Benner, Sutphen, Leonard, and Day (2010), in their recent work Educating Nurses: A Call for Radical Transformation, recommend that nurse educators vary the means by which they assess their students’ achievement and include the use of simulation, skills labs, classroom activities, standardized patients, and work with actual patients. Benner et al. also note the benefits of high-fidelity simulati...

This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers’ attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers revealed a greater level of confidence in their ability to integrate technology and more positive beliefs in the benefits of using technology to improve te...

A great deal of research on the psychology of gambling has been conducted that has looked at non-experienced gamblers in laboratory or classroom settings. Yet there has been comparatively little research examining the practices and beliefs of actual gamblers within their natural gambling context. The current research contributes to the naturalistic study of casino gamblers. It reports the resul...

Despite considerable change in the content and structure of teacher education over the last 40 years, the pedagogical framework of most programs has remained remarkably consistent. Most programs involve three pedagogical phases: (1) studying about practice, (2) observing and trying out practice under simulated or actual classroom conditions, and (3) comparing and elaborating practice in classro...

While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padrón, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilien...

This paper reports on an exploratory, longitudinal study that analyzes and interprets the evolution of teachers’ beliefs regarding learning, teaching, and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th–6th grade classrooms. The study used multiple research tools, interviews, questionnaires and observations, focusin...

This study analyses the difficulties and obstacles faced by teachers of social studies education while using ICT-based teaching equipment and methods in their classes. Although ICT-based equipment and methods create important opportunities for the development of teaching, the literature shows that the ICT integration into teachers’ classroom practices is not at the desired level. The study aims...