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State assessment systems must address both technical and policy issues as assessments and accountability practices are developed and implemented. These technical and policy issues have been expanded from traditional large-scale assessment to new alternative assessment approaches required by law and developed in every state. The primary purpose of federally required alternate assessments in state or district assessment systems is the same as the primary purpose of federally required large-scale assessments, that is, accountability. This report reviews technical and policy considerations involved in high quality alternate assessment. Based on research from early implementation and what are considered to be best practice approaches, this synthesis describes five steps in alternate assessment test development processes that allow for interpretation and use of results in reporting and accountability: (1) careful stakeholder and policymaker development of desired student outcomes for the population, reflecting the best understanding of research and practice; (2) careful development, testing, and refinement of assessment methods; (3) scoring of evidence according to professionally accepted standards; (4) standard-setting process to allow use of results in reporting and accountability systems; and (5) continuous improvement of the assessment process. Three state examples illustrate different methods of incorporating alternate assessment results into accountability systems. (Contains 23 references). (Author/CR)

State assessment systems must address both technical and policy issues as assessments and accountability practices are developed and implemented. These technical and policy issues have been expanded from traditional large-scale assessment to new alternative assessment approaches required by law and developed in every state. The primary purpose of federally required alternate assessments in state or district assessment systems is the same as the primary purpose of federally required large-scale assessments, that is, accountability. This report reviews technical and policy considerations involved in high quality alternate assessment. Based on research from early implementation and what are considered to be best practice approaches, this synthesis describes five steps in alternate assessment test development processes that allow for interpretation and use of results in reporting and accountability: (1) careful stakeholder and policymaker development of desired student outcomes for the population, reflecting the best understanding of research and practice; (2) careful development, testing, and refinement of assessment methods; (3) scoring of evidence according to professionally accepted standards; (4) standard-setting process to allow use of results in reporting and accountability systems; and (5) continuous improvement of the assessment process. Three state examples illustrate different methods of incorporating alternate assessment results into accountability systems. (Contains 23 references). (Author/CR)

Thai mural paintings have played a significant role in Thai society since The Sukhothai Kingdom period (1238-1438 AD) until the present. Wattana Boonjub (2009) points out that Mural painting was used for teaching the Thai people in the past. Throughout history, temples have become a crucial part of Thai' lives; for example, Wat Phumin in Nan Province. Wat Phumin has exceptional architecture, beautiful visual presentations of Buddhist storytelling on the walls which depict scenes from the Buddhist Jataka tales, and scenes of everyday life in Nan. These unique characteristics have attracted many visitors to this temple over the years. Also, when those interested visit Wat Phumin, they experience this temple as a Museum. Loïc Tallon et al. (2008) suggests that the museum experience provides an appropriate situation for learning history in an unconventional setting. As a result, previous research titled "Visual Research Practices on Thai Lanna Mural Painting: A Case Study of Wat Phumin, Nan Province" was presented at The 4th International Conference for Asia Pacific Arts Studies (ICAPAS 2016). The results indicated that the information concerning the Lanna mural paintings inside the temples was overwhelming. However, no directions are facilitating Thai and foreign visitors in viewing and understanding at the first episode of storytelling on Lanna mural paintings inside Wat Phumin. Therefore, this research is the result of finding a solution to facilitating visitors in viewing Buddhist Jataka tales through digital arts and digital technology (such as responsive web design, QR codes, etc.) with practice-based design research.

NSF's new Strategic Plan for Fiscal Years 2022-2026 was released on March 28, 2022. To achieve NSF's vision of "A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation," the Plan lays out four strategic goals. The first, "Empower STEM talent to fully participate in science and engineering," aims to accelerate the advancement of discovery and learning and, in a world in which work is increasingly reliant upon scientific and technological skills, ensure that all citizens share in the benefits that flow from research. NSF will promote inclusion in the research community and STEM workforce, access to STEM learning and training, and widespread STEM literacy. The second strategic goal, "Create new knowledge about our universe, our world and ourselves," aims to advance knowledge through investments in ideas, people, and infrastructure, and to advance the practice of research. The third strategic goal, "Benefit society by translating knowledge into solutions," focuses on delivering benefits from research by advancing discovery and accelerating innovation that address societal challenges, as well as cultivating a global S&E community based on shared values and strategic cooperation. The fourth goal, "Excel at NSF operations and management," includes strategies to attract, retain, and empower a talented and diverse workforce and continually to improve agency operations. NSF's new Strategic Plan lays out a vision for accelerating research and innovation. The Plan includes examples of discoveries that NSF-supported researchers have made, and the impacts these have had on the Nation's economy and well-being. It also includes examples of exciting new opportunities for research at the frontiers of science and engineering. With the support of the American people, NSF-funded researchers will continue to transform the world with their ingenuity and creativity, providing new knowledge and innovations that will propel our economy and enhance our lives. [Cover title varies: "U.S. National Science Foundation 2022-2026 Strategic Plan." For "Building the Future: Investing in Discovery and Innovation--NSF Strategic Plan for Fiscal Years (FY) 2018-2022," see ED594467.]

With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project. It describes the process used to achieve the collaborative partnership, the identification of evidence-based strategies, the development of associated manuals to support implementation by special educations teachers, and the results of subsequent evaluation. A brief list of resources is also included. (Contains 4 figures.)

Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.

This study reports on a district-wide research-based professional development (PD) that included 207 teachers and administrators. Data were collected from pre/post surveys, content analysis of the participants' wiki pages, and a follow-up questionnaire. Findings indicate that participants significantly improved their foundational and technical wiki skills. The PD had a significant impact on participants' perceptions of preparedness to use wikis in the classroom. Findings provided evidence that research-based PD can foster sustained teacher practice. The study demonstrates that participation in PD that is sustained, student-centered, participatory, and supported by adequate resources can have a significant impact on teacher learning and practice about specific technologies. (Contains 2 tables.)

The most recent Gallup poll regarding the religious attitudes of Americans again confirms the importance of religion for the large majority of Americans. The primary purpose of this survey was to assess how and to what extent counselor education programs deal with religious and spiritual issues in the preparation of counselors. This survey offered subjects (N=525) who were heads of counselor education programs, undefined religion and spiritual terms, with the expectation that they would react to these terms within a universe of understanding that is distinct from "unreligious" and "unspiritual." Based on a 65% response rate, results show that in terms of course work only about 22% of counselor education programs give curricular attention to religion and spiritual issues. If substantial non-course curricular elements dealing with religious and spiritual issues are included, the percentage of programs rises to only about 24%. When those institutions reporting a moderate amount of non-course attention to religious and spiritual issues are included, the percentage rises to 45%. Not surprisingly, the percentage of state-affiliated institutions giving substantial to moderate curricular attention to religious and spiritual issues is significantly less than religiously affiliated institutions, with approximately 36% of the former and 50% of the latter having substantial curricular elements. In the category of internship supervision the extent of attention to clients' and supervisees' religious and spiritual issues was also low. The appendixes provide the questionnaire and two lists of course titles. (Contains 14 tables and 38 references.) ABL)

Lattice-based discriminative training techniques such as MMI and MPE have been increasingly widely used in recent years. I will review these model based discriminative training technique and also the newer feature-based techniques such as fMPE. I will discuss some of the practical issues that are relevant to discriminative training, such as lattice generation, lattice depth and quality, probability scaling, I-smoothing, language models, alignment consistency, and various other issues for feature-based discriminative training, and will discuss more recent improvements such as frame-weighted MPE (MPFE), and give an overview of some recent unrelated work that I have been doing. ©2006 Microsoft Corporation. All rights reserved.

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

The focus of our systemetic scoping review is to provide an overview of the extent of the practical application of sensor-based technology in mental healthcare settings, specifically in studies conducted with patients receiving mental healthcare. Also, we aim to create a comprehensive overview of the barriers and facilitators that are described in these studies to take the step from research to clinical practice with regard to the technology used in these studies.

The focus of our systemetic scoping review is to provide an overview of the extent of the practical application of sensor-based technology in mental healthcare settings, specifically in studies conducted with patients receiving mental healthcare. Also, we aim to create a comprehensive overview of the barriers and facilitators that are described in these studies to take the step from research to clinical practice with regard to the technology used in these studies.

The focus of our systemetic scoping review is to provide an overview of the extent of the practical application of sensor-based technology in mental healthcare settings, specifically in studies conducted with patients receiving mental healthcare. Also, we aim to create a comprehensive overview of the barriers and facilitators that are described in these studies to take the step from research to clinical practice with regard to the technology used in these studies.

Includes bibliographical references and index

Research and Practice of Artistic Creation Based on Regional Culture and Folk Art Elements

Note this registration has been withdrawn: The ACCORD (ACcurate COnsensus Reporting Document) reporting guideline will provide a set of minimum items that should be reported about methods used to achieve consensus, including approaches ranging from simple unstructured opinion gatherings to highly structured processes.

Note this registration has been withdrawn: As internal evaluators for a 3- year Research Practice Partnership (RPP), we are part of a Design-Based Implementation Research (DBIR) project between partners CSforALL, CodeCrew (TN), and CSEdResearch.org. The goal of the RPP is to increase the capacity, access, participation, and experiences of K-12 computer science (CS) students in Tennessee through the implementation of a CSforALL designed workshop, Strategic CSforALL Resource & Implementation Planning Tool (SCRIPT) (CSforALL, 2022). The goal to increase capacity, access, participation, and experiences stem from the defined problems of practice at the core of the RPP, which are: School leaders in TN need broad buy in to bring CS to their students. Leaders in TN want clear definitions of what high quality CS K-12 pathways look like. The RPP plans to address the problems of practice through the implementation of SCRIPT workshops. The SCRIPT workshop is a framework to guide teams of district administrators, school leaders, and educators to create or expand upon a CS education implementation plan for their students. This is accomplished through a series of collaborative visioning, self-assessment and goal-setting exercises that the educators engage in during the workshop, framing their plan on their individual community values and goals. Through this project, the CSforALL team, as the named researchers in the DBIR, aim to answer the two research questions: How does the strategic planning from SCRIPT tools, routines, and processes impact local buy-in, decision making, and action taken at the LEA level in TN? What direct impacts of the SCRIPT resources have on LEA’s capacity to provide access and encourage participation of students historically marginalized in CS? What indirect impacts are there on the CS experiences of students historically marginalized in CS? For this preregistration, however, the CSEdResearch.org team will conduct an internal evaluation of the effectiveness of the RPP, including how well the CSforALL team answered their research questions. As part of this evaluation, we will be using the Five Dimensions of Effectiveness framework for assessing our RPP (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). CSforALL Script Workshop: https://www.csforall.org/projects_and_programs/script/ Henrick, Cobb, Penuel, Jackson & Clark. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation.

Note this registration has been withdrawn: As internal evaluators for a 3- year Research Practice Partnership (RPP), we are part of a Design-Based Implementation Research (DBIR) project between partners CSforALL, CodeCrew (TN), and CSEdResearch.org. The goal of the RPP is to increase the capacity, access, participation, and experiences of K-12 computer science (CS) students in Tennessee through the implementation of a CSforALL designed workshop, Strategic CSforALL Resource & Implementation Planning Tool (SCRIPT) (CSforALL, 2022). The goal to increase capacity, access, participation, and experiences stem from the defined problems of practice at the core of the RPP, which are: School leaders in TN need broad buy in to bring CS to their students. Leaders in TN want clear definitions of what high quality CS K-12 pathways look like. The RPP plans to address the problems of practice through the implementation of SCRIPT workshops. The SCRIPT workshop is a framework to guide teams of district administrators, school leaders, and educators to create or expand upon a CS education implementation plan for their students. This is accomplished through a series of collaborative visioning, self-assessment and goal-setting exercises that the educators engage in during the workshop, framing their plan on their individual community values and goals. Through this project, the CSforALL team, as the named researchers in the DBIR, aim to answer the two research questions: How does the strategic planning from SCRIPT tools, routines, and processes impact local buy-in, decision making, and action taken at the LEA level in TN? What direct impacts of the SCRIPT resources have on LEA’s capacity to provide access and encourage participation of students historically marginalized in CS? What indirect impacts are there on the CS experiences of students historically marginalized in CS? For this preregistration, however, the CSEdResearch.org team will conduct an internal evaluation of the effectiveness of the RPP, including how well the CSforALL team answered their research questions. As part of this evaluation, we will be using the Five Dimensions of Effectiveness framework for assessing our RPP (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). CSforALL Script Workshop: https://www.csforall.org/projects_and_programs/script/ Henrick, Cobb, Penuel, Jackson & Clark. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation.

Note this registration has been withdrawn: As internal evaluators for a 3- year Research Practice Partnership (RPP), we are part of a Design-Based Implementation Research (DBIR) project between partners CSforALL, CodeCrew (TN), and CSEdResearch.org. The goal of the RPP is to increase the capacity, access, participation, and experiences of K-12 computer science (CS) students in Tennessee through the implementation of a CSforALL designed workshop, Strategic CSforALL Resource & Implementation Planning Tool (SCRIPT) (CSforALL, 2022). The goal to increase capacity, access, participation, and experiences stem from the defined problems of practice at the core of the RPP, which are: School leaders in TN need broad buy in to bring CS to their students. Leaders in TN want clear definitions of what high quality CS K-12 pathways look like. The RPP plans to address the problems of practice through the implementation of SCRIPT workshops. The SCRIPT workshop is a framework to guide teams of district administrators, school leaders, and educators to create or expand upon a CS education implementation plan for their students. This is accomplished through a series of collaborative visioning, self-assessment and goal-setting exercises that the educators engage in during the workshop, framing their plan on their individual community values and goals. Through this project, the CSforALL team, as the named researchers in the DBIR, aim to answer the two research questions: How does the strategic planning from SCRIPT tools, routines, and processes impact local buy-in, decision making, and action taken at the LEA level in TN? What direct impacts of the SCRIPT resources have on LEA’s capacity to provide access and encourage participation of students historically marginalized in CS? What indirect impacts are there on the CS experiences of students historically marginalized in CS? For this preregistration, however, the CSEdResearch.org team will conduct an internal evaluation of the effectiveness of the RPP, including how well the CSforALL team answered their research questions. As part of this evaluation, we will be using the Five Dimensions of Effectiveness framework for assessing our RPP (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). CSforALL Script Workshop: https://www.csforall.org/projects_and_programs/script/ Henrick, Cobb, Penuel, Jackson & Clark. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation.

Note this registration has been withdrawn: As internal evaluators for a 3- year Research Practice Partnership (RPP), we are part of a Design-Based Implementation Research (DBIR) project between partners CSforALL, CodeCrew (TN), and CSEdResearch.org. The goal of the RPP is to increase the capacity, access, participation, and experiences of K-12 computer science (CS) students in Tennessee through the implementation of a CSforALL designed workshop, Strategic CSforALL Resource & Implementation Planning Tool (SCRIPT) (CSforALL, 2022). The goal to increase capacity, access, participation, and experiences stem from the defined problems of practice at the core of the RPP, which are: School leaders in TN need broad buy in to bring CS to their students. Leaders in TN want clear definitions of what high quality CS K-12 pathways look like. The RPP plans to address the problems of practice through the implementation of SCRIPT workshops. The SCRIPT workshop is a framework to guide teams of district administrators, school leaders, and educators to create or expand upon a CS education implementation plan for their students. This is accomplished through a series of collaborative visioning, self-assessment and goal-setting exercises that the educators engage in during the workshop, framing their plan on their individual community values and goals. Through this project, the CSforALL team, as the named researchers in the DBIR, aim to answer the two research questions: How does the strategic planning from SCRIPT tools, routines, and processes impact local buy-in, decision making, and action taken at the LEA level in TN? What direct impacts of the SCRIPT resources have on LEA’s capacity to provide access and encourage participation of students historically marginalized in CS? What indirect impacts are there on the CS experiences of students historically marginalized in CS? For this preregistration, however, the CSEdResearch.org team will conduct an internal evaluation of the effectiveness of the RPP, including how well the CSforALL team answered their research questions. As part of this evaluation, we will be using the Five Dimensions of Effectiveness framework for assessing our RPP (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). CSforALL Script Workshop: https://www.csforall.org/projects_and_programs/script/ Henrick, Cobb, Penuel, Jackson & Clark. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation.

Note this registration has been withdrawn: As internal evaluators for a 3- year Research Practice Partnership (RPP), we are part of a Design-Based Implementation Research (DBIR) project between partners CSforALL, CodeCrew (TN), and CSEdResearch.org. The goal of the RPP is to increase the capacity, access, participation, and experiences of K-12 computer science (CS) students in Tennessee through the implementation of a CSforALL designed workshop, Strategic CSforALL Resource & Implementation Planning Tool (SCRIPT) (CSforALL, 2022). The goal to increase capacity, access, participation, and experiences stem from the defined problems of practice at the core of the RPP, which are: School leaders in TN need broad buy in to bring CS to their students. Leaders in TN want clear definitions of what high quality CS K-12 pathways look like. The RPP plans to address the problems of practice through the implementation of SCRIPT workshops. The SCRIPT workshop is a framework to guide teams of district administrators, school leaders, and educators to create or expand upon a CS education implementation plan for their students. This is accomplished through a series of collaborative visioning, self-assessment and goal-setting exercises that the educators engage in during the workshop, framing their plan on their individual community values and goals. Through this project, the CSforALL team, as the named researchers in the DBIR, aim to answer the two research questions: How does the strategic planning from SCRIPT tools, routines, and processes impact local buy-in, decision making, and action taken at the LEA level in TN? What direct impacts of the SCRIPT resources have on LEA’s capacity to provide access and encourage participation of students historically marginalized in CS? What indirect impacts are there on the CS experiences of students historically marginalized in CS? For this preregistration, however, the CSEdResearch.org team will conduct an internal evaluation of the effectiveness of the RPP, including how well the CSforALL team answered their research questions. As part of this evaluation, we will be using the Five Dimensions of Effectiveness framework for assessing our RPP (Henrick, Cobb, Penuel, Jackson, & Clark, 2017). CSforALL Script Workshop: https://www.csforall.org/projects_and_programs/script/ Henrick, Cobb, Penuel, Jackson & Clark. (2017). Assessing Research-Practice Partnerships: Five Dimensions of Effectiveness. New York, NY: William T. Grant Foundation.

Research is an essential aspect of any health profession to advance knowledge, progress professional practice and optimise patient outcomes. Pharmacy is a constantly evolving field with new advances in medicine being made daily. Pharmacist involvement in research is therefore vital for initiating change in service delivery, promoting optimal use of medicines, advancing the profession, and providing the highest calibre of patient care. The perceptions held by hospital pharmacists towards research is both an underreported and an underrepresented area of study. This systematic review aims to understand the perceived barriers and enablers that influence hospital pharmacists from being involved in research.

Introduction: As a key approach to establishing the practical knowledge base in a primary care setting, practice-based research networks (PBRNs) have been recognized as key organizations and mechanisms for developing primary care research. This scoping review aims to examine and map the features and development trends of productivity, research type, and methods in original primary care research conducted by global PBRNs between 1991 and 2020. Methods and analysis: We assembled an interdisciplinary team to undertake this scoping review. The procedures will follow the framework developed by Arksey and O’Malley and the guidance of the Joanna Briggs Institute scoping review framework. The targeted literature data are original primary care research articles conducted by PBRNs from January 1, 1991, to December 31, 2020. We used an integrated search strategy collecting publications from 3 electronic databases (PubMed, Web of Science, and Embase), 16 mayor primary health care journals, and 364 relevant organizations. Two experienced researchers (YW, XC) will screen titles, keywords, and abstracts of all references and extract data about eight key elements. Disagreements between the two reviewers will be resolved through group discussions moderated by the third reviewer (ZX). The final data will be presented in tables and charts depending on the different conceptual categories. Ethics and dissemination: No ethical approval was required for this study. Findings will be disseminated through local and international conference presentations and publication in a scientific journal.

Introduction: As a key approach to establishing the practical knowledge base in a primary care setting, practice-based research networks (PBRNs) have been recognized as key organizations and mechanisms for developing primary care research. This scoping review aims to examine and map the features and development trends of productivity, research type, and methods in original primary care research conducted by global PBRNs between 1991 and 2020. Methods and analysis: We assembled an interdisciplinary team to undertake this scoping review. The procedures will follow the framework developed by Arksey and O’Malley and the guidance of the Joanna Briggs Institute scoping review framework. The targeted literature data are original primary care research articles conducted by PBRNs from January 1, 1991, to December 31, 2020. We used an integrated search strategy collecting publications from 3 electronic databases (PubMed, Web of Science, and Embase), 16 mayor primary health care journals, and 364 relevant organizations. Two experienced researchers (YW, XC) will screen titles, keywords, and abstracts of all references and extract data about eight key elements. Disagreements between the two reviewers will be resolved through group discussions moderated by the third reviewer (ZX). The final data will be presented in tables and charts depending on the different conceptual categories. Ethics and dissemination: No ethical approval was required for this study. Findings will be disseminated through local and international conference presentations and publication in a scientific journal.

Introduction: As a key approach to establishing the practical knowledge base in a primary care setting, practice-based research networks (PBRNs) have been recognized as key organizations and mechanisms for developing primary care research. This scoping review aims to examine and map the features and development trends of productivity, research type, and methods in original primary care research conducted by global PBRNs between 1991 and 2020. Methods and analysis: We assembled an interdisciplinary team to undertake this scoping review. The procedures will follow the framework developed by Arksey and O’Malley and the guidance of the Joanna Briggs Institute scoping review framework. The targeted literature data are original primary care research articles conducted by PBRNs from January 1, 1991, to December 31, 2020. We used an integrated search strategy collecting publications from 3 electronic databases (PubMed, Web of Science, and Embase), 16 mayor primary health care journals, and 364 relevant organizations. Two experienced researchers (YW, XC) will screen titles, keywords, and abstracts of all references and extract data about eight key elements. Disagreements between the two reviewers will be resolved through group discussions moderated by the third reviewer (ZX). The final data will be presented in tables and charts depending on the different conceptual categories. Ethics and dissemination: No ethical approval was required for this study. Findings will be disseminated through local and international conference presentations and publication in a scientific journal.

Introduction: As a key approach to establishing the practical knowledge base in a primary care setting, practice-based research networks (PBRNs) have been recognized as key organizations and mechanisms for developing primary care research. This scoping review aims to examine and map the features and development trends of productivity, research type, and methods in original primary care research conducted by global PBRNs between 1991 and 2020. Methods and analysis: We assembled an interdisciplinary team to undertake this scoping review. The procedures will follow the framework developed by Arksey and O’Malley and the guidance of the Joanna Briggs Institute scoping review framework. The targeted literature data are original primary care research articles conducted by PBRNs from January 1, 1991, to December 31, 2020. We used an integrated search strategy collecting publications from 3 electronic databases (PubMed, Web of Science, and Embase), 16 mayor primary health care journals, and 364 relevant organizations. Two experienced researchers (YW, XC) will screen titles, keywords, and abstracts of all references and extract data about eight key elements. Disagreements between the two reviewers will be resolved through group discussions moderated by the third reviewer (ZX). The final data will be presented in tables and charts depending on the different conceptual categories. Ethics and dissemination: No ethical approval was required for this study. Findings will be disseminated through local and international conference presentations and publication in a scientific journal.

Contains public sector information licensed under the Open Government Licence v3.0. Author(s): Goldberg,Matilda Ford List title: Elderly people in the community Essays 1 Explore this and other items from our digitised collections on the University of Southampton Digital Library.

Research on Management Accounting Practice and Teaching Reform Based on the Integration of Business and Finance

Research on Management Accounting Practice and Teaching Reform Based on the Integration of Business and Finance

Research on Management Accounting Practice and Teaching Reform Based on the Integration of Business and Finance

Research on Management Accounting Practice and Teaching Reform Based on the Integration of Business and Finance

Musculoskeletal disorders (MSDs) contribute to a high burden of disability worldwide. The development of primary care practice-based research networks (PBRNs) may be considered one strategy to help improve MSD health care quality and reduce disability burden. The overarching aim of this scoping review is to systematically review and evaluate the landscape of MSD focused PBRNs.

Industrial / commercial art & design

Industrial / commercial art & design

Industrial / commercial art & design

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

Downloaded from National Institutes of Health (NIH) Youtube channel on 2025-03-03 16:06:29 https://youtube.com/watch?v=IiwqFEzNalY -------- Dr. Dena Fischer, director of the Center for Clinical Research at the National Institute of Dental and Craniofacial Research (NIDCR), discusses the National Dental Practice-Based Research Network. For more information about the National Institute of Dental and Craniofacial Research, visit https://www.nidcr.nih.gov/

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)