The Experts below are selected from a list of 197742 Experts worldwide ranked by ideXlab platform
Debra J. Hanson - One of the best experts on this subject based on the ideXlab platform.
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Collaborative Fieldwork Supervision: A Process Model for Program Effectiveness
American Journal of Educational Research, 2019Co-Authors: Debra J. Hanson, Patricia Stutz-tanenbaum, Oaklee Rogers, Tamara Turner, Cherie Graves, Marilyn G. KlugAbstract:The collaborative Fieldwork supervision model is one supervisory approach that is used to prepare future healthcare providers. Currently, the literature describing the model is limited, making it difficult to identify key factors impacting its use. Further, there is not a known measurement tool of factors influencing collaborative model use. The purpose of this study was two-fold. First, the Collaborative Fieldwork Supervision Tool was created and disseminated nationally to occupational therapy practitioners to collect data about their beliefs regarding the benefits and limitations of the collaborative Fieldwork supervision model, their use of the model’s strategies, and collaborative Fieldwork supervision supports. The second goal was to create a model which was entitled The Collaborative Fieldwork Supervision Process Model. Within the graphic Model, four factors were identified which included Perceived Value of the Collaborative Fieldwork Supervision Model, Pragmatic Considerations for the Collaborative Fieldwork Supervision Model, Fieldwork Educator Considerations for the Collaborative Fieldwork Supervision Model, and Site Considerations for the Collaborative Fieldwork Supervision Model. This Model has potential to be used as a foundation for academic Fieldwork coordinators to train both students and Fieldwork educators when using the collaborative Fieldwork supervision approach.
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The Perspectives of Fieldwork Educators Regarding Level II Fieldwork Students
Occupational Therapy in Health Care, 2011Co-Authors: Debra J. HansonAbstract:ABSTRACTTen occupational therapists employed in pediatric and adult rehabilitation settings participated in focus groups to discuss their perceptions of the benefits and drawbacks in working with occupational therapy students. Participants identified professional values, opportunities for continued professional development, recruitment of future employees, and pride in learning experiences available as incentives for working with students. Fieldwork educators who had supervised students lacking foundational communication, problem-solving, and clinical skills were cautious about accepting future Level II students. Time constraints and lack of preparation for the educator role were perceived as barriers to working with students. Fieldwork educators expected the academic institution to provide efficient support, including training for the educator role, information regarding the expectations of the academic program, and ongoing communication over the Fieldwork experience. Strategies for strengthening the tie...
Michael J. Reiss - One of the best experts on this subject based on the ideXlab platform.
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The Place of Fieldwork in Geography Qualifications
Geography, 2016Co-Authors: David Lambert, Michael J. ReissAbstract:The place of Fieldwork in both geography and science qualifications across the 14-19 age range remains contested, unclear and sometimes under threat. Despite its benefits for student learning and motivation, anecdotal evidence suggests that Fieldwork is perceived by some school managers as expendable: desirable, but not a core requirement. In this article we argue that Fieldwork needs to have a central place in examinations leading to qualifications in geography. We take evidence from a one-day, invitation-only workshop that cut across geography and the sciences, which we ran at the behest of the Field Studies Council in the spring of 2014. Although too late to influence policy decisions relating to GCSE and A-level content and assessment frameworks, the workshop provided strong endorsement for the renewed prominence of Fieldwork in A-level examinations – and caution concerning the return to the assessment of field work through examination questions at GCSE level. Although Fieldwork has become well articulated in examination specifications, as always, effective teacher development will be the key to sustaining excellent Fieldwork practices.
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The place of Fieldwork in science qualifications
The School science review, 2015Co-Authors: David Lambert, Michael J. ReissAbstract:The place of Fieldwork in both geography and science qualifications across the 14-19 age range remains contested, unclear and sometimes under threat. This article explores these issues for science education and was informed by a one-day, invitation-only workshop, which cut across geography and the sciences, that we ran at the behest of the Field Studies Council (FSC). Fieldwork, which can be defined as any curriculum component that involves leaving the classroom and engaging in teaching and learning activities through first-hand experience of phenomena out of doors, has a long tradition in geography and in certain of the sciences, notably biology, earth science and environmental science/studies. In the sciences, Fieldwork can be regarded as that subset of practical science that is particularly valuable for introducing students to investigating the complexity and messiness of the real world. Despite the benefits it can have for student learning and motivation, Fieldwork is perceived by some school managers as expendable. In the sciences, at both GCSE and AS- /A-level, it is important that practical work, of which Fieldwork is a unique component, is subject to high-quality assessment. The use of moderated student portfolios for the assessment of Fieldwork has many strengths and should be explored to see whether it can be introduced as a component within formal, summative assessment. The more widespread practice of excellent Fieldwork will require enhanced initial teacher education and subsequent teacher professional development. It takes time to become a teacher who can ensure that students have an outstanding Fieldwork experience.
Shelley Hix - One of the best experts on this subject based on the ideXlab platform.
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Fieldwork Educators' Perspectives: Professional Behavior Attributes of Level II Fieldwork Students
The Open Journal of Occupational Therapy, 2015Co-Authors: Marcie K Campbell, Katelyn Corpus, Tracy M. Wussow, Teresa Plummer, Debra Gibbs, Shelley HixAbstract:A review of the literature revealed a lack of consistent expectations for professional behaviors required of level II Fieldwork students. This study sought to obtain a consensus of perspectives of level II Fieldwork educators by asking, “What are the essential professional behavior attributes for level II Fieldwork students?” Delphi methodology was used to collect data in two rounds of surveys. In the first, 49 Fieldwork educators listed professional behavior attributes they believed to be important for Fieldwork students. The data was synthesized into themes for distribution in the second survey, which were identified as essential, nonessential, or site-specific by 53 participants. The 218 different professional behavior attributes provided by Survey 1 respondents were categorized into 22 attribute themes. In Survey 2, 20 of the 22 attribute themes reached a consensus level of at least 75% and five reached 100% agreement. These results show a current perspective of what Fieldwork educators value in level II Fieldwork students and may be informative to occupational therapy faculty, students, and Fieldwork educators.
Ian C Fuller - One of the best experts on this subject based on the ideXlab platform.
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international perspectives on the effectiveness of geography Fieldwork for learning
Journal of Geography in Higher Education, 2006Co-Authors: Ian C Fuller, Sally Edmondson, David Higgitt, Ilkka RatinenAbstract:This paper seeks to address assumptions on the effectiveness of Fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of Fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of Fieldwork in terms of learning and understanding of the subject: providing first-hand experience of the real world, whichever part of the world the students are in; skills development (transferable and technical); and social benefits. The extent to which Fieldwork develops transferable skills depends on the context in which the Fieldwork is undertaken. The paper points to avenues of future research to be investigated to deepen our understanding of the role Fieldwork plays in student learning and to address the question, ‘how effective is Fieldwork in improving learning?’
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Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork
Journal of Geography in Higher Education, 2006Co-Authors: Ian Scott, Ian C Fuller, Steve GaskinAbstract:Internationally, Fieldwork is seen as intrinsic to geographical education. Fieldwork is here defined as any study of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of Fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003). This paper examines the same issue from the viewpoint of the students' lecturers, who were interviewed to discover their perceptions of the value of Fieldwork as a pedagogic device. Textual analyses of transcripts suggest that the lecturers' main objectives for Fieldwork are to put theory into context and to teach students subject-specific skills. The development of transferable skills is a secondary benefit. Fieldwork, while considered a vital teaching and learning tool, is not central to geography and environmental science education, which emphasizes the understanding and contextualization of subject theory, but more need...
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student perceptions of geography and environmental science Fieldwork in the light of restricted access to the field caused by foot and mouth disease in the uk in 2001
Journal of Geography in Higher Education, 2003Co-Authors: Ian C Fuller, Steve Gaskin, Ian ScottAbstract:Internationally, Fieldwork is generally seen as intrinsic to the very nature of geographical education. However, objective experimentation comparing student learning experiences with and without Fieldwork is rare. During 2001 in the UK, Fieldwork was withdrawn from many university degree programmes as Foot and Mouth Disease led to restrictions on access to the countryside. This restriction provided an unexpected opportunity to assess student perceptions of Fieldwork in the light of its absence and to review those alternative learning strategies which were put in its place (where appropriate). To this end, nominal group technique (NGT) was applied to five groups of students from five separate UK universities to obtain information on the groups' perceptions of the value of Fieldwork. NGT elicited almost 300 responses from 33 final-year students representing a high level of group consensus on the issues involved. Rationalisation of responses identified 12 categories, which reflect and amplify key educational...
Judith Knight - One of the best experts on this subject based on the ideXlab platform.
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Assessment of Fieldwork practice
The Journal of practice teaching & learning, 2012Co-Authors: Judith KnightAbstract:Assessment of Fieldwork is common to all occupational therapy courses. This form of competency based assessment has been researched across many healthcare professions. Work on the appraisal of Fieldwork assessments used by occupational therapy courses in the United Kingdom is just beginning. At the present time there appears a gap in information concerning the experience of Fieldwork assessment from the student’s perspective. This article seeks to address this by reporting the findings of a qualitative study of third year undergraduate occupational therapy students at University College Northampton to investigate their experience of being assessed on Fieldwork. The results showed that students expressed high levels of acceptance with the primary Fieldwork assessment, the Fieldwork profile. However they displayed some concern about its reliability. A major influence on the assessment process was seen to be the Fieldwork educator and the supervisory relationship. In general older students appeared to have a greater degree of control over both the assessment process and the supervisory relationship. As a result of the study it would appear that a national exploration of the assessments used to assess competence of occupational therapy graduates could be beneficial to the profession.
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Assessment of Fieldwork practice: The student experience
The Journal of practice teaching & learning, 2003Co-Authors: Judith KnightAbstract:Assessment of Fieldwork is common to all occupational therapy courses. This form of competency based assessment has been researched across many healthcare professions. Work on the appraisal of Fieldwork assessments used by occupational therapy courses in the United Kingdom is just beginning. At the present time there appears a gap in information concerning the experience of Fieldwork assessment from the student's perspective. This article seeks to address this by reporting the findings of a qualitative study of third year undergraduate occupational therapy students at University College Northampton to investigate their experience of being assessed on Fieldwork. The results showed that students expressed high levels of acceptance with the primary Fieldwork assessment, the Fieldwork profile. However they displayed some concern about its reliability. A major influence on the assessment process was seen to be the Fieldwork educator and the supervisory relationship. In general older students appeared to have a greater degree of control over both the assessment process and the supervisory relationship. As a result of the study it would appear that a national exploration of the assessments used to assess competence of occupational therapy graduates could be beneficial to the profession.
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A Fieldwork Award: Rewarding Excellence in Practice
British Journal of Occupational Therapy, 1998Co-Authors: Judith KnightAbstract:Fieldwork is a substantial and compulsory component of a first-degree programme in occupational therapy. A student must demonstrate competence in Fieldwork in order to practise. This vital element of the course receives little recognition. Fieldwork is either marked on a pass/fall basis or included in the degree classification. This is hardly satisfactory because neither student nor prospective employer has a clear indication about competence to practise, other than that the student has attained the minimum level to graduate.This article seeks to show how the occupational therapy course at Nene-University College in Northampton has addressed the problem. Students are now able to demonstrate excellence in Fieldwork with a separate Fieldwork award in addition to the normal degree classification.
