MARC details
| 000 -LEADER |
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| fixed length control field |
10142pam a2200373 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
1742499 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
TH-BaNU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20201009170906.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
201009s2020 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2019008558 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781284145168 (pbk.) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)1088737771 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DNLM |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DNLM |
| Modifying agency |
TH-BaNU |
| 041 09 - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 060 00 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER |
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| Classification number |
WB 18 |
| Item number |
N693 2020 |
| 245 00 - TITLE STATEMENT |
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| Title |
Foundations of education : |
| Remainder of title |
an EMS approach / |
| Statement of responsibility, etc. |
National Association of EMS Educators. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Third edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Burlington, MA : |
| Name of producer, publisher, distributor, manufacturer |
Jones & Bartlett Learning, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2020] |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxviii, 556 pages : |
| Other physical details |
illustrations |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Acknowledgments<br/>Introduction<br/>Chapter 1 Attributes of Effective Educators<br/>Creating an Educational Philosophy<br/>The Educator as a Role Model<br/>Professional Development<br/>Educational Resources<br/>Factors That Influence Professional Development<br/>Becoming a Better EMS Educator<br/>Charting a Successful Career Path<br/>Summary<br/>Glossary<br/>References<br/>Additional Resource<br/>Chapter 2 EMS Educator Roles<br/>EMS Educator-Specific Roles<br/>Student Expectations of Educators<br/>Educator Responsibilities<br/>Student Issues<br/>Common Role Adjustments<br/>Summary<br/>Glossary<br/>References<br/>Chapter 3 Brain-Based Learning<br/>The Hardest Working Organ in the Body<br/>Communicating Neurons: Cascade of Interaction<br/>Memory-Making Moments<br/>Brain-Based Learning and the Educator<br/>Creating a Brain Ready for Learning<br/>Boosting Attention, Motivation, and Retention<br/>Learned Helplessness: Combating an Unhealthy Brain<br/>Types of Intelligence<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 4 Principles of Adult Learning<br/>Historical Foundations of Adult Education Principles<br/>Pedagogy versus Andragogy<br/>Physiological Variables<br/>Psychosocial Variables<br/>Motivation<br/>Selected Learning Theories<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 5 Learning Styles: Concepts and Controversies<br/>The Neuroscience<br/>Introduction to Learning Styles<br/>Learning Styles<br/>Assessing Students’ Learning Styles<br/>Assessing the Educator’s Learning Style<br/>Caution on Learning Style Assessments<br/>Using Learning Styles to Enhance Teaching<br/>Intelligence<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 6 Culture in the EMS Classroom<br/>Teaching through a Cultural Lens<br/>Instructor, Know Thyself<br/>Diversity in the Classroom<br/>Power in the Teaching Relationship<br/>Equity versus Equality<br/>Opportunities to Integrate Classroom Diversity<br/>Instructional Materials<br/>Instructional Strategies<br/>Student-Educator Relations<br/>Preparing Students to Incorporate Diversity Awareness into Their Practice<br/>Developing a Culturally Sound Teaching Curriculum<br/>Instructional Strategies<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 7 The Learning Environment<br/>Classroom Introductions<br/>Housekeeping<br/>Setting Expectations<br/>The Physical Environment<br/>The Virtual Learning Environment<br/>The Psychological Environment<br/>The Social Environment<br/>Encouraging Teamwork<br/>Special Considerations<br/>Student Characteristics<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 8 Domains of Learning<br/>Categorizing the Domains<br/>Interplay between the Domains<br/>Domain Levels and Dimensions<br/>Addressing the Domains in Goals and Objectives<br/>Addressing the Domains in Teaching Strategies<br/>Addressing the Domains in Assessment Methods<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 9 Goals and Objectives<br/>Goals and Objectives<br/>Domains of Learning<br/>Bloom’s Taxonomy<br/>Performance Alignment<br/>Writing an Objective<br/>Terminology and Precision<br/>Goals and Objectives and the Assessment Process<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 10 Lesson Plans<br/>Overview of Lesson Plans<br/>Purpose of a Lesson Plan<br/>Sources of Lesson Plans<br/>The Needs Assessment<br/>Parts of the Lesson Plan<br/>Specialized Lesson Plans<br/>Lesson Plan Evaluation<br/>Lesson Plan Troubleshooting<br/>Summary<br/>Glossary<br/>Reference<br/>Additional Resources<br/>Chapter 11 Introduction to Teaching Strategies<br/>Traditional Education<br/>Trends in Teaching Methods<br/>Techniques to Enhance Student-Centered Learning<br/>Matching Teaching Strategies to Goals and Objectives<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 12 Teaching in All Domains<br/>Types of Knowledge<br/>Teaching Thinking Skills<br/>Teaching People Skills<br/>Teaching Psychomotor Skills<br/>Whole-Part-Whole Instruction<br/>Progression through the Psychomotor Domain Levels of Skills Acquisition<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 13 Tools for Individual Learning<br/>Self-Regulated Learning<br/>Critical Thinking and Reflective Practice in Adult Education<br/>Reading Assignments<br/>Textbooks<br/>Journal Articles<br/>Program Handbooks<br/>Online Blogs and Social Media Links<br/>Case Reviews<br/>Practice Tests<br/>Targeted Clinical Experiences<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 14 Tools for Small Group Learning<br/>Advantages of Small Group Learning<br/>Disadvantages of Small Group Learning<br/>Small Group Dynamics<br/>Types of Groups<br/>Small Group Learning Models<br/>Preparing for Small Group Teaching<br/>Common Small Group Strategies<br/>Teaching Psychomotor Skills<br/>Lab Session Planning and Preparation<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 15 Tools for Large Group Learning<br/>Lecture<br/>Lecture 101<br/>Parts of the Lecture<br/>Involving the Audience during the Presentation<br/>Flipping the Classroom<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 16 Using Technology to Enhance Classroom Learning<br/>Technology-Enhanced Classroom<br/>Which Technologies “Work”?<br/>Web-Enhanced Classroom<br/>Mobile Learning<br/>The Role of Social Media in Education<br/>Emerging Technologies<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 17 Tools for Distance Learning<br/>Distance Education in Perspective<br/>Learning at a Distance<br/>Characteristics of the Distance Learner<br/>Pros, Cons, and Barriers for Distance Learning<br/>Distance Education within EMS<br/>Structuring Distance Education for EMS<br/>Technology for an Online Course<br/>Instructional Design<br/>Online Assessment of the Domains of Learning<br/>Faculty Administration Matters<br/>Instructor Skills for Online Teaching and Learning<br/>Issues of Student Learning<br/>Challenges for Distance Education in EMS<br/>Continuing Education for EMS Providers<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 18 Tools for Simulation<br/>Preparation<br/>Objectives<br/>Conditions<br/>Safety<br/>Scenario<br/>Time Frame<br/>Participants<br/>Equipment<br/>Endpoints and Assessment<br/>Debriefing<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 19 Tools for Field and Clinical Learning<br/>Clinical Education<br/>The Effective Clinical Educator<br/>Field Preceptor Job Requirements and Training<br/>Role of the Clinical Educator<br/>Clinical Teaching Strategies<br/>Preparation and Debriefing<br/>Measuring Student Progress and Competency in the Clinical Environment<br/>Assessment and Feedback<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 20 Assessing Learning<br/>Assessment<br/>The Purposes of Assessment<br/>Reliability of Assessment<br/>Validity of Assessment<br/>Constructing an Assessment Strategy<br/>Case Studies in Construction of Assessment Strategy<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 21 Written Assessment<br/>The Written Assessment<br/>Construction of a Written Examination<br/>Using Limited Response Items<br/>Using Open Response Items<br/>Homework and Research Projects<br/>Administering Written Examinations<br/>Analysis of Written Examinations<br/>Grading Strategies<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 22 Other Assessment Tools<br/>Varied Types of Assessment<br/>Assessing All Domains of Learning<br/>Oral Examinations<br/>Practical Examinations<br/>Affective Evaluations<br/>Projects with Varied Activities<br/>Competency Portfolios<br/>Applied Care Evaluation<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 23 Remediation<br/>Remediation Defined<br/>When to Remediate<br/>Steps in the Remediation Process<br/>Remediation to Improve Outcomes on High-Stakes Certification Exams<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 24 Administrative Issues<br/>Chapter Format<br/>Administrative Foundation<br/>Program Director-Related Administrative Issues<br/>Instructor-Related Administrative Issues<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 25 Legal Issues for EMS Educators<br/>Areas of Law<br/>Tort Law<br/>Risk Management<br/>Civil Rights and Nondiscrimination Laws<br/>Federal Nondiscrimination Laws<br/>Public Health and Safety Laws<br/>Federal Health and Safety Laws, and Affirmative Duties<br/>State Public Health, Safety, and Education Codes<br/>State Immunity Laws<br/>Program Clinical Affiliation Agreements<br/>Curriculum Issues<br/>Student Issues<br/>Grievance Policies<br/>Safe Environment Laws<br/>Federal Safety Laws and Directives<br/>Negligent Referrals<br/>Workers’ Compensation and Other Public Benefits Laws<br/>Health and Malpractice Insurance<br/>Confidentiality and Data Privacy Laws<br/>Federal Privacy Laws and Directives<br/>Security Camera Surveillance Systems<br/>Legal Research<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Chapter 26 Fundamentals of Accreditation and Program Evaluation<br/>The Accreditation Process<br/>Types of Accreditation<br/>Benefits of Accreditation<br/>Accreditation: A National Conversation<br/>Accreditation and Emergency Medical Services<br/>Paramedic Education Accreditation<br/>Common Challenges, Frequent Citations<br/>Program Review, Evaluation, and the Quality Review Process<br/>Summary<br/>Glossary<br/>References<br/>Additional Resources<br/>Appendices<br/>Appendix A Rubric for Quality Online Education<br/>Appendix B Disabilities in EMS Education<br/>Glossary<br/>Index |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Emergency Medicine |
| General subdivision |
education |
| Authority record control number or standard number |
https://id.nlm.nih.gov/mesh/D004635Q000193 |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Emergency Medical Technicians |
| General subdivision |
education |
| Authority record control number or standard number |
https://id.nlm.nih.gov/mesh/D004634Q000193 |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teaching |
| Authority record control number or standard number |
https://id.nlm.nih.gov/mesh/D013663 |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
National Association of EMS Educators, |
| Relator term |
issuing body. |
| 850 ## - HOLDING INSTITUTION |
|---|
| Holding institution |
Kuakarun Nursing Library |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
National Library of Medicine Classification |
| Koha item type |
General Book |
| 998 ## - STAFF NAME (NMU) |
|---|
| Cataloger |
nuch |
