An educational philosophy began to develop shortly after, with education becoming a primary role for many advanced nursing practitioners. By the late 1940s, education for nursing was pushed out of vocational training in the field and began to require nurses going to colleges and higher education facilities in order to receive a more appropriate and in-depth education (Scheckel, 2011). Since then, there have been more developments which have specialized the roles and practice of the advanced nursing practitioner as a primary educator for nursing students and new nurses in the field. Today, there are a decreasing number of advanced nursing practitioners working as educators to teach future nursing staff. Yet this is occurring with a huge increase of nursing students, challenging the educators to have to deal with more students with less help from educational colleagues (Fitzgerald et al., 2012). This remains one of the crucial issues that contemporary advanced nursing practitioners must face and overcome. Given their stellar reputation from past practice, many working in the field will find innovative ways to meet increasing student demands while still remaining relevant in the field. There are a number of current trends and issues that is continuing to facilitate the evolution of the educator role of the advanced nurse practitioner. One of those trends is the demand for educators to still remain active within the nursing field. Here, Blair explains that "nursing is a 'practice' discipline, and some would argue that just as writers must write, nurses must practice the art and science of nursing. Practice brings reality to the classroom and connects...
Thus, there are those within the field that are suggesting nursing educators remain active in practicing the very craft they teach to their nursing students. This will allow their own skills and theories stay relevant with the constantly adapting practices of nursing as they are actually seen on a day-to-day context. Faculty practice becomes a key strategy to keep the education material they disseminate to their students active and up-to-date. As such, "nurse educators who continue to practice offer a different perspective to the classroom and clinical setting" (Blair, 2005, p 9). This keeps classroom material relevant, and better ensures for more capable and skilled nursing students to enter the field in their own right.
In the work entitled: "Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience
A group approach is considered beneficial as teachers "need to rethink their traditional teaching roles and expand their repertoire of teaching skills to include techniques that help students enhance their comprehension" and students who receive individual attention may not retain it as effectively as in a group environment (Anderson 2006). There are five and a half students with special needs in the United States and nearly 80% are educated in
teaching allows learning and assessment for those that are my learners, as a painting and decorating tutor with the view to self-develop and progress. We will learn how to make the most of and inspire learning and how diversity and fairness play a significant part for both teachers and learners. Most would probably know that assessment is getting the measurement of the learners' reaction to understanding and competence in teaching
Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and
Constraints in School Advisory Programs In an era of high stakes testing and increasing calls for educator accountability for academic outcomes, identifying opportunities to use existing resources to their maximum advantage has assumed new importance and relevance today (Phillipo & Stone, 2013). A growing body of research confirms the importance of school advisory programs in achieving improved academic outcomes, but these initiatives are also characterized by a number of constraints
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
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