Examining the Usefulness of Student-Produced PSAs to Learn Advocacy in a Human Behavior and the Social Environment Course

ABSTRACT

Advocacy is a complex set of applications that applies knowledge of human behavior in the social environment to promote the rights of others. The purpose of this study was to explore the usefulness of student-created public service announcements (PSAs) to help BSW students learn cause-based advocacy. Our results suggest that assigning a PSA project supports competencies in cause-based advocacy, professional identity development social work, critical thinking, engagement with research-informed practice, and capacity to respond to contexts.     

An Evaluation Tool for Reflective Activities in Trades Training: Gilbert's Worthy Performance Theorem Reformulated

Despite pervasive advocacy, there is little empirical support for reflective activities' effect on performance. This has made performance‐focused professionals reluctant to incorporate reflective activities into training interventions, particularly in industries with performance standards for ensuring stakeholder welfare, such as in the building and construction trades. In this article, I present an evaluation tool based on Gilbert's worthy performance theorem for identifying how reflective activities affect performance in trades training. I first outline the requirements for constructing an effective evaluation tool for trades training and next detail the tool's structure. I conclude by discussing its potential applications and implications for research and practice.     

The Labour party and the public schools: A conflict of principles

Abstract

The promotion of ‘Global Citizenship’ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC – namely, the political, moral, economic and cultural; the latter incorporates four other conceptions – namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC.     

The social composition of students entering the university of Melbourne in 1969 and 1970

The paper contributes to the debate on the implementation of policy reforms developing a typology for implementation based on the initial agreement on means and goals at the time of reform design. It is argued that the volume and nature of knowledge gathering and stakeholder involvement required to gain approval of a policy and avoid the possibility of implementation failure should differ depending on the initial level of agreement, providing thus a more nuanced view on the importance of these factors than previous work. The argument is illustrated through a case study of the 2004 reform of the Mexican Technical Baccalaureate. This case study shows how knowledge gathering and stakeholder involvement affected both the design and implementation of a reform process and how political, social and cultural factors shape reform processes.     

From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support

This article is about a school‐district‐initiated partnership with university faculty and their effort to implement a mathematics multi‐tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.     

境外慈善资源及其培育研究

美国、英国、香港等地在慈善能力、慈善体制、慈善文化以及慈善人员队伍的培育方面的经验值得借鉴。全面提高我国慈善资源的培育,政府需大力进行慈善宣传、制定完备的慈善体制、充分发挥社会公众的捐赠力量。     

Policy and advocacy content in early childhood teacher education: Results of a national survey

Abstract

One important strategy for strengthening policy and advocacy in early childhood education is through the incorporation of specific course content in teacher education programs [New Perspectives in Early Childhood Teacher Education: Bringing Practitioners Into the Debate, Teachers College Press, NY, New York, 1994]. Yet, to date, little is known about the extent to which content relating to these two important issues are incorporated into teacher education programs. In response to this gap, an exploratory study of early childhood teacher education programs was conducted to determine the nature of policy and advocacy content included in undergraduate and graduate programs in the United States. Public and private institutions, ranging in size from small four‐year colleges to large public universities, participated in this national survey. Results indicated that advocacy and policy content is incorporated in most teacher education programs in a varied, yet unsystematic, manner. Respondents also identified a range of current and needed resources to support advocacy and policy education as well as a number of barriers that impede incorporation of such content in their programs.     

Advocating for Young Children: A Preservice Teacher Education Project

As experts on the nature and needs of young children, early childhood educators are in prime positions to advocate for the health and well-being of young children. Advocacy can take the form of personal, public, or private-sector endeavors. Personal advocacy is usually informal and involves educating others on an issue about early childhood education. Similarly, public advocacy involves educating policy makers, and private-sector advocacy is directed toward businesses. The project described here is a course assignment for undergraduate teacher candidates in which they learn about advocacy strategies and design and implement authentic advocacy projects. Sample projects are discussed. Engaging in this project has raised awareness for teacher candidates about the importance of and strategies for being advocates. The response from early childhood teacher candidates has been positive.     

Fresh Perspectives on School Choice

School choice advocacy is dominated by perspectives that reflect a tendency to regard public schooling as a private service commodity. In recent years, numerous works of Anglo‐American political philosophy, sociology and legal theory have attempted to restore a conception of public schooling as an institution that cultivates civic virtue. Counterintuitively, these works also endorse prudently regulated school choice as a means of honouring public purposes while accommodating pluralism within liberal democracies. Four such recent works help outline the salient dimensions of this perspective and the disputes within it. While not a political panacea, this perspective ought to inform public deliberations about school choice and public education generally in Anglophone nations.     

Stakeholders’ perception of who influences the decision‐making processes in Ontario’s public postsecondary education institutions

This paper reports the findings of a study conducted on stakeholders’ perception of who influences the decision‐making processes in Ontario’s public postsecondary education institutions. The study identified and interviewed representatives of those stakeholder groups that are frequently written about as the main forces behind decision making in colleges and universities. This is a qualitative research study in which four institutions were selected for case studies. The findings suggest that administrations are the most influential, and faculty unions/associations are the least influential in Ontario’s (Canada’s second largest and most populated province) public colleges and universities. It is concluded that those in central positions with access to information from all levels, and who are in close proximity to the gatekeepers of the institutions, will dominate the decision‐making processes in postsecondary education institutions. They will be the generators and harvesters of ideas and implementers of decisions.     

风险社会视域下公共危机的类型学论析

公共危机的类型学论析主要探讨其＂多样性＂问题,将这一考量置于风险社会的宏大叙事之下,实质上是为其寻找一个更加广阔的依附背景,有利于更加全面地把握公共危机生成的深层诱因。在学理上,风险语境中的社会燃烧、＂熵＂增效应和契约异化都引发了公共危机的生成,这是其类型＂多样性＂的逻辑依据。风险社会视域研究公共危机的类型学,理应摒弃静止固定的教条标准,坚持动态、开放的原则,勾勒公共危机的生动画卷。     

Wizards and witches: parent advocates and contention in special education in the USA

Drawing on interviews with parents of children with significant disabilities, as well as administrators and special education consultants, between the early 1990s and 2008 in a mid‐Atlantic US state, this paper examines the work of parental advocates as they translate special education policies to negotiate concessions for parents, bring issues into public debate, or attempt to incite other parents to activism. Advocates, we suggest, act as bridging agents in generating networks, connecting parents with others, articulating their knowledge with other parents’ knowledge, and bringing additional communicative resources to encounters. The paper illuminates approaches to advocacy work and traces the tensions and shifts from adversarial/participatory constructions of advocacy work toward more professionalizing/meditational constructions as the articulations of local institutional arrangements and national disability law and politics evolve.     

文本类型理论和公示语语用翻译策略

本文运用功能翻译理论和纽马克的文本类型理论对公示语的文本类型进行分析,认为公示语主要可以分为具有指称功能或信息功能的公示语,具有表情功能的公示语,具有诉求功能或呼唤功能的公示语。本文还从语用语言等效与社交语用等效探讨了公示语翻译的语用翻译策略。     

Public Education Under New Management: A Typology of Educational Privatization Applied to New York City's Restructuring

Educational privatization is rapidly expanding in many urban school districts, altering the social, political, and economic dynamics of educational policy and leadership. Yet many adherents cast privatization primarily as a fiscal or economic alternative to traditional public school management, ignoring these broader alterations. Drawing from a review of the educational privatization literature, as well as an analysis of current privatization reforms, this article offers an original typology of educational privatization and applies the typology to the reforms underway in New York City. It concludes with a discussion of the implications of this typology and privatization reforms for educational leadership practice and policy.     

Learning across silos: Design Factories as hubs for co‐creation

Collaboration through innovation is central to the discussion of how today's universities can respond to new interdisciplinary challenges, competitive environments and stakeholder complexity. Innovation hubs represent a dynamic example of how the public sector, including higher education, is responding to the need for new methods and perspectives that foster desired intra‐institutional change. This study examines one of these types of platforms, the Design Factory Global Network originating at Aalto University, in order to shed light on key enablers and barriers to furthering collaborative efforts within higher education. Based on 25 in‐depth interviews with 17 Design Factories, including perspectives from students, staff and educators, the findings show that institutional policy fostering flexibility, securing a physical cross‐disciplinary and multi‐purpose collaborative space, upper level support and building community are all vital in ensuring design‐driven experimentation that contributes to the effectiveness of higher education.     

从莱思文本类型学理论的角度论公示语汉英翻译的新原则

以德国功能翻译理论家卡塔琳娜.莱思（Katharina Reiss）的文本类型学（text typology）为理论框架,尝试性的提出了公示语汉英翻译的新原则。公示语按其不同的文本功能可分为信息型、表情型、祈使型和复合功能型,翻译时应先分析其文本类型和功能,根据不同类型选择对应的翻译原则为指导,力图得出最佳翻译效果。     

Professionalization as an advocacy strategy: a content analysis of Canadian child care social movement organizations’ 2008 discursive resources

Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies? This content analysis of seven Canadian child care social movement organizations’ discursive resources in 2008 examines how different types of child care social movement organizations communicated their positions to their members and the public to manage a changing economic and political climate. Preliminary findings indicate that both ECEC workforce sector associations and grassroots organizations shared common advocacy messages, played down problems associated with a market approach to child care, and framed child care as a business case in their messaging. The authors suggest this reflects a nascent discursive move towards the professionalization of Canadian child care movement advocacy messages.     

土地整治公众参与主体权益偏差分析--基于利益相关者理论

基于利益相关者理论,运用米切尔评分法把土地整治公众参与主体划分为确定型、预期型及潜在型三种类型。针对与土地整治关联度较高的确定型与预期型利益主体的权益偏差进行分析,结果表明：预期型利益相关者主要是土地整治技术支持者,其基本权益的实现表现出维护地方政府及其相关部门利益向其倾斜的特点;确定型利益相关者在实现各自的权益时,表现出不同的特点：地方政府及相关部门及其官员权益扩张、村集体经济组织和村干部同时存在权益扩张与缩并的现象;项目区农民权益缩小。从加强土地整理信息透明度、构建第三方组织、改革土地整理绩效及官员考核体系等方面提出纠正两类利益相关者权益偏差的约束激励对策。     

Students’ experiences of academic success with dyslexia: A call for alternative intervention

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.