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Evaluating an Evidence-based Intervention for Families and Survivors After Traumatic Brain Injury: The Brain Injury Family Intervention

The long-term detrimental impact of traumatic brain injury (TBI) on individuals and their family members is well known. However, there have been few standardized family interventions or findings from treatment efficacy studies to guide clinical practice. The Brain Injury Family Intervention (BIFI) is an evidence-based, five-session, manualized clinical intervention, provided for both family members and the injured person. Guided by cognitive behavioral theory, the program provides education, skill building, and psychological support for both persons with brain injury and their family members. The objective of the present study was to test the efficacy of the BIFI as it was designed to improve the emotional well-being and life quality of persons with brain injury and their family members. Evaluation occurred in an outpatient neuropsychology department attached to a major academic medical center, with a sample of 53 family member caregivers of 53 TBI survivors. It was hypothesized that the BIFI would increase the proportion of caregivers' met needs, decrease their psychological distress, increase their perception that survivors' neurological functioning had improved, and reduce perceived obstacles to obtaining services. It also was hypothesized that the BIFI would result in improved neurological functioning for survivors. A secondary analysis of existing data using repeated measures mixed models was used to analyze four self-report measures for family members: (1) the extent to which family members' needs had been met, measured by the Family Needs Questionnaire (FNQ); (2) the extent to which caregivers perceive obstacles to receiving services, measured by the Service Obstacles Scale (SOS); (3) the degree of caregivers' psychological distress, measured by the Brief Symptom Inventory-18 (BSI-18); and (4) their perception of the survivor's neurological functioning, measured by the Neurological Functioning Inventory (NFI). Survivors' neurological functioning was examined based on their own self-report data, also measured by the NFI. Data were collected at pre-treatment, immediate post-treatment and at a three-month follow-up after treatment. Statistical analyses revealed that, after participating in the BIFI program, caregivers reported significantly more met family needs, perceived fewer obstacles to receiving services, and rated the survivor as having reduced depression and somatic symptoms. No significant effects were observed for caregiver psychological distress or survivors' reports of their neurological functioning. Methodological limitations, implications for clinical intervention with families after TBI, and suggestions for future research are discussed.

The long-term detrimental impact of traumatic brain injury (TBI) on individuals and their family members is well known.

Jewish Writers in the Arab East: Literature, History, and the Politics of Enlightenment, 1863--1914

At the twilight of the Ottoman Empire, in urban centers such as Baghdad, Beirut, Cairo, and Jaffa, Jewish intellectuals participated in the modern Hebrew and Arabic enlightenment movements (the haskala and the nand&dotbelow;a). They immersed themselves in the ideological and political currents of their time, responding to the competing pulls of Ottomanism, Zionism, and territorial nationalism. Above all, they explored what it meant to be Arab, Jewish, and modern, reimagining themselves and their communities through the regional vocabulary of modernity and enlightenment. But the split between "Arab" and "Jew" was to become violently entrenched, socially institutionalized, and in time, historically reified. With these developments, Moyal and other Arab Jewish writers were cast out not only from the bygone world of the cosmopolitan Middle East, but from historical memory itself.

Arabs before we are Jews" (nahnu 'arab qabla an nakun yahudan).20 In
literature and history, the term was employed by the Egyptian Karaite Murad
Farag in his 1929 book al-Shu'ara' al-yahud al- 'arab (The Arab Jewish poets),
which traces ...

Practical Understandings: Teachers' Beliefs and Practices in Pronunciation Teaching

The relevance of pronunciation teaching has been discussed intensively and extensively during the past thirty years. Coupled with the expanding use of English language in international contexts, explicit pronunciation teaching in English language curricula is acknowledged to promote better communication. To date, limited research documents the teachers' practices and beliefs with regard to pronunciation teaching.

CHAPTER 1 INTRODUCTION For the past thirty years, scholars have been
discussing the relevance of teaching ... Coupled with the expanding global use of
the English language, the demand for teaching a better or more intelligible ...

The Effect of Nurse Staffing on Selected Outcomes of Care

Many researchers have examined the effects of nurse staffing on aspects of the quality of health care. However, these studies are neither exhaustive nor consistent. The need for studying nurse staffing is critical due to factors such as the nursing shortage, hospital restructuring, the growing concern for patient safety, and recent policies mandating nurse to patient ratios. The purpose of this study was to examine the effects of nurse staffing on patient satisfaction, patient adverse events, patient length of stay, and nurse job satisfaction.

Ali Moh'd Saleh. Summary This chapter provided a review of the literature
regarding nurse staffing, patient satisfaction, patient adverse events, patient
length of stay, and nurse job satisfaction. Previous studies examined different
areas of ...

Teacher Transformation Achieved Through Participation in the National Writing Project's Invitational Summer Institute

Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.

Writing with power: Techniques for mastering the writing process, (2nd ed.). NY:
Oxford University Press, Inc. Emig, J. (1971). The composing processes of twelfth
graders. (National Council of Teachers of English Research Report, No. 13).

An Inquiry Into Teacher Implementation of Nctm Standards in the Kindergarten Through Second Grade Instructional Setting

Enjoy a wide range of dissertations and theses published from graduate schools and universities from around the world. Covering a wide range of academic topics, we are happy to increase overall global access to these works and make them available outside of traditional academic databases. These works are packaged and produced by BiblioLabs under license by ProQuest UMI. The description for these dissertations was produced by BiblioLabs and is in no way affiliated with, in connection with, or representative of the abstract meta-data associated with the dissertations published by ProQuest UMI. If you have any questions relating to this particular dissertation, you may contact BiblioLabs directly.

These works are packaged and produced by BiblioLabs under license by ProQuest UMI.

An Inquiry Into Teacher Implementation of NCTM Standards in the Kindergarten Through Second Grade Instructional Setting

This sequential, explanatory, mixed methods study investigated the relationship between teachers' implementation of the National Council of Teachers of Mathematics (NCTM) and student achievement on Exemplars, a performance-based assessment, in a suburban elementary school in the southeastern United States. The problem addressed was the need to measure implementation of NCTM standards and the influence standards implementation has on student achievement on a performance assessment. Georgia implemented a new curriculum, Georgia Performance Standards (GPS), in kindergarten through second grade in 2006--2007. The GPS are designed to achieve a balance of concepts, skills, and problem solving, and the rigor and depth of knowledge is far greater than the previous curriculum. These standards make heavy demands and require professional development of mathematics teachers. Quantitative data from a self-report survey on teachers' commitment to NCTM standards was correlated with Exemplars. The qualitative component of teacher observation provided corroboration of the self-report survey and added reliability to the survey. The Pearson correlation approached significance, and the ANOVA revealed significance. The post hoc comparisons using the Scheffe revealed a significant difference between medium and high implementation groups. The observations were congruent with the self-report survey. Teacher self-efficacy emerged as a contributing factor to the significant difference found between implementation levels. This research has potential to guide best teaching practices, to support development of communities of learners, to give direction for designing professional development, and to provide recognition for the critical factor of self-efficacy in teaching. The potential for social changes in mathematics may guide improvement in student achievement and develop proficient mathematicians in the elementary setting.

These standards make heavy demands and require professional development of mathematics teachers. Quantitative data from a self-report survey on teachers' commitment to NCTM standards was correlated with Exemplars.

Stresses Experienced by Novice Teachers Attempting to Teach in the Spirit of the NCTM Standards

These novices identified socially-oriented coping resources (i.e. social relationships in the presence of or without a teacher learning community) as the most effective in alleviating their teaching stresses, while looking to their own experiences and resources was also important, particularly those without formally organized social resources (such as teacher learning communities). These results suggested that novices attempting ambitious teaching do so because they have commitments that lead them to persevere in such teaching and are able to find resources to support them in those attempts. Novices with access to teacher learning communities reported experiencing less stress than those who built their own social networks.

These novices identified socially-oriented coping resources (i.e. social relationships in the presence of or without a teacher learning community) as the most effective in alleviating their teaching stresses, while looking to their own ...

Brain-based Teaching Strategies Used to Teach English as a Foreign Language (EFL) in Taiwan High Schools, Colleges, and Universities

The purpose of this study was foremost to present brain research and its findings and application to teaching, which will provide foreign language teachers with a better understanding of how the brain works, making language learning take place. Another important aspect of this research was to review and analyze the findings and results of implementation of brain-based teaching and learning research in order to find the best brain-based teaching strategies to enhance English as foreign language (EFL) teaching effectiveness. In addition, data collection was employed to investigate the teaching strategies used in general English classes in schools above the secondary level in Taiwan, to understand what teaching strategies were used and the relationship between these strategies and students' English achievement. This study aims to make sure the above secondary level EFL teachers know what brain-based strategies have to say about language learning, and to make brain-based teaching work for EFL teachers in order to enhance teaching and learning in their classrooms.

The purpose of this study was foremost to present brain research and its findings and application to teaching, which will provide foreign language teachers with a better understanding of how the brain works, making language learning take ...

Brain-based Learning: Knowledge, Beliefs, and Practices of College of Education Faculty in the Pennsylvania State System of Higher Education

The method used was a survey, designed by the researcher and distributed to teacher education faculty in the Pennsylvania State System of Higher Education by e-mail. The survey research report aggregated data only, so confidentiality was maintained. A quantitative approach was used with the information gathered from the teacher education faculty.

The method used was a survey, designed by the researcher and distributed to teacher education faculty in the Pennsylvania State System of Higher Education by e-mail.