scholarly journals Connections through Clubs: Collaboration and Coordination of a Schoolwide Program

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Wendy L. Logan ◽  
Janna L. Scarborough
Keyword(s):  
Small Group ◽  
School Environment ◽  
Extracurricular Activity ◽  
Preliminary Evaluation ◽  
Community Members ◽  
School Day ◽  
School Faculty ◽  
Personal Success ◽  
Schoolwide Program ◽  
Academic Year

The “Connections Through Clubs” program provides all students with the opportunity to participate in a small-group extracurricular activity and mentoring experience led by school faculty, staff, and community members during the school day throughout the academic year. This schoolwide program was developed in response to identified school needs and as a means to facilitate a strengths-enhancing school environment and to promote the developmental competencies of all students, both of which have been linked to academic and personal success. The purpose of this article is to describe the inception, implementation, and preliminary evaluation of the Connections Through Clubs program. In addition, the school counselor's collaboration, coordination, and advocacy efforts to implement this program are highlighted.

scholarly journals Advocating for equity during the pandemic

BMJ Leader ◽  
2021 ◽  
pp. leader-2020-000380
Author(s):  
Onyinyechi F Eke ◽  
Alister Martin ◽  
Hazar Khidir ◽  
Onyeka Otugo ◽  
Andrew Marshall ◽  
...  
Keyword(s):  
Small Group ◽  
Health Equity ◽  
Healthcare Providers ◽  
The State ◽  
Standards Of Care ◽  
Community Members ◽  
Alternative Framework ◽  
Marginalised Groups

In response to an imminent surge in COVID-19 cases, the state of Massachusetts (MA) released its Crisis Standards of Care (CSC) guidelines in April 2020. A small group of Boston healthcare providers, community members, lawyers, ethicists and disability advocates brought to bear our collective strengths to forge a formidable coalition now known as the Massachusetts Coalition for Health Equity, to champion the rights of marginalised groups that would be adversely affected by the implementation of the original MA CSC guidelines. In this coalition, members of marginalised communities were adequately represented, led discussions on the implications of implementing inequitable elements of the CSC guidelines and actively involved in creating an alternative framework. In this article, we discuss the process of building a coalition whose concerted advocacy efforts led to the revision of the MA CSC guidelines.

scholarly journals СОЦІАЛЬНІ МЕРЕЖІ ЯК ЕФЕКТИВНЕ СЕРЕДОВИЩЕ ВИКЛАДАЦЬКО-СТУДЕНТСЬКОЇ КОМУНІКАЦІЇ В НАВЧАЛЬНОМУ ПРОЦЕСІ

2017 ◽  
Vol 58 (2) ◽  
pp. 155
Author(s):  
Nataliia M. Shulska ◽  
Nataliia M. Matviichuk
Keyword(s):  
Social Network ◽  
Educational Process ◽  
Eastern European ◽  
Community Members ◽  
Teacher Student ◽  
National University ◽  
Independent Work ◽  
Academic Year ◽  
Communicative Role

Within the article the authors analyze the feasibility of using social network «Vkontakte» as an effective environment for teacher-student communication on the example of teaching discipline «Editorial craftsmanship» (2015-2016 academic year). It was investigated the communicative role of the teacher and students during teaching / mastering course using a community «Editorial craftsmanship». Based on results of the survey community members – students training direction «Publishing and Editing» Lesya Ukrainka Eastern European National University it was found that this form of organization of educational process in extracurricular time is effective for students. Proved that it extends the communication component, is convenient at performance of independent work on course, provides additional consultations, makes learning accessible, informal, interactive and creative.

scholarly journals The participatory behaviour and the students’ adaptability in the online environment during the pandemic

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Roxana Maier ◽  
Keyword(s):  
Small Group ◽  
Online Environment ◽  
Teaching Process ◽  
Face To Face ◽  
The One ◽  
New Situation ◽  
Academic Year

Changing the relational environment from face-to-face to the online one led to new problems regarding the student classroom’s functionality, which led to the students’ difficulties in relation to the new situation and the adaptability process. In this new context brought by the pandemic, the relationship’s dynamic between student’s changes, as well as the one between students and teachers. The endeavour includes the analysis of a small group of students, who resorted to therapy throughout the lockdown, to remit the difficulties that emerged due to the teaching environment’s change from face-to-face to the online medium. The objectives’ focus highlighted the participatory behaviour’s optimization of the students in the new conditions, the enhancement of the students’ wellbeing’s, in order to optimally face the teaching process and finish the academic year.

scholarly journals Towards empathetic autism research: Developing an autism-specific Research Passport

2020 ◽  
Author(s):  
Maria Ashworth ◽  
Laura Crane ◽  
Robyn Steward ◽  
Melissa Bovis ◽  
Liz Pellicano
Keyword(s):  
Large Scale ◽  
Preliminary Evaluation ◽  
Research Projects ◽  
Community Members ◽  
Ongoing Research ◽  
Negative Experiences ◽  
Autism Research ◽  
Iterative Design ◽  
Large Scale Testing ◽  
Autistic Adults

Despite a dramatic increase in the amount of autism research taking place, autistic adults often report negative experiences of participating in such research. In other areas where community members report dissatisfaction (e.g., healthcare, criminal justice), ‘passports’ or ‘toolkits’ have been developed. In the current project, we created a Research Passport that could be used by autistic adults and autism researchers when engaging in research. Using a participatory framework, we designed and developed a Research Passport via an iterative design process. First, focus groups with autistic adults (n=9) and autism researchers (n=6) were used to elicit initial ideas for a Research Passport. Findings showed that the Research Passport (1) was perceived to be a useful idea, but not a panacea for all issues in autism research, (2) needed to be universal and flexible, and (3) could have a broad remit (e.g., to record scores on commonly-used standardized tasks that could, with permission, be shared with different researchers). Next, a preliminary evaluation of a prototype Research Passport was conducted via usability testing in three ongoing research projects. Nine autistic participants provided feedback (via a survey), as did three researchers (via interviews). We identified three themes from these data, highlighting how the Research Passport: (1) promoted positive participant-researcher relationships, (2) provided a structure and framework to support existing practices, and (3) needed to be adapted slightly to facilitate usability and manage expectations. Overall, the Research Passport was perceived to be useful in promoting empathetic autism research. Further design and large-scale testing are warranted.

scholarly journals IMPROVING STUDENTS’ READING “DESCRIPTIVE TEXT” USING SMALL GROUP DISCUSSION, A CASE STUDY OF X MIPA-7 CLASS OF 11 SENIOR HIGH SCHOOL SEMARANG IN ACADEMIC YEAR 2018/2019

2019 ◽  
Vol 12 (2) ◽  
pp. 102
Author(s):  
Yongki Arya Permana ◽  
Erna Setyawati ◽  
Maria Yosephine
Keyword(s):  
High School ◽  
Small Group ◽  
Test Data ◽  
Group Discussion ◽  
Senior High School ◽  
Small Group Discussion ◽  
Post Test ◽  
Academic Year

Tujuan dari penelitian ini adalah untuk mendeskripsikan: (1) bagaimana penggunaan Small Group Discussion dapat meningkatkan kemampuan ketrampilan membaca siswa dalam materi descriptive text. (2) Kelebihan menggunakan Small Group Discussion dalam pembelajaran penguasaan ketrampilan membaca. Dalam penelitian tindakan kelas ini dilaksanakan dalam dua siklus pada siswa kelas X MIPA-7 SMA Negeri 11 Semarang. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, refleksi. Terdapat dua jenis data: data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan menggunakan lembar pengamatan, wawancara, dan catatan lapangan. Kemudian, data kuantitatif diperoleh menggunakan tes (pre-test dan post-test). Data kualitatif dianalisis menggunakan 5 tahapan yang disarankan oleh Burns (1999: 157-159) yakni sebagai berikut: menghimpun data, mencatat data, membandingkan data, membangun teori, dan melaporkan hasil penelitian. Data kuantitatif dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa penggunaan Small Group Discussion dapat meningkatkan kemampuan siswa dalam ketrampilan membaca. Selain itu, Small Group Discussion dapat digunakan untuk mendukung guru dalam pengelolaan kelas. Peneliti juga menemukan kelebihan Small Group Discussion dalam pembelajaran ketrampilan membaca. Small Group Discussion tidak hanya membuat suasana kelas menjadi nyaman dan menarik, akan tetapi juga meningkatkan partisipasi siswa dalam berbagi ide dan bertukar informasi dalam pembelajaran ketrampilan membaca descriptive text.

Challenges of Restorative Practices in Schools

2020 ◽  
pp. 82-94
Keyword(s):  
School Environment ◽  
School Community ◽  
Leadership Roles ◽  
Restorative Practices ◽  
Community Members ◽  
Staff Members ◽  
Teacher Challenges ◽  
And Control ◽  
Difficult Situations ◽  
Academic Content

Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.

scholarly journals Development and Evaluation of a Positive Youth Development Course for University Students in Hong Kong

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Y. H. Chui ◽  
S. W. Lit ◽  
Walter W. Yuen ◽  
...  
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Youth Development ◽  
Positive Youth Development ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preliminary Evaluation ◽  
Holistic Development ◽  
Developmental Problems ◽  
Academic Year

With higher education, university graduates are important elements of the labor force in knowledge-based economies. With reference to the mental health and developmental problems in university students, there is a need to review university’s role in nurturing holistic development of students. Based on the positive youth development approach, it is argued that promoting intrapersonal competencies is an important strategy to facilitate holistic development of young people in Hong Kong. In The Hong Kong Polytechnic University, a course entitled Tomorrow’s Leader focusing on positive youth development constructs to promote student well-being will be offered on a compulsory basis starting from 2012/13 academic year under the new undergraduate curriculum structure. The proposed course was piloted in 2010/11 school year. Different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation, process evaluation, and qualitative evaluation, are being carried out to evaluate the developed course. Preliminary evaluation findings based on the piloting experience in 2010/11 academic year are presented in this paper.

scholarly journals Blended learning in the master’s program

2020 ◽  
Vol 87 ◽  
pp. 00008
Author(s):  
D.M. Voronin ◽  
O.A. Zavaltseva ◽  
O.V. Khotuleva
Keyword(s):  
Blended Learning ◽  
School Environment ◽  
Educational Program ◽  
Main Idea ◽  
Educational Process ◽  
State University ◽  
Master's Program ◽  
Master's Programs ◽  
Academic Year

The paper is devoted to the usage of a mixed learning model with elements of project activity in the master’s program. Master’s programs are implemented at the State University of Humanities and technology from the 2018/2019 academic year at the faculty of biology and chemistry. The main idea of implementing blended learning is to improve the quality of the educational process and the practical application of learning outcomes in teaching activities. The students involved in are this program are all practical teachers and have real opportunities to implement the results of the educational process in school practice. Within the framework of the educational program, a system has been developed to such as extend that ensures the process of creating and implementing author’s projects in the educational space of the school. The undergraduates create their own projects and implement them in the school environment. The projects are the product of training, which gives the opportunity of the educational program.

scholarly journals Reflections Upon Transitions: An Essay on Learning How to Teach after Practicing Law

2014 ◽  
Vol 18 ◽  
pp. 227
Author(s):  
C. Benjie Lewis
Keyword(s):  
Professional Identity ◽  
Professional Growth ◽  
Law School ◽  
Effective Teacher ◽  
Student Centered ◽  
Reflective Process ◽  
Practice Experience ◽  
Long Time ◽  
School Faculty ◽  
Academic Year

<p>Every academic year, new law school faculty enter legal academia. Many of these new teachers are practitioners with varying levels of legal practice experience. While the transition from practice to teaching is particular to each person, for clinical professors there are some specific challenges that transform our professional identity. Clinical professors wear many hats: teacher, lawyer, mentor, and scholar. Navigating those many hats and adjusting to various goals of teaching emerging attorneys is only a couple of challenges. Other challenges include changing the focus of our professional identity from career-centered, in its many facets, to student centered. </p><p>A core component of clinical legal education is the reflective process. A reflective lawyer is one who thoughtfully digests information and thinks about how an experience affects his or her professional growth. A reflective teacher does the same. This article shares some of my reflections on becoming a clinician and what I learned through experiences about becoming a more effective teacher. </p><p>In Part I, I reflect on my role as a supervisor of emergent attorneys and a goal facilitator for these same students who are exploring their educational and professional development. Part II includes lessons unique, I believe, to a clinician of color. Finally, Part III concludes with reflections on five core tools I have used that helped me in my transition; these tools, I believe, could be useful to new clinicians, especially those that have been practicing for a long time before teaching.</p>

scholarly journals Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Cheryl Burleigh
Keyword(s):  
Decision Making ◽  
School Environment ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Exploratory Case Study ◽  
Education Leaders ◽  
School Day ◽  
Learning And Change ◽  
Perceptions Of Education

Conversations about ethical decision-making exist in a climate of misinformation within social and political forums. The issue of ethical decision-making in the context of educational leadership within a school environment has not been recently investigated. The purpose of this qualitative exploratory case study was to examine the perceptions of education leaders who observed the processes faculty employed when ethical decision-making commenced throughout the school day. Data was collected during interviews with education leaders who answered semi-structured, open-ended questions. The findings led the leaders to self-reflect, redefining their roles as authentic leaders and a gaining a deeper understanding of school culture, thus helping create systemic change.

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