Sharing the Responsibility: Using a Transdisciplinary Team Approach to Enhance the Learning of Students With Sever Disabilities

The traditional approach of providing related services to students with severe disabilities in a pull-out, isolated fashion is presented as less effective than a transdisciplinary approach. Characteristics of the transdisciplinary model include: strong family focus, collaborative consultation, and integrative service delivery. This article clarifies the problems inherent in the traditional approach to service delivery with regard to student progress. Rationale for supporting documentation and case examples all highlight the benefits of a more integrative approach. Strategies for transitioning from a traditional to a transdisciplinary model are presented and ideas for future research are suggested to further substantiate this recommended approach.     

L'information et la documentation dans le counseling

The problem of information and documentation in counseling is treated from two angles: one, as an intrinsic part of the counseling process, second, as a framework for the counseling process.From the first viewpoint, one should watch for the risk that the information and documentation does interfere with the need for self-scrutiny in the interpersonal counseling relationship. On the second standpoint, that is treated extensively, the information and documentation service is the heart of the helping intervention. On the basis of studies by O'Hara (1968), Wexler (1974), Gendlin (1964) and Ausubel (1970) the author develops his view, that the effect of information and documentation will be reinforced by an accompanying interpersonal counseling process. This demands a piecemeal approach, in which the information is presented in a sequence, and allows for a process of differentiation and integration in the client. The empathic support of the counselor will function in this respect as a motivating force.     

开发高校档案信息资源服务高校教育教学改革

高校档案是一种重要的文献信息资源。在新形势下广大档案工作者应积极探索开发利用档案信息资源的新途径、新方法，不断创新，提高服务质量。更好地为学校及社会服务。     

“Inside out”: a collaborative approach to designing schools in England, 1945–1972

This article explores the European dimension of a collaborative approach to school design through the lives and relationships of a group of key individuals who in England set about transforming school in the post‐war era. The philosophy and practice of this group of architects, educators, designers and policy makers, who regarded the school environment as reflecting the essential humanity of children and their teachers is explored through archival documentation as well as oral testimonies. The notion that teachers might be spacious in their thinking is traced through the personal histories of HMI, architects and artists who collaborated during the years 1945–72 within a culture of commitment to public service. Design from the ‘inside out’ is explained as a process that was rooted in the development of a common vocabulary generated by research through practice.     

Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers

ABSTRACT

Professionals in the field of early childhood are encouraged to demonstrate reflective perspectives of their work supported by pedagogical documentation. The purpose of this article is to introduce a rubric developed for preservice and inservice teachers to improve documentation and reflection. The rubric’s four dimensions: visible learning, powerful story, emotional impact, and visual impact range from novice to expert level. The rubric is not meant to create prescribed documentation or to be used as an evaluation or assessment. Instead, it is a tool to sharpen critical focus for reflection and to challenge teachers to examine and improve their documentation. We include a review of the Reggio Emilia approach to pedagogical documentation and reflective process, an explanatory account of how the rubric was developed, and reflections from implementing the rubric with preservice teachers. We also offer reflective questions and examples to aid in improving documentation and reflection. Recommendations for practice include use as a tool for selfreflection and guided collaborative reflection in small groups.     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.     

Meritorious work and faculty rewards: An empirical test of the relationship

Previous research that tested the relationships between faculty performance in research, teaching, and service and faculty rewards has been inconclusive for several reasons. This case study of a large department at a midwestern research university examines these relationships. In this department, teaching quality was found to be a significant determinant of salary, though teaching quantity was not. While research, as measured by publications and presentations, had a significant effect on one year's salary increment, it did not affect salaries over several years. Administrative service was found to be significantly related to salary, as was public service. Implications of the study for research and practical applications of the methodology are examined.     

图书馆文献流通服务场所设置和布局合理性的分析

以西北农林科技大学南校区图书馆为例,详述了其文献流通服务场所、部门的设置和布局特点,说明了合理性、人性化的设置和布局是一个现代图书馆应该具备的的基本形态,亦是形成良好管理的基础。     

应当强化对学生践行酒店服务礼仪的指导

坚持实践教学，抓好学生学习，是旅游系培养合格的酒店高级应用人才的重要途径。而践行服务礼仪，则是酒店优质服务的重要组成部分，是称职员工必备的行为规范和素质条件。因此，强化对上岗实习学生践行服务礼仪的指导，具有“三个有利”的现实意义，应当把握和处理好“三个关系”，需要形成个人、环境、教育“三个动力”。     

Styles of documentation in German early childhood education

The pedagogical documentation of educational processes in Early Childhood Education and Care (ECEC) centres is an important concern of early childhood education. Its purpose is to make learning visible and to stimulate discussion between educators and parents. In the academic discourse, however, pedagogical documentation is subject to differing interpretations: while some authors see it as a practice that supports the learning processes of children, along the lines of a ‘pedagogy of listening’, others regard it as a tool for the assessment of skill development. Against this background, the present article examines how these different understandings of documentation are implemented in pedagogical practice in German ECEC centres. On the basis of an empirical investigation with 40 case studies, it can be shown that pedagogical documentation is primarily seen as an assessment tool in Germany. Four types of facility could be identified, each representing a particular style of documentation; for example, specific motivations, functions and practices of implementation can be distinguished.     

Contractual school psychological services: Prevalence and practices

This study investigated the prevalence and practices of contract school psychological services in public schools. A survey was sent to all 121 school districts in a southeastern state, with 111 surveys completed for a response rate of 92%. Results indicated that most school districts did not believe that contracting is cost effective. The primary service provided by contractual service providers was triennial reevaluations. The administrator most often charged with the hiring and supervision of contract providers was not a school psychologist. The credential most often required of a contracting psychologist was a State Board of Psychology license, with only a few requiring documentation of relevant coursework or experience. The results of this study indicated that the most pressing concern for the profession of school psychology regarding contractual services is ensuring that contract services are provided and monitored according to appropriate standards of practice. © 2000 John Wiley & Sons, Inc.     

Listening to young children outdoors with pedagogical documentation

If children are to be heard in research and pedagogy, we need to find ways to listen to them. But how do we listen to young children when words are not their primary means of communication? Drawing on research investigating children’s perspectives of outdoor spaces in pedagogical settings, this article discusses the use of pedagogical documentation as a way of listening to young children. This listening involves children and adults working together in a relationship of co-experimentation which requires suspension of judgment, openness and preparedness to be affected by the ‘other’ [Davies, Bronwyn. (2014). Listening to Children: Being and Becoming. London: Routledge; Rinaldi, Carla. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. London: Routledge]. The article explores ways in which pedagogical documentation can not only lead to insights into children’s thinking, but also to questioning of taken-for-granted assumptions about children, learning and the wider world. Furthermore, the article highlights the way in which the materiality of pedagogical documentation strategies also actively contributes to the research. The study’s findings suggest that in thinking with pedagogical documentation, children, adults and nonhuman elements all work together in an interconnected and ever-changing assemblage which does not result in definitive conclusions but instead leads to more questions.     

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.     

ACADEMIC VALUES AND SERVICE CONFLICTS

This article examines relationships among the values of service, truth, freedom, justice, and community. Service is the most important purpose of higher education. Other academic values can cloud or clarify this purpose. The article is based on the premise that clarification is preferable to confusion and that congruence is better than conflict. If a professor's values and actions are in conflict with service, then he might be ineffective and unethical. The author concludes that professors should value truth as a means for service to society, not as an end in itself. Freedom, too, is not an end. It protects the search for truth, not individual enterprise. Justice eliminates the excesses of freedom; it protects everyone with fairness. If justice is the guide for resolving individual conflicts, then community is the glue that bonds the academy together. Community makes fair service more imperative than selfishness.     

新形势下高校资料员的延伸服务

文献的收集、整理、典藏、流通是传统高校资料员工作的主要内容;个性化服务、网络咨询服务、资源共享、学科导航等延伸服务是当今形势下高校图书馆发展的必然趋势;当今高校资料员服务中存在的问题有：缺乏社会竞争意识,不具备适应新时代发展的足够动力,服务内容和方式落后,只停留在对传统信息服务的简单模拟水平,知识库建设比较薄弱,隐性知识未能有效利用等。     

Outcomes of a service‐learning program for pre‐service teachers: links to Butin's conceptual model

The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students.     

Engaging mothers with substance use issues and their children in early intervention: Understanding use of service and outcomes

Mothers who use substances need integrated, multi-sectoral intervention services to support substance use discontinuation. We explored mothers’ service use at Breaking the Cycle, an early intervention and prevention program for pregnant and parenting women and their young children in Toronto, Canada. We conducted retrospective analyses of families’ service records and client charts (N = 160). Aims were to 1) describe women’s use of service, 2) examine how early engagement of pregnant women related to postnatal service use, and 3) examine the circumstances in which women ended their service relationship with Breaking the Cycle. Specifically, we examined circumstances at service ending relating to women’s service goals; custody status with children; and global substance-use, parent-child relationship, and child development outcomes. We found that these vulnerable women were actively engaged in many services and for a long duration, early engagement was associated with greater service use, and greater service use was associated with more positive circumstances upon ending service. Results provide support for a relational approach to service that promotes not only the relationship between mother and child, and mother and service provider, but also highlights relationships among staff, between staff and management, and between community partners as integral to effective service delivery. Integrating positive relationships at all levels is critical to support vulnerable families with complex needs.     

Competency-based curriculum development: An experimental model for social service workers

The call for relevance in higher education has opened the doorway from the classroom to the community. Creative methods to provide viable academic exercises within this context are being sought by increasing numbers of faculty and administrators. Competency-based curriculum development is one method being proposed as having strong potential. This article describes a competency design and documentation process that was developed during a one-year research and demonstration program for social service workers. The process was found to provide greater accountability for learning situations that link theory and fieldwork. It was also found to revitalize dialogue between field professionals and academic faculty, with students as active participants.George C. Burrill received his Ph.D. from the Union Graduate School (Yellow Springs, Ohio).     

Differential Response family assessments: Listening to what parents say about service helpfulness

An increasing number of Child Protective Services (CPS) systems are implementing Differential Response (DR) approaches in which lower-risk families are served through a family assessment response that emphasizes a family centered approach and the provision of concrete and preventative services. Quantitative survey data collected from parents suggests that those who receive family assessments are more engaged, receive more concrete services, and have higher overall satisfaction than those who receive a traditional investigation; yet little is known about which services provided through a family assessment are most helpful to parents. This qualitative study sought input from 20 parents who received a DR family assessment response in order to provide an in-depth analysis of which aspects of their CPS experience they perceived as most helpful. Results suggest that a positive and emotionally supportive relationship with the caseworker was of utmost significance. Other caseworker-provided services were described as helpful, particularly those that helped parents establish or improve relationships with others, including advocacy with other service providers, mediation of family disagreements, and coaching on parenting or relationship skills. Material support, such as providing cash assistance for rent or furniture, was helpful when received but occurred less frequently and was sometimes a source of frustration when accompanied by lengthy waits for assistance. These findings have implications for CPS practice, including enhancing caseworkers’ relationship-building and engagement skills through pre-service educational coursework and in-service trainings; allowing caseworkers adequate time to develop supportive relationships with parents; and reducing the institutional barriers that delay the provision of concrete support.     

Examining the flexibility bind in American tenure and promotion processes: an institutional ethnographic approach

This paper analyses the role that forms of documentation play in faculty members' experiences of tenure and promotion. Taking an institutional ethnography approach, it examines inconsistencies and ambiguities in documents and connects them to the experiences of science, technology, engineering and mathematics (STEM) faculty at one institution in the USA. The authors argue that the university documentation surrounding tenure and promotion does not capture the actual practices and experiences of faculty members as they prepare for their tenure or promotion and that the documentation creates a ‘flexibility bind’ of tenure and promotion. Faculty members' strategies for navigating this bind are also examined. The implications of these findings for diversity among STEM faculty are also explored.