Details

Autor(en) / Beteiligte

• Fogelberg, Katherine

Titel

Educational Principles and Practice in Veterinary Medicine

Auflage

1st ed

Ort / Verlag

Newark : John Wiley & Sons, Incorporated,

Erscheinungsjahr

2024

Link zum Volltext

• Wiley Online Library - AutoHoldings Books

Beschreibungen/Notizen

• Cover -- Title Page -- Copyright Page -- Dedication Page -- Contents -- List of Contributors -- Preface -- Chapter 1 Educational Philosophy and Philosophers -- Section 1: Introduction and Overview -- Part 1: Philosophy of Education Defined -- Section 2: A Brief History of Western Educational Philosophy -- Section 3: The Eastern Origins of the Philosophy of Education -- Part 1: Confucianism -- Part 2: Junzi as the Core of Person-Making and Citizen-Making in Confucianism -- Part 3: Women and Confucianism -- Part 4: Taoism -- Part 5: Taoism Versus Confucianism -- Part 6: Coda on Asian Educational Philosophies -- Section 4: Ethics and Aims of Education -- Part 1: Axiology and Education -- Part 2: Morality Versus Ethics -- Part 3: Why Ethics Is Important for Classroom Teachers -- Section 5: Educational Philosophers of Note -- Part 1: John Dewey -- Part 2: Nel Noddings -- Part 3: bell hooks -- Part 4: The -isms -- Section 6: Teacher-Centered Educational Philosophies: Perennialism and Essentialism -- Part 1: Introduction -- Part 2: Perennialism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Part 3: Essentialism: Roots in Realism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Section 7: Learner-Centered Educational Philosophies: Pragmatism and Existentialism -- Part 1: Introduction -- Part 2: Progressivism: Roots in Pragmatism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Part 3: Constructivism: Roots in Pragmatism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Part 4: Humanism: Roots in Existentialism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Section 8: Socially-Centered Educational Philosophies: Behaviorism and Reconstructionism.
• Part 1: Behaviorism: Roots in Realism and Logical Positivism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Reconstructionism: Roots in Pragmatism -- Goal of Education -- Curriculum -- Teacher's Role and Classroom Instruction -- Summary -- References -- Chapter 2 Educational Theory and Theorists -- Section 1: Introduction -- Section 2: The Big Three and Their Other Sibling -- Part 1: Positivism: The Launching Pad for Behaviorism and Other Learning Theories -- Part 2: Behaviorism: The Foundations of Outcomes-Based Education -- Part 3: Cognitivism: Recognition that Mental Processes Matter -- Part 4: Constructivism: The Student as an Active and Reflective Learner -- Section 3: Educational Equity: The Classroom as an Equalizer -- Part 1: Introduction -- Part 2: Gloria Evangelina Anzaldúa [1942-2004] -- Part 3: W.E.B. DuBois [1868-1963] -- Part 4: Paulo Freire [1921-1997] -- Part 5: bell hooks [1952-2021] -- Summary -- References -- Chapter 3 Cognition and Learning -- Section 1: Introduction -- Part 1: A Framework -- Section 2: Social Cognitive Theory -- Part 1: Human Agency -- Part 2: Human Agency and Self-Regulation -- Part 3: Human Agency and Self-Efficacy -- Part 4: Human Agency and Social Modeling -- Part 5: Human Agency and Identity -- Part 6: Educational Implications of Social Cognitive Theory -- Section 3: Learning, Memory, and Cognition -- Part 1: A Framework for Memory and Cognition -- Part 2: Conceptual Knowledge -- Part 3: Fostering Deep and Flexible Knowledge -- Part 4: Implications of Memory and Cognition for Learning -- Summary -- References -- Chapter 4 Andragogy -- Section 1: Introduction -- Section 2: A Very Brief History of Pedagogy -- Section 3: History and Emergence of Andragogy -- Section 4: Features and Foundations of Knowles's Andragogy -- Section 5: Challenges to Andragogy.
• Section 6: Support of Andragogy -- Section 7: Applications to the Veterinary Classroom -- Summary -- References -- Chapter 5 Understanding the Professional Program Student -- Section 1: Introduction and Overview -- Section 2: Who Are Our Students? -- Part 1: Introduction -- Part 2: Motivation and Experience -- Part 3: Financial Considerations -- Part 4: Applicant Community of Origin -- Part 5: Preprofessional Education -- Part 6: Application Process -- Part 7: Class Size Demographic -- Part 8: Professional Dual Degree Programs -- Part 9: Class Cohort Population Demographic -- Section 3: Neurodivergence -- Part 1: Attention-Deficit/Hyperactivity Disorder -- Part 2: Autism Spectrum Disorder -- Part 3: Specific Learning Disorder -- Section 4: Personality Types -- Part 1: Misunderstandings About Learning Styles -- Part 2: Stressors Impacting Veterinary Students -- Section 5: How Our Students Fit into Our Structures -- Part 1: Veterinary Curricula -- Part 2: The Preclinical Curriculum -- Part 3: The Clinical Curriculum -- Section 6: Expectations -- Part 1: Professional Behavior -- Part 2: Client and Patient Care -- Section 7: Student Factors -- Part 1: Fixed Versus Growth Mindset -- Part 2: Learning to Fail -- Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education -- Summary -- References -- Chapter 6 Roles of the Professional Program Instructor -- Section 1: Classroom Learning -- Part 1: Introduction -- Part 2: Lecture Capture -- Part 3: Active Learning -- Part 4: Classroom Discussion -- Part 5: Flipped Classroom -- Part 6: Case-Based Learning -- Part 7: Problem-Based Learning -- Part 8: Team-Based Learning -- Part 9: Audience Response Systems -- Part 10: Gaming and Other Active Learning Strategies -- Part 11: Summary -- Section 2: Laboratory and Clinical Skills Instruction -- Part 1: Overview.
• Part 2: Delivery of Curriculum -- Part 3: Animal Use in Laboratories -- Part 4: Models -- Part 5: Assessments -- Part 6: The Role of the Lab Leader -- Part 7: Student Preparation -- Part 8: Rater/Grader Training -- Part 9: Student Supervision -- Section 3: Teaching Personal Finances -- Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum -- Part 1: Changing Demographics -- Part 2: Changing Relationships with the Owners/Pet Parents/Caregivers -- Part 3: What Should New Graduates Know? -- Part 4: Cultural Humility -- Part 5: Cultural Competence -- Part 6: Cultural Fluency -- Part 7: Methodologies for Inclusion -- Part 8: Assessment -- Part 9: Conclusion -- Section 5: Teaching Empathy and Ethics -- Section 6: Teaching and Practicing Foundational Communication Skills -- Part 1: Communication Models and the Calgary-Cambridge Guide -- Part 2: The TONERR Model for Teaching Communication Skills -- Part 3: Transparency -- Part 4: Open-Ended Questions -- Part 5: Nonverbal Cues -- Part 6: Empathy -- Part 7: Reflective Listening -- Part 8: Regard -- Part 9: Teaching and Practicing Communication Skills -- Section 7: Teaching on the Clinical Floor - Veterinary Students and House Officers -- Part 1: Introduction -- Part 2: Applicable Educational Theories -- Part 3: The Environment -- Part 4: Outcomes and Assessment -- Part 5: Insight on Teaching the Clinical Student -- Part 6: Considerations for House Officers -- Part 7: Summary -- References -- Chapter 7 Technology in the Classroom -- Section 1: Introduction -- Part 1: Learning Management Systems -- Part 2: Learning Analytics -- Part 3: Learning Tools -- Section 2: Presenting Information and Interactions with Content -- Part 1: Considerations for Cognitive Learning Theories -- Part 2: Considerations for Constructivist Learning Theory.
• Part 3: Connect and Collaborate -- Part 4: Practice and Self-Assessment -- Section 3: Online and Blended Learning -- Part 1: Instructional Delivery Modes -- Part 2: Stakeholder Needs and Priorities -- Part 3: Online Learning -- Part 4: Research and Theory -- Part 5: Blended Learning -- Part 6: Hybrid Learning -- Part 7: HyFlex Learning -- Section 4: Instructional Systems Design for Digital Learning -- Part 1: Analysis -- Part 2: Design -- Part 3: Development -- Part 4: Implementation -- Part 5: Evaluation -- Part 6: Essential Elements -- Section 5: Veterinary Student Success in Technology-Enhanced Learning -- Part 1: Equity and Accessibility Considerations -- Part 2: Creating Accessible Online Environments -- Part 3: Universal Design for Learning -- Section 6: Safety and Security Considerations -- Part 1: Cyber Threats -- Part 2: Reporting Incidents -- Part 3: Intellectual Property Integrity -- Part 4: Academic Integrity and Security of Assessments -- Part 5: Reputable Sources -- Part 6: Conclusion -- Section 7: Present and Future Technologies to Enhance Learning -- Part 1: Introduction -- Part 2: Relevant Terms and Definitions -- Section 8: Common Forms of Educational Technologies -- Part 1: Adaptive Learning -- Part 2: Game-Based Learning Versus Gamification Versus Serious Gaming -- Part 3: Immersive Technology (The Realities) -- Section 9: Review of Examples of Technologies Used in Veterinary Education -- Part 1: Applications in Anatomy -- Part 2: Clinical Experiences -- Part 3: Challenging Environments -- Part 4: Other, Non-simulation Technologies -- Part 5: Summary and Future Direction -- References -- Additional Resources -- Chapter 8 The Syllabus -- Section 1: Introduction -- Part 1: Defining the Syllabus -- Section 2: Syllabus Purposes -- Part 1: Serves as a Contract -- Part 2: Becomes a Permanent Record -- Part 3: Is a Learning Tool.
• Section 3: Creating an Effective Syllabus.
• Description based on publisher supplied metadata and other sources.