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2006 - American Association of Colleges of Pharmacy Words: 259 words || 
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1. Briceland, Laurie. and Hamilton, Robert. "Comparison of 1:1 versus 1:2 Preceptor/Student (P/S) Ratios on Advanced Practice Experience (APE)" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2018-10-15 <http://citation.allacademic.com/meta/p117905_index.html>
Publication Type: Abstract
Abstract: Background: Accreditation Council for Pharmacy Education recently proposed an optimal P/S ratio of 1:1 on APEs. Intuitively, such a ratio enables an optimal learning environment; however, objective evidence to support this 1:1 ratio is lacking. The objective of this study is to compare the preceptor and student evaluations of 1:1 vs. 1:2 P/S ratios on APE.

Methods: IRB approval was obtained. Clerkship records of students assigned to full-time faculty preceptors between August 2003 and December 2005 were reviewed to identify cases and controls. Cases were identified as a sole student assigned to the preceptor (P/S 1:1) and controls as students assigned to the same preceptor/rotation with P/S of 1:2. Further, cases and controls were matched for program (accelerated vs traditional) and timing of rotation (+/- 3 modules apart from case). The primary outcome measure was the student and preceptor evaluation; numeric data were compared using non-parametric tests. Written comments specific to the presence/absence of an additional student were evaluated for a preference of P/S 1:1 or 1:2.

Results: Twenty –two case/control pairs of students assigned to 15 preceptors were identified. Comparison of 33 student and 20 preceptor numeric evaluation items demonstrated no differences (p > 0.14). Five students (3 cases, 2 controls) and 5 preceptors (3 cases, 2 controls) offered comment; of students, 3 preferred 1:2, and 2 preferred 1:1; of preceptors, 2 preferred 1:2 and 3 were neutral.

Implications: This small sample shows no difference in student or preceptor evaluations with respect to P/S ratios of 1:1 or 1:2.

2017 - UCEA Annual Convention Pages: unavailable || Words: unavailable || 
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2. Conry, Jillian. "Promoting Student Voice to Empower Students as Leaders in 1:1 Technology Initiatives" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton Denver Downtown Hotel, Denver, Colorado, Nov 16, 2017 Online <APPLICATION/PDF>. 2018-10-15 <http://citation.allacademic.com/meta/p1290593_index.html>
Publication Type: Ignite Presentation
Review Method: Peer Reviewed
Abstract: This Ignite presentation will outline selected findings from a recent study of a one-to-one 4G tablet initiative at an elementary school. Analyses of data collected from multiple stakeholder groups before, during, and after the tablet rollout revealed several practical takeaways for school leaders and partnering organizations planning to implement technology initiatives. In particular, this session will focus on the power of promoting student voice and framing students as leaders to make technology initiatives more successful.

2013 - Ninth Annual Congress of Qualitative Inquiry Words: 92 words || 
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3. Kidd, Jacquie. and Finlayson, Mary. "1 + 1 = Polyvocality: a Duoethnography of Doctoral Supervision" Paper presented at the annual meeting of the Ninth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 15, 2013 <Not Available>. 2018-10-15 <http://citation.allacademic.com/meta/p643871_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In 2012 we developed a duoethnography examining the emergence of a creative thesis from our previous positions as doctoral supervisor and student. From that work we conceptualised the doctoral journey as a dance between the two of us, the thesis as a separate entity, and our audiences. The process of writing, examining and presenting the duoethnography has opened up spaces for other voices to contribute to our evolving story. In this presentation we highlight the polyvocal nature of duoethnography and further explore the impact of these new spaces on our supervision practices

2017 - LRA Annual Conference Pages: unavailable || Words: unavailable || 
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4. Doubek, Kellie. ""I Didn't Learn It In School": Expanding Literacy Practices and Empowering Middle School Students in 1:1 Contexts" Paper presented at the annual meeting of the LRA Annual Conference, Tampa Marriott Waterside Hotel & Marina, Tampa, FL, Nov 29, 2017 Online <PDF>. 2018-10-15 <http://citation.allacademic.com/meta/p1274136_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 251 words || 
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5. Artopoulous, Alejandro. and Barrenechea, Ignacio. "Analyzing the deployment context of Conectarigualdad (a 1:1 national program) in Argentina" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2018-10-15 <http://citation.allacademic.com/meta/p553829_index.html>
Publication Type: Panel Paper
Abstract: Conectar Igualdad is a countrywide 1:1 initiative in education promoted by the Argentinean government. This large-scale rollout contemplates the distribution of almost 3 million netbooks to students, making it the most extensive eLearning program in the world. There is no specific governmental agency in charge of the program. Different federal units that report to the President carry out the design, implementation, and evaluation of Conectar Igualdad.

In order to analyze the deployment context, and the appropriation of the program by the provinces during Phase II, we based our study on the global design. Nonetheless, the specificities of the Argentine deployment required adaptation. For example, due to the dimensions of the program, we focused much more on logistical issues. Similarly, given the specific political design of the Argentine deployment program, relations between the different federal stakeholders were central to our analysis.

During Phase I we learnt that a major challenge of this program is its appropriation by the 24 provinces in charge of basic education. Therefore, in Phase II of the research, which focuses on implementation, we decided to shift our focus from the central planners and implementers towards the provinces and schools. We incorporated a quasi-ethnographic approach by incorporating class observations in different provinces. Methodologically this was an important move because we were able to perceive some implementation challenges that are related with lack of sponsorship and appropriation at the local levels, while we continue to explore challenges that are linked to the difficulties of coordination at the federal level.

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