Attitudes to middle schools

Although there is a debate about the importance of self-esteem in education, many primary teachers wish to help children who suffer from low self-esteem. However, in order to do this, we first have to identify such children. It is almost taken for granted that we can make quite accurate judgements based on the knowledge built up through day-to-day interactions with the children. This paper reports a small-scale study which looked at the match between teacher judgements of their pupils' self-esteem and the children's own self reports. The findings suggest we may not be as good at this as we would like to think.     

DEVELOPING GERONTOLOGY EDUCATORS THROUGH A GRADUATE TEACHING PRACTICUM

Three particular functions of higher education institutions are examined with reference to possible and appropriate tasks related to gerontological education and training. A series of matrices, each dealing with one component of educational gerontology and the three functions, provides a model that could serve as a means of allocating resources and identifying appropriate involvement of the institutions.     

An Educator's Guide to the Development of Advanced Practice Competencies in Clinical Social Work

The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice.     

Teaching for Cosmopolis: Bernard Lonergan's Hopeful Vision for Education in a Globalized World

Canadian Jesuit philosopher and theologian Bernard Lonergan offers a vision for education that promotes what he terms “cosmopolis.” For Lonergan, authentic cosmopolitanism does not impose a universal, totalizing metanarrative. Rather, it embraces the particularity of one's own cultural, religious, and intellectual traditions, while remaining radically open to dialogue with the other. By doing so, education for cosmopolis fosters both authentic appropriation and reflective critique of one's own traditions, as well as an appreciation for the authenticity of others. Teaching for cosmopolis is an invitation to dialogue which promotes mutual understanding, mutual respect, and mutual interdependence in a globalized world.     

VizBib

A scan of recent popular, professional, and research publications, films, and other media of interest to visual communicators, artists, and scholars.