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Return-To-Learn: Educator Perspectiv...

Bevilacqua, Zachary W.

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Return-To-Learn: Educator Perspectives on Concussion Management in the College Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Return-To-Learn: Educator Perspectives on Concussion Management in the College Classroom./
Author:	Bevilacqua, Zachary W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
Subject:	Neurosciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28029780
ISBN:	9798664733648

Return-To-Learn: Educator Perspectives on Concussion Management in the College Classroom.
Bevilacqua, Zachary W.

Return-To-Learn: Educator Perspectives on Concussion Management in the College Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 180 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--Indiana University, 2020.

This item must not be sold to any third party vendors.

Objective: To establish the foundational themes of collegiate Return to Learn (RTL) by gathering the perspectives of collegiate instructors regarding classroom management of students with concussion. Methods: A grounded theory approach was used to reveal the perspectives of college instructors. This was done by way of private, in-person, audio-recorded, one-on-one interviews. Audio recordings were transcribed using Temi™ online software, and then reviewed to ensure a 100% verbatim transcribed document. Two coders performed open- and axial-coding using an inductive approach, and all resulting themes met researcher defined criteria. Results: Three themes emerged from the coded data, each of which containing two subthemes: 1) Education- external knowledge of concussion & previous experiences, 2) Legitimacy- medical note provided & no note provided, and 3) Willingness to help- instructor's role & feasibility of the accommodation. Instructors also indicated that brevity, clarity, and straightforward messages are desired from medical notes. Conclusions: This data, being novel and inductive, provides ground level evidence that will support future college RTL investigations. Future collegiate investigations should seek to identify the efficacy of various medical notes, the prevalence of concussion and accessibility to care on campuses, the perspectives of instructors who have no exposure to concussion, as well as replicate this study at other universities.

ISBN: 9798664733648Subjects--Topical Terms:

588700
Neurosciences.
Subjects--Index Terms:

College

Return-To-Learn: Educator Perspectives on Concussion Management in the College Classroom.
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