Supporting Personalized Learning through Individualized Learning Plans

Individualized Learning Plans (ILPs), an effective strategy to promote students’ college and career readiness, are increasingly used in US school systems as a mechanism to encourage students’ career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.     

The school: Liberator or censurer?

The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent. Negative emotional effects of bureaucracy and the Australian school institution on children are discussed. This paper looks critically at schools, outlines some ways in which such abuse is manifested and discusses how the schools can become factors in healing as well as preventing abuse.     

Developing creativity and problem-solving skills of engineering students: a comparison of web- and pen-and-paper-based approaches

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills.     

The changing structure of teacher compensation, 1970–1994

This paper considers how the structures of teacher salaries in public school districts have changed over the last quarter century and whether salary increases have been allocated so as to achieve the greatest gain in educational quality. Using New York state data for the 1970–1994 period, we find that even though some districts appear to behave in ways consistent with the often expressed goal of recruiting and retaining the most able college graduates, most districts do not. The vast majority of districts have inefficiently allocated a disproportionately large share of resources to veteran teachers for whom job tenure is only marginally affected. This finding has important implications for the policy debate regarding whether increased spending on education will, or could, improve educational performance as well as the design of alternative compensation schemes.     

Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people’s engagement with secondary education. This interpretive-deductive study, which draws upon ‘tensions and dilemmas of difference’, presents Gypsy/Traveller learners’ perceptions and those of their parents and teachers about the barriers encountered. Findings around ‘intra-cultural conflict’ demonstrate significant tensions between and within cultures that are profound for young people during this stage of education. Resilient, supportive mothers and strong bonds with teachers and children from the mainstream community, appeared essential in helping young people to manage criticism and resist pressure to conform to cultural norms. However, a fundamental shift in societal attitude is required and critical thought paid to inclusive education, or young learners who remain in education may end up on the periphery of both societies.     

Educating in the Seventh Fire: Debwewin,Mino‐bimaadiziwin,and Ecological Justice

The Anishinaabe Seven Fires Creation Story can be read as a theory on which all human beings share a fundamental love of reflecting reality in what they think and do. In this article, Marc Kruse, Nicolas Tanchuk, and Robert Hamilton argue that this ethical theory is correct but that the colonial ideology taught in our schools can obscure our knowledge of this fact. Specifically, the authors claim that decolonizing education requires teaching students and teachers alike to see the presence of value whenever they encounter other beings animated by a responsiveness to reality. All living things strive to perceive and respond to reality — to live and continue to learn — even if epistemic faculties differ. All living things, then, the authors conclude, are rightly seen as our relatives and kin, as bearers of value to whom we owe moral respect, as Anishinaabe elders have long taught.     

Interprofessional education in gross anatomy: Experience with first‐year medical and physical therapy students at Mayo Clinic

Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first‐year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care professionals. Pre‐ and post‐experience surveys were evaluated. Positive comments were related to opportunities for developing a better understanding of the nature and scope of each other's programs, encouraging teamwork and communication, mutual respect, and reducing the perceptual divide between disciplines. Ninety‐two percent of the students agreed that interprofessional learning would help them in becoming a more effective member of the health care team. This initial experience with IPE in gross anatomy provides a basis for continued development of interdisciplinary educational strategies. Anat Sci Ed 1:258–263, 2008. © 2008 American Association of Anatomists.     

High School Students' Jobs: Related and Unrelated to School

Work experience can be beneficial to high school students, especially when the work is regular and less than 20 hours/week. Previous studies have found that school-related work experience provides more learning opportunities with fewer negative consequences than jobs unrelated to school. This study analyzed responses of 22,183 seniors from 868 high schools who had been employed during the school year. In this study, contrary to previous studies, students with school-related jobs expected to get less education and were academically less able than those whose jobs were unrelated to school. Comparisons of students' self-reports of the quality of their jobs failed to confirm the hypothesis that school-related jobs were more advantageous than jobs unrelated to school. Black students were nearly twice as likely to report having school-related jobs as non-Hispanic white students. The difference in job quality may result from schools underinvesting in high-quality cooperative education, internships, and other forms of work-based learning.