al Sunnah. Research aminstrument is mathematics communication ability. The data analysis in descriptive. Research findings total is 37.5 percent student able to use terminology, mathematics notation in view of relationship within model and situation even organize a question story. Then, total 62.5 percent student able to express mathematic ideas in oral and written and demonstrating for viewing at visual total 40 percent and 22.5 percent student able to understand, interpretation and good evaluation mathematic idea within oral and written, even though in visual, percentage ability mathematic communication is 40.6 percent with Low category.
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Oktaviani, Selpi, and Maman Abdurrahman. "Analisis Pembelajaran Komunikasi Arab Dalam Pembelajaran Bahasa Arab Di SMA Aisyiyah Boarding School Bandung." Tsaqofiya : Jurnal Pendidikan Bahasa dan Sastra Arab 3, no. 2 (July 31, 2021): 148–57. http://dx.doi.org/10.21154/tsaqofiya.v3i2.73.
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This research is motivated by the difficulties experienced by students when learning Arabic communication takes place. Therefore, this study aims to describe Arabic communication learning, starting from planning, processing, evaluation and the obstacles that students feel when learning Arabic communication activities. This research uses a qualitative approach with descriptive methods. The sample in this study were students of class X Social and teachers who taught Arabic communication. Data collection techniques used were observation, interviews, documentation and student questionnaires. To analyze the data, researchers used qualitative data analysis with data verification steps, data presentation and data reduction. The results showed that 1) Arabic communication learning planning by the teacher was well prepared, the teacher used the 2013 curriculum and Arabic communication modules that were compiled by themselves 2) The Arabic communication learning process went well and according to the procedure but there were some students who were slow to understand the material provided by the teacher 3) Evaluation of Arabic Communication learning including daily exams, midterm and final semester exams including oral tests, written tests and group assignments. 4) The obstacles experienced by students in learning Arabic communication, namely; the lack of student interest in learning Arabic, the lack of self-confidence when communicating using Arabic, the difference in the student's school background that makes students' Arabic language skills diverse
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Favre, Typhelle. "enfant infirme motrice cérébrale privée de parole en apprentissage du langage écrit: évaluation et traitement." Travaux neuchâtelois de linguistique, no. 38-39 (October 1, 2003): 245–60. http://dx.doi.org/10.26034/tranel.2003.2594.
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This article is the conclusion of our diploma study about a 12-years old girl with cerebral palsy and no functional speech. This young girl Anna is following a speech therapy in order to improve her communication, especially written language. We have given her various activities which allowed her to work her phonological sensibility. Indeed, we thought that improving her capacities in this domain would also help her to improve her written language. After comparing the initial evaluation and the evaluation after a period of treatment, we concluded that, in spite of the short length of this study, Anna seems to have progressed.
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Nikels, Susan Michelle, Gretchen Guiton, Danielle Loeb, and Suzanne Brandenburg. "Evaluating Nonphysician Staff Members' Self-Perceived Ability to Provide Multisource Evaluations of Residents." Journal of Graduate Medical Education 5, no. 1 (March 1, 2013): 64–69. http://dx.doi.org/10.4300/jgme-d-11-00315.1.
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Abstract Background Multisource evaluations of residents offer valuable feedback, yet there is little evidence on the best way to collect these data from a range of health care professionals. Objective This study evaluated nonphysician staff members' ability to assess internal medicine residents' performance and behavior, and explored whether staff members differed in their perceived ability to participate in resident evaluations. Methods We distributed an anonymous survey to nurses, medical assistants, and administrative staff at 6 internal medicine residency continuity clinics. Differences between nurses and other staff members' perceived ability to evaluate resident behavior were examined using independent t tests. Results The survey response rate was 82% (61 of 74). A total of 55 respondents (90%) reported that it was important for them to evaluate residents. Participants reported being able to evaluate professional behaviors very well (62% [36 of 58] on the domain of respect to staff; 61% [36 of 59] on attire; and 54% [32 of 59] on communication). Individuals without a clinical background reported being uncomfortable evaluating medical knowledge (60%; 24 of 40) and judgment (55%; 22 of 40), whereas nurses reported being more comfortable evaluating these competencies. Respondents reported that the biggest barrier to evaluation was limited contact (86%; 48 of 56), and a significant amount of feedback was given verbally rather than on written evaluations. Conclusions Nonphysician staff members agree it is important to evaluate residents, and they are most comfortable providing feedback on professional behaviors. A significant amount of feedback is provided verbally but not necessarily captured in a formal written evaluation process.
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Colman, Andrew M. "Teaching presentation skills to undergraduates: students’ evaluations of a workshop course." Psychology Teaching Review 5, no. 2 (September 1996): 75–82. http://dx.doi.org/10.53841/bpsptr.1996.5.2.75.
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A 10-hour workshop-based course designed to teach communication skills to undergraduates is described and evaluated. In five two-hour sessions, the course covered technical aspects of written communication, oral presentations to small and medium-sized groups, interview skills, non-verbal communication, and skills associated with assessing the presentations of others and providing constructive feedback. Evidence from a course evaluation questionnaire and from observations of the students’ performance suggests that the course was reasonably successful in achieving its aims.
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I, Lebid, Tkachenko V, Lysak R, and Khrutba A. "PROJECT COMMUNICATION MANAGEMENT METHODS." National Transport University Bulletin 1, no. 46 (2020): 174–82. http://dx.doi.org/10.33744/2308-6645-2020-1-46-174-182.
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The effectiveness of the process of solving contemporary social problems is greatly enhanced by the application of models and methods of project management. Projects that have many stakeholders and project team members from various industries have gained considerable popularity and are called distributed. Higher education institutions often introduce “flexible projects” into the educational process, which, when preparing specialists for different industries, contribute to the formation of their respective competences. The process of implementing such projects goes through mini-cycles and involves a complex and extensive communication system, especially with the external environment. The purpose of the work is to choose the method of communication management in different types of projects. The features of communication management in flexible projects are defined in the article and the analysis of existing methods of communication on the example of environmental educational projects is carried out. The method of expert evaluation has identified effective methods of communication in flexible projects, namely educational, environmental and scientific, since the success of their implementation is the basis for the further formation of a stable internal environment of our country. For educational and scientific projects, the most effective are the written methods of communication, while the implementation of environmental projects, electronic communications are the most successful. KEYWORDS: COMMUNICATION MANAGEMENT, FLEXIBLE PROJECTS, ENVIRONMENTAL PROJECTS, EDUCATIONAL PROJECTS, RESEARCH PROJECTS, COMMUNICATION PROCESS.
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Spilchuk, V., R. House, R. Nisenbaum, and D. L. Holness. "Evaluation of an occupational medicine patient consultation note assessment tool." Occupational Medicine 72, no. 2 (November 22, 2021): 99–104. http://dx.doi.org/10.1093/occmed/kqab154.
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Abstract Background Medical education focuses on assessment, diagnosis and management of various clinical entities. The communication of this information, particularly in the written form, is rarely emphasized. Though there have been assessment tools developed to support medical learner improvement in this regard, none are oriented to occupational medicine (OM) practice. Aims This study was aimed to develop and evaluate an assessment tool for consultation letters, by modifying a previously validated assessment tool to suit practice in OM. Methods Using an iterative process, OM specialists added to the Consultation Letter Rating Scale (CLRS) of the Royal College of Physicians and Surgeons of Canada (henceforth abbreviated as RC) additional questions relevant to communication in the OM context. The tool was then used by two OM specialists to rate 40 anonymized OM clinical consultation letters. Inter-rater agreement was measured by percent agreement, kappa statistic and intraclass correlation. Results There was generally good percent agreement (>80% for the majority of the RC and OM questions). Intraclass correlation for the five OM questions total scores was slightly higher than the intraclass correlations for the five RC questions (0.59 versus 0.46, respectively), suggesting that our modifications performed at least as well as the original tool. Conclusions This new tool designed specifically for evaluation of patient consultation notes in OM provides a good option for medical educators in a variety of practice areas in providing non-summative, low-stakes assessment and/or feedback to nurture increased competency in written communication skills for postgraduate trainees in OM.
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Ault, David E., and Joseph F. Michlitsch. "Writing across the Business Curriculum: An Alternative Means of Developing and Assessing Written Communication Skills." Journal of Technical Writing and Communication 24, no. 4 (October 1994): 435–47. http://dx.doi.org/10.2190/umbe-j6tt-m69q-xtll.
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For three years, the School of Business explored writing across the curriculum (WAC) approaches for developing written communication skills of undergraduate business majors. In selected classes, instructors stressed links between understanding concepts and being able to write clearly about them, improved design of assignments, and improved feedback to students. Instructors participating in this study concluded that a WAC approach improved the quality of student writing and the applications of course concepts. They also concluded that these improvements carried over to subsequent courses. Students reported using more care in revising drafts and more attention overall, to writing in certain settings. Their attention peaked when the instructor emphasized writing. A minority of students maintained, however, that writing should be evaluated only in writing classes taught by English faculty and that evaluation of writing should not be used to determine the grades they receive on assignments or for the course itself.
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Telg, Ricky, Tracy Irani, and James Varvorines. "Extension Marketing: Building a Successful Local Extension Marketing Campaign." EDIS 2017 (December 6, 2017): 2. http://dx.doi.org/10.32473/edis-wc077-2017.
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This EDIS publication, focusing on the foundations of marketing communications, is the first of a five-part EDIS publications series on developing marketing campaigns for your local Cooperative Extension program. The Extension Marketing series includes publications on campaign planning and audience analysis development, integrated marketing, creative, social media and news media strategies, and budgets and evaluation. This 2-page fact sheet is a minor revision written by Ricky Telg, Tracy Irani, and James Varvorines, and published by the Department of Agricultural Education and Communication, December 2017. AEC396/WC077: Extension Marketing: Building a Successful Local Extension Marketing Campaign (ufl.edu)
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Sherman, Helene J., and Thomas Jaeger. "Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement." Mathematics Teaching in the Middle School 1, no. 6 (September 1995): 454–58. http://dx.doi.org/10.5951/mtms.1.6.0454.
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The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.
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Clarkson, Katrina, Lynne Turner Stokes, Carol Sacchett, and Stephen Ashford. "Enabling people with communication and cognitive impairments to provide feedback on service satisfaction: development and reliability testing of an adapted pictorial questionnaire." International Journal of Therapy and Rehabilitation 27, no. 7 (July 2, 2020): 1–15. http://dx.doi.org/10.12968/ijtr.2019.0061.
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Introduction/aims Evaluation of patient satisfaction with health services is mandatory within the UK, but patients with communication difficulties are often excluded by their inability to complete written questionnaires. This study examines the test–retest reliability and agreement of an adapted, pictorial patient satisfaction questionnaire, based on the Talking Mats technique. Methods A total of 26 participants, who had a range of communication impairments resulting from brain injury, completed two questionnaires while in specialist rehabilitation: a standard written and adapted pictorial questionnaire, at two time points to evaluate test–retest reliability. Agreement between the two questionnaire formats was also examined. Results Test–retest reliability in overall scores between Time 1 and 2 was substantial for both the adapted pictorial questionnaire (k=0.72 [95% confidence interval 0.388, 0.76]) and the standard written questionnaire (ϰ=0.78 [95% confidence interval 0.74, 0.82]). Overall agreement between the two techniques was ϰ=0.76 (95% confidence interval 0.73, 0.79). Eighty-six per cent of questions for patients with aphasia showed at least ‘moderate’ agreement between the two questionnaire types compared with only 67% in participants with cognitive communication disorder. Conclusions The adapted pictorial questionnaire is a reliable tool for people with brain injury who have aphasia, enabling some patients to provide service satisfaction feedback who would have otherwise been excluded using a written questionnaire.
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Mehrabi-Yazdi, Omid. "Short communication on the missing dialogic aspect of an automated writing evaluation system in written feedback research." Journal of Second Language Writing 41 (September 2018): 92–97. http://dx.doi.org/10.1016/j.jslw.2018.05.004.
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Susanto, Ricky Yusuf, Rochmad Rochmad, and Wardono Wardono. "The Evaluation of Mathematical Communication Skills with Moodle-assisted CTL Learning Model in Middle School." Journal of Educational Research and Evaluation 11, no. 1 (March 30, 2022): 34–41. http://dx.doi.org/10.15294/jere.v11i1.55418.
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Mathematical communication skills are the ability to identify and write everyday problems into mathematical language. One way to improve mathematical communication skills is to apply Moodle-assisted CTL learning. This study is written to analyze and evaluate mathematical communication skills improvement of the students taught by moodle-assisted CTL learning model. The research design used is experimental research with Pre-Experimental Design. The samples of this research are students of class VIII A at SMP Negeri 22 Semarang. The research data is obtained using a mathematical communication ability test. The data analysis in this study are; (1) Right Side Proportion Test; (2) Average difference Test; (3) N-Gain Test. The results of data analysis in this study are interpreted as follows: (1) students' mathematical communication skills in Moodle-assisted CTL learning are classically complete (Z_count>Z_table; 1.66 > 1.64); (2) mathematical communication skills in CTL learning assisted by Moodle have completed the minimum completeness criteria (t_count>t_table; 5.55 > 1.72); (3) there is an average increase in students' mathematical communication skills between before being given Moodle-assisted CTL learning and after Moodle-assisted CTL learning with N-Gain of 0.57. So we can conclude that students' mathematical communication skills have improved during the application of the moodle-assisted model, and we can suggest that the moodle-assisted CTL learning model can be used to improve mathematical communication skills.
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Morena, Nina, Nicholas Zelt, Diana Nguyen, Carrie A. Rentschler, Devon Greyson, and Ari N. Meguerditchian. "Can online patient reviews be used to assess oncologist competency? RateMD as a cancer care evaluation tool." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e18656-e18656. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18656.
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e18656 Background: Medical oncology (MEDONC) requires a combination of skills in collaboration, communication, and professionalism, ultimately delivering technical and clinical knowledge in practice. Standard assessment tools (e.g. written examination, OSCE) are not effective in evaluating competencies beyond technical skills and fail to define the cancer care experience holistically. This explorative, descriptive study aims to identify the potential of unstructured, unsolicited, open access online patient reviews (OPRs) as a tool to assess physician competency. Methods: University-affiliated MEDONCs in Ontario (Canada) were selected. All OPRs were identified on RateMD using every name permutation; physician names and institutional affiliations were removed from comments. A descriptive analysis of the cohort was completed. The CanMEDS Framework, defining physician standards, was used with its hierarchy of roles, concepts, and competencies. Two reviewers, a communication studies researcher and a healthcare professional, independently assessed comments and identified common themes. Competency-level assessments were evaluated using kappa with linear weights. Results: 473 OPRs were identified for 49 MEDONCs (71% male, 29% female). Of these, 23% were written by care providers. Competencies defining roles of Medical Expert, Communicator, and Professional were most prevalent (64%, 38%, and 27% respectively). Agreement levels were high in all roles (wK = 0.71 - 1.00). Themes identified were similar in positive and negative evaluations. Most commonly discussed positive themes were knowledge translation and compassionate interpersonal skills. Most common negative themes centered on lack of humility, compassion, and communication skills. 38% of comments were marked helpful, indicating engagement with other OPRs as a key characteristic of rating tools. In addition to the physician in question, 21% of OPRs reported on healthcare delivery by staff. Conclusions: OPRs emphasize experiential competencies related to interpersonal skills and suggest an alternative format to evaluating such aspects of MEDONC competencies.[Table: see text]
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Green, Nancy L. "Argumentation and risk communication about genetic testing." Argumentation and Health 1, no. 1 (February 27, 2012): 113–29. http://dx.doi.org/10.1075/jaic.1.1.09gre.
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As genetic testing for the presence of potentially health-affecting mutations becomes available for more genetic conditions, many people will soon be faced with the decision of whether or not to have a genetic test. Making an informed decision requires an understanding and evaluation of the arguments for and against having the test. As a case in point, this paper considers argumentation involving the decision of whether to have a BRCA gene test, one of the first commercially available genetic tests. First, argumentation in a five-page patient brochure from a for-profit company that provides BRCA gene testing, is analyzed. Next, for comparison, argumentation on BRCA testing in materials for healthcare consumers written by a not-for-profit health plan and a government organization, is analyzed. In view of the challenges identified by considering these examples, this article discusses how argumentation-oriented computer systems may be able to help the healthcare consumer to make informed decisions about genetic testing.
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Quible, Zane K. "The Efficacy of Several Writing Feedback Systems." Business Communication Quarterly 60, no. 2 (June 1997): 109–23. http://dx.doi.org/10.1177/108056999706000210.
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Over the years, a number of systems have been developed or adapted for use in grading the work of students in written business communication courses. Although the "perfect" system most likely has not been developed, a number of those currently used fulfill theirgoal of helping students become more profi cientwriters. Some systems undoubtedly fulfill their goal more effectively than others, however. Regardless of which feedback system an instructor uses, he/she needs to be aware of its advantages and disadvantages as well as ways to maximize its effectiveness. This article provides a review of three different systems: written comments, conferences, and peer evaluation.
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Foster, D. S., C. Paterson, and G. Fairfield. "Evaluation of Immediate Discharge Documents — Room for Improvement?" Scottish Medical Journal 47, no. 4 (August 2002): 77–79. http://dx.doi.org/10.1177/003693300204700402.
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Background: The Immediate Discharge Document is a tool used to communicate patient discharge information between hospitals and general practitioners. The standard of information provided may be variable, and sometimes delayed in arriving at the GP practice. Typed communication from the hospital can also be slow. This can result in difficulty managing patients in the community following their discharge. Our aim was to assess the quantity of information provided on Immediate Discharge Documents, and to assess the time scale taken for GPs to receive written communications from hospitals regarding patient discharges. An audit was initiated using a tool devised from Scottish Intercollegiate Guidelines Network Publication no 5 and involving four general practices within City of Perth, Scotland. Data was collected over a 28-day period in June/July 2001, by examining Immediate Discharge Documents relevant to each practice population received during this period, and by noting the time of arrival of a final typed summary. Data was analysed by Tayside Audit Resource for Primary Care. A total of 244 Documents were audited. Most significant results include basic administrative detail lacking in up to 30%. Of total documents, 13% failed to record a main condition or diagnosis; 93% recorded drug information, but only in 28% were follow up plans clear; 60% were received within five days of discharge, whilst final typed summaries were received from the hospitals within four weeks only in 51%. Conclusion: These results show there to be room for improvement with regard communication of patient discharge information, in regard to both the content of information provided and the time it takes to arrive. We require to raise awareness of this problem amongst hospital colleagues involving clinical governance and audit staff, with the objective to improve the quality and timescale of information transfer. Where this piece fits It is known that effective information transfer between health professionals is vital to optimise patient care. This work gives further impetus to improve the current standard of communication, and confirms a significant time delay that it takes information to reach GPs from the hospital setting.
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Papadopoulos, Isaak. "Shaping the intercultural communicative profile of young foreign language students: a multidimensional analysis of their written." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 127–38. http://dx.doi.org/10.29302/jolie.2019.12.1.9.
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Intercultural communication competence has recently been established within research and teaching as a key priority within second and foreign language teaching classrooms. More specifically, developing intercultural communication skills fosters students’ intercultural as well as linguistic competence in a way that prepares them to be able to interact with speakers of other languages and from different cultures. A very important component of effective communication is the persuasiveness of the message that is conveyed with a particular aim. In the speakers’ attempt to achieve persuasiveness, they make use of several means which are used to change the beliefs, attitudes, values, feelings and intentions of a person by communicative means, that is, speakers employ several persuasive strategies. This study recorded the persuasive strategies employed by 200 EFL language students (11 years of age) at the A1 language level according to CEFR when using English to communicate with speakers of other languages than Greek with the purpose of recommending an interesting work of literature. As for the analysis of the written communication, it was carried out through the 5R approach which consists of five stages called ‘Investigatory Readings’, in which the researcher stressed certain elements as regards the research hypothesis and a priori goals. This particular approach, written discourse examination, was also used in several studies at the national level, which recorded the communication strategies employed by language students when producing written discourse. The processing and analysis of the results indicated that A1 language level students made use of more rational persuasive strategies such as Authority, Model and Information in their attempt to persuade and influence others. Toward this goal, they appeared to activate this mode of persuasion through assertive speech acts including claims and assurances, which are highly relevant to their goal and the context of the study. Finally, A1 language students seemed to use mainly adjectives, periods and exclamation marks as elements of evaluation in their written discourse attempting to express directly and indirectly the judgement of their proposals.
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Dobrovoljc, Kaja. "Identifying dictionary-relevant formulaic sequences in written and spoken corpora." International Journal of Lexicography 33, no. 4 (April 13, 2020): 417–42. http://dx.doi.org/10.1093/ijl/ecaa008.
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Abstract In view of the pervasiveness of formulaic language in human communication and the growing awareness of its relevance to modern lexicography, this study presents a corpus-driven identification, analysis and comparison of dictionary-relevant formulaic sequences in reference corpora of written and spoken Slovenian. The sequences were identified using a semi-automatic approach, whereby the most frequently recurring word combinations in each corpus were ranked according to their statistical salience and manually inspected for formulaic expressions with lexicographic relevance. Despite its semantic heterogeneity, the resulting list illustrates the distinct characteristics of formulaic multi-word expressions, such as high frequency of usage, prevalent inclusion of grammatical words and common non-propositional meaning, especially in speech, where research revealed numerous understudied formulaic expressions related to interaction management and mitigation. The final evaluation of measures used in the identification process demonstrates their relative suitability for corpus-driven identification of dictionary-relevant formulaic expressions, with their precision varying in relation to corpus size and length of sequences under investigation.
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Verran, Joanna, Sarah Jackson, Antony Scimone, Peter Kelly, and James Redfern. "Biofilm Control Strategies: Engaging with the Public." Antibiotics 9, no. 8 (July 30, 2020): 465. http://dx.doi.org/10.3390/antibiotics9080465.
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There are few peer-reviewed publications about public engagement with science that are written by microbiologists; those that exist tend to be a narrative of an event rather than a hypothesis-driven investigation. However, it is relatively easy for experienced scientists to use a scientific method in their approach to public engagement. This short communication describes three public engagement activities hosted by the authors, focused on biofilm control: hand hygiene, plaque control and an externally applied antimicrobial coating. In each case, audience engagement was assessed using quantitative and/or qualitative methods. A critical evaluation of the findings enabled the construction of a public engagement ‘tick list’ for future events that would enable a hypothesis-driven approach with more effective communication activities and more robust evaluation.
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Llorente, Ana María Pinto, María Cruz Sánchez Gómez, and Francisco José García-Peñalvo. "Assessing the Effectiveness of Interactive and Collaborative Resources to Improve Reading and Writing in English." International Journal of Human Capital and Information Technology Professionals 7, no. 1 (January 2016): 66–85. http://dx.doi.org/10.4018/ijhcitp.2016010105.
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This paper presents a mixed research developed at the Pontifical University of Salamanca with students of intermediate level of English. It examines the effectiveness of the application of interactive and collaborative resources to improve reading and writing in English. Based on the overall evaluation of the blended course, most students believe that online glossary, online questionnaire, wiki and forum are good tools to improve their written skills. They are strongly aware of the necessity of improving these skills, and consider that the activities designed through these technological tools have allowed them to foster effective written communication in a variety of situations. Students also emphasize the potential of collaborative tools to communicate and develop collaborative learning. However, some students consider that there is a lack of privacy and fluency in communication, and believe that interactions are impersonal and disorganized, so they have had problems to do the activities and communicate suitably.
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Entani, Tomoe, and Miho Isobe. "Inner Evaluation of Writing in a Foreign Language Based on Expert Judgment for Correction." Journal of Advanced Computational Intelligence and Intelligent Informatics 22, no. 5 (September 20, 2018): 759–66. http://dx.doi.org/10.20965/jaciii.2018.p0759.
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Although writing is a tool for communication, the way one writer communicates a fact is not always the same as how another one does it. The written word is unique to the writer and reflects his or her preferred writing style. When something is written by a non-native speaker of language, native speakers and experts often feel slightly unusual, even if they can find no obvious errors. Moreover, they might revise the text based on their experience. On the other hand, the writer often feels slightly dissatisfied with the correction if it does not fit for his or her writing preference. It is difficult for the corrector to understand the writers’ writing preference from the text, and it is also difficult for the writer to explain it explicitly since both writing and correcting a piece of text are based on one’s subjectivity. The correction is unique to the text, so the inner evaluation of the text is important. This study proposes a method of deriving each writer’s writing preference numerically from the expert’s initial evaluation. In the process, the texts other than the target text are taken into consideration from the viewpoint that writing is a communication tool. The corrector may use the feedback from the proposed method to confirm his or her intuitive judgments and to add some new viewpoints.
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Gibbons, Chris, Barry Oken, and Melanie Fried-Oken. "Augmented Input Reveals Word Deafness in a Man with Frontotemporal Dementia." Behavioural Neurology 25, no. 2 (2012): 151–54. http://dx.doi.org/10.1155/2012/264927.
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We describe a 57 year old, right handed, English speaking man initially diagnosed with progressive aphasia. Language assessment revealed inconsistent performance in key areas. Expressive language was reduced to a few short, perseverative phrases. Speech was severely apraxic. Primary modes of communication included gesture, pointing, gaze, physical touch and leading. Responses were 100% accurate when he was provided with written words, with random or inaccurate responses for strictly auditory/verbal input. When instructions to subsequent neuropsychological tests were written instead of spoken, performance improved markedly. A comprehensive audiology assessment revealed no hearing impairment. Neuroimaging was unremarkable. Neurobehavioral evaluation utilizing written input led to diagnoses of word deafness and frontotemporal dementia, resulting in very different management. We highlight the need for alternative modes of language input for assessment and treatment of patients with language comprehension symptoms.
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Markantonakis, Aristos, and John Mathai. "An evaluation of general practitioners' knowledge and satisfaction of a local child and family psychiatric service." Psychiatric Bulletin 14, no. 6 (June 1990): 328–29. http://dx.doi.org/10.1192/pb.14.6.328.
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Although childhood psychiatric disorders are commonly seen in general practice, only a few children in the community eventually gain access to professional help (Rutter, Cox, Tupling et al, 1975; Bailey, Graham & Boniface, 1978). Whether a child is referred or not depends on various factors connected with the child and family (Garralda & Bailey, 1988) and others such as what the GP expects from the referral. Whether GPs know of what the child psychiatric services in the area have to offer might also be expected to effect referral. We know that there is a general dissatisfaction with written communication between general practitioners and specialists in terms of the quality on the communication and usefulness to both groups (Pullen & Yellowlees, 1985; Kentish, Jenkins & Lask, 1987).
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Lino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Cristiane Domingos Aquino, and Marcelo Mendonça Teixeira. "Special Education." International Journal for Innovation Education and Research 5, no. 8 (August 31, 2017): 75–94. http://dx.doi.org/10.31686/ijier.vol5.iss8.791.
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A new social conscience is created, which will be used by a net society, at local and global levels, crossing both informatics and education contexts. So, this work proposes the construction of a tool for communication between listeners and speakers through the Brazilian Sign Language (LIBRAS) and the French Sign Language (LFS), making a simultaneous translation between the Brazilian written language and the French written language integrated through a web application, with the aid of the recognition of signals by techniques of image recognition and use of webservices. In addition, it raises a bibliography of the struggle of disabled people, the importance of non-verbal communication in human life, as well as an analysis of several translators available in the electronic mean, raising their strengths and weaknesses by comparing them in standard color, structure and navigation used. At the end of the study, a general evaluation is carried out on the application of a questionnaire to the users and a case study with TRADUZ.
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HERRMANN, CHRISTOPH A. "GENERATING MESSAGE-PASSING PROGRAMS FROM ABSTRACT SPECIFICATIONS BY PARTIAL EVALUATION." Parallel Processing Letters 15, no. 03 (September 2005): 305–20. http://dx.doi.org/10.1142/s0129626405002234.
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This paper demonstrates how parallel programs with message-passing can be generated from abstract specifications embedded in the functional language MetaOCaml. The functional style permits to design parallel programs with a high degree of parameterization, so-called skeletons. Programmers who are unexperienced in parallelism can take such skeletons for a simple and safe generation of parallel applications. Since MetaOCaml also has efficient imperative features and an MPI interface, the entire program can be written in one language, without the need to use a language interface restricting the set of data objects which could be exchanged. The semantics of abstract specifications is expressed by an interpreter written in MetaOCaml. A cost model is defined by abstract interpretation of the specification. Partial evaluation of the interpreter with a specification, a feature which MetaOCaml provides, yields a parallel program. The partial evaluation process takes time on each MPI process directly before the execution of the application program, exploiting knowledge of the number of processes, the current process identifier and the communication structure. Our example is the specification of a divide-and-conquer skeleton which is used to compute the multiplication of multi-digit numbers using Karatsuba's algorithm.
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Klimczak, Karol Marek, and Marta Dynel. "Evaluation Markers and Mitigators in Analyst Reports in Light of Market Response to Stock Recommendations." International Journal of Business Communication 55, no. 3 (January 16, 2018): 310–37. http://dx.doi.org/10.1177/2329488417738082.
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Professionals and individuals who invest in equity markets rely on financial analysts’ recommendations and reports to decide on what to invest in and when to trade. This study examines the role of two groups of communication strategies, evaluation markers and mitigators, in establishing analysts’ credibility. The sample consists of 80 reports written in Polish for companies listed on the Warsaw Stock Exchange in Poland. In this emerging market setting, where credibility is challenged by uncertainty, analysts deploy various strategies depending on the recommendation they make: “buy,” “hold,” or “sell” shares. The findings point toward a specific group of mitigators, namely subjectivization, as a means of communicating expert opinion. Regression results reveal that investors’ reaction to the publication of a recommendation to “hold” or “sell” shares, measured based on the changes in share prices, is stronger when subjectivization is used in a report. The findings carry implications for research into analyst behavior and for the development of professional writing skills.
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Berney, Catherine. "Dysphasie: quels signaux d'alarme dès 3 ans avec quels types de prise en charge?" Travaux neuchâtelois de linguistique, no. 42 (October 1, 2005): 141–57. http://dx.doi.org/10.26034/tranel.2005.2628.
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Overview of a therapeutical treatment with a 9 year old child who presented a delay in the development of his language, a specific language impairment and difficulties in written abilities. According to his actual evolution, his diagnostics, the appropriate treatments and the orientations of these treatments will be discussed. A special overview of the importance of having predicative instruments of communication for young children, like the «Evaluation de la Communication Sociale Précoce» (ECSP) will be explained and linked with the development of language throughout the years. The specificity of speech and language therapy will be exposed within a pluridisciplinary optic of treatments, like educational methods, psychoanalysis, systemic therapy and developmental neuropsychology.
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AKAY, Mehmet, and Mehmet Barış İPEK. "OKUL YÖNETİCİLERİNİN YÖNETİMSEL SÜREÇLERDE KARŞILAŞTIKLARI SORUNLAR VE ÇÖZÜM ÖNERİLERİNİN İNCELENMESİ." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 33 (September 15, 2022): 127–39. http://dx.doi.org/10.31567/ssd.692.
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The aim of this research is to determine the problems that school administrators encounter in administrative processes and to make evaluations on the subject by making use of solution suggestions on these problems. 20 school administrators working in official kindergartens, primary schools, secondary schools and high schools in Antalya's Kepez district participated in this study, which was carried out in a qualitative research method and phenomenology design. 3 of these participants are kindergarten, 8 primary school, 6 secondary school and 3 high school administrators. According to the results of the analysis, the themes of decision, planning, organization, communication, influencing, coordination, evaluation and the competence levels of school administrators in the administrative field were formed within the scope of management processes. According to the results of the research, it is seen that the decision process is shaped based on the legislation, teachers' participation in the decision is mostly through meetings, parents mostly participate in the decision through parent meetings and parent representatives, and the factors limiting the decision process are mostly reluctance, legislation, economic factors and time constraints. It has been observed that the planning process varies according to the school level, the follow-up of short and long-term plans is carried out by the school administration, and other stakeholders participate through the boards and commissions. It has been seen that the legislation is based on the organization process and attention is paid to the abilities and experience of the people, the communication method is used first in conflict resolution, and legal processes are applied in cases that cannot be resolved in this way. It has been observed that verbal and written communication are used in the communication process, technological methods are used, the prejudices of the managers, personal interests come to the fore, and there are communication problems such as not listening to the other person. It is seen that verbal and written influencing methods are used and authority is distributed in the influencing process. In the coordination process, it was seen that various activities were organized to increase coordination and social values were given importance. In the evaluation process, it is seen that the supervision of the teachers is mostly done through course supervision and subjective evaluation, and the students are evaluated according to the school type and level. Regarding the proficiency levels of school administrators, it is seen that the training received by the administrators before and after the service is not sufficient. Keywords: Education Management, School Principal, Managarial Problem, Solution Proposal
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Karger, Andre, Andrea Petermann-Meyer, Frank Vitinius, Franziska Geiser, Daria Kraus, Luisa Ernsten, Antonia J. Mayers, et al. "Effectiveness of interprofessional communication skills training for oncology teams: study protocol for a three-arm cluster randomised trial (KommRhein Interpro)." BMJ Open 12, no. 12 (December 2022): e062073. http://dx.doi.org/10.1136/bmjopen-2022-062073.
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IntroductionPatient–provider communication is an important factor influencing the quality of care in oncology. The study examines the comparative effectiveness of a 10-hour interprofessional communication skills training (CST) programme for physicians and nurses in cancer centres.Methods and analysisKommRhein Interpro is a cluster-randomised trial sponsored by the German Cancer Aid (Deutsche Krebshilfe, DKH) and conducted at the cancer centres of the university hospitals of Aachen, Bonn, Cologne and Düsseldorf. Thirty oncology teams of four cancer centres are randomly assigned to three study arms, providing healthcare professionals with either (a) only written information on patient-centred communication or (b) written information plus CST for physicians or (c) written information plus interprofessional CST for physicians and nurses. For summative evaluation, standardised surveys from three measurement points for patients (T0pat: study enrollment; T1pat: after discharge; T2pat: 3 months’ follow-up) and two measurement points for physicians and nurses (T0hcp: before the intervention; T1hcp: after the intervention) are used. N=1320 valid patient cases are needed for data evaluation. The primary endpoint is fear of progression in patients with cancer after discharge. Data will be analysed according to the intention-to-treat principle using a mixed model for repeated measurement. Secondary outcome is the providers’ self-efficacy in patient centeredness. Individual confounders and possible moderating effects of organisational factors will be considered. Secondary analysis will be performed by means of multilevel analysis and structural equation modelling.Ethics and disseminationA vote of approval has been obtained from the ethics committees of the medical faculties of RWTH Aachen University (EK325/20), University of Bonn (391/20), University of Cologne (20–1332) and Heinrich Heine University Düsseldorf (2019–796). Data protection regulations are adhered to for all processed data. The conduct of the study will be monitored. Dissemination strategies include a transfer workshop with cancer teams and distribution of the final study report to participants.Trial registration numberDRKS00022563; DRKS (German Clinical Trials Register).
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Samawati, Ilmus, and Ika Kurniasari. "Students' Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 22. http://dx.doi.org/10.31331/medivesveteran.v5i1.1421.
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Communication is one of the important things in the learning process because there will be social interactions that can make learning more lively. Through communication, students can understand and interpret understanding of mathematical problems, not only calculation problems but also mathematical problems in everyday life. This research aims to describe students' communication skills in solving mathematical literacy problems based on mathematical abilities. This research is qualitative descriptive research. The subjects in this research were 27 students of class VIII in one of SMP Swasta in Sidoarjo. Subjects were given a mathematics ability test to categorize the subject's mathematical abilities into high, medium, and low-levels. The research data were obtained from the results of mathematics literacy tests and interviews conducted by 3 selected subjects. The results showed that 1) students with high mathematical abilities have a medium category of communication skills because students can fulfill the indicators of expression, interpretation, use of notations/symbols, and evaluation with correct answers without complete reasons, 2) students with medium mathematical abilities have a medium category of communication skills because students can fulfill the expression and interpretation indicators with correct answers along with correct and clear reasons, fulfill the indicators of using notations/symbols with correct answers without complete reasons, but students do not fulfill the evaluation indicators, and 3) students with low mathematical abilities have a very low category of communication skills because students can fulfill the expression and interpretation indicators with wrong answers but there is a reason, fulfill the indicators of using notations/symbols with correct answers but no reason, but students do not fulfill the evaluation indicators.
Keywords: communication skills, written, mathematical literacy problems, mathematical abilities.
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Gulzar, Nusrat. "The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study." British Journal of Teacher Education and Pedagogy 2, no. 1 (January 17, 2023): 12–22. http://dx.doi.org/10.32996/bjtep.2023.2.1.2.
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In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author’s reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher’s written feedback reports were used as data in the study. The analysis’s primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques.
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Ali, Amanda D., Laura A. Warner, and Hayk Khachatryan. "Estimating Return on Investment (ROI) for a Behavior Change: An Evaluation Tool for Extension Programs." EDIS 2016, no. 9 (November 9, 2016): 4. http://dx.doi.org/10.32473/edis-wc270-2016.
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Extension professionals can benefit from knowing the value of a program’s outcomes compared to how much it costs. One way to estimate a program’s value relative to cost is through a series of calculations, known as Return on Investment (ROI). This 4-page fact sheet describes ROI and how Extension professionals can use it in their programming. Written by Amanda D. Ali, Laura A. Warner, and Hayk Khachatryan, and published by the Department of Agricultural Education and Communication, December 2016. AEC608/WC270: Estimating Return on Investment (ROI) for a Behavior Change: An Evaluation Tool for Extension Programs (ufl.edu)
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Mendelsohn, Sylvia R., Kay D. Jennings, Mary Margaret Kerr, Judith Marsh, Kathleen May, and Phillip S. Strain. "Psychiatric Input as Part of a Comprehensive Evaluation Program for Socially and Emotionally Disturbed Children." Behavioral Disorders 10, no. 4 (August 1985): 257–67. http://dx.doi.org/10.1177/019874298501000405.
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Placement in special education classes for the socially and emotionally disturbed (SED) requires appropriate assessment of referred children. Pennsylvania is one of the few states mandating a psychiatrist's evaluation for placement in these classes. Psychiatric input, however, is usually quite limited; frequently the evaluation takes place solely in the psychiatrist's office and information about the child's school behavior is limited to the written referrals. These conditions make accurate and useful psychiatric assessment difficult. This paper describes a multidisciplinary team approach that enhances communication between the school and the team. A program integrating assessment and consultation services is provided. A unique feature of the program includes structured observations of the child at school; this system is described in detail.