Flipping the Script: When Service-Learning Recipients Become Service-Learning Givers

Urban education is a complex system that is often shrouded in stereotypes, labels, and barriers. Service-learning is well-entrenched in suburban institutions, but is a fledgling or grassroots organization in the urban education community. Often, suburban service-learning initiatives have taken the tone of community service in that it is often directed (albeit often inadvertently) at lower socio-economic families (e.g., to help the homeless, fill the food banks for the hungry, participate in clothing drives). Such initiatives leave some urban students feeling disenfranchised, powerless, and dependent. However, critical service-learning in urban schools can provide a connection to the community, as well as a sense of empowerment, confidence, and intrinsic motivation (Mitchell, 2007 Mitchell, T. (2007). Critical service-learning as social justice education: A case study of the citizen scholars program. Equity & Excellence in Education, 40, 101–112.[Taylor & Francis Online] , [Google Scholar]). When urban students see themselves as vital, powerful participants in giving back instead of being given to, they become critical partners, young leaders, and civically engaged citizens. Therefore, in this article, Pam, a middle school educator, and Tamara, a service-learning partner, examine how a teacher can institute critical service-learning programs in an urban classroom. By highlighting a teacher's intrinsic and extrinsic shifts, practical applications, and students' collaborations and reflections, this article illustrates how to move to critical service-learning in urban contexts. This examination has implications for how specific critical service-learning components can help teachers work with students to move toward socio-emotional growth.     

The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities

In the UK autism is classed as a disability under the Disability Discrimination Act 2005. Under the Special Educational Needs and Disability Act 2001, higher education institutions in the UK are legally required to make reasonable adjustments for students with disabilities who are placed at a substantial disadvantage in comparison to students without disabilities. Despite the social difficulties associated with autism, and autistic students being at a heightened risk of dropping out of university, high-functioning autistic students are often high achievers academically. The National Audit Office recognises university as a desirable option for academically gifted students with autism. As there have been few studies directly examining the needs of autistic students in post-secondary education by established researchers, we undertook an online questionnaire survey of all UK universities, other than those under foreign ownership, to ascertain current levels of support for students with autism in higher education. This was followed up with Freedom of Information Act requests to establishments that did not respond to the survey. We report our findings based on responses from 99 universities out of approximately 160 establishments in total. As autistic university graduates are at a disadvantage when compared to their non-autistic peers in obtaining employment after graduation, we propose that all higher education establishments follow the government recommendation for providers of services not covered by the Autism Act 2009, but who support people into employment, to adopt the Statutory Guidance issued in connection with the Adult Autism Strategy. Universities should consider seeking accreditation under the National Autistic Society’s accreditation scheme.     

Educational placements of students with emotional and behavioral disorders served by probation,mental health,public health,and social services

This study examined child and family risk factors and behavioral indices of youths with emotional and behavioral disorders to determine critical factors that predicted the restrictiveness of their educational placements. Placements were defined on a broad continuum which ranged from general education classrooms to residential treatment and incarceration facilities. Results indicated that a discriminant function model which incorporated age, Caucasian identification, juvenile justice involvement, CAFAS score, family history of mental illness, substance use and school attendance indices correctly classified the placement of 53% of the students. Variables of student behavior, severity of behavior, and risk factors such as abuse and out-of-home care were not reliable predictors of placement. These findings are discussed in the context of system of care efforts to reform service system response to youths with special education and mental health needs and their families. © 1998 John Wiley & Sons, Inc.     

Information needs analysis to inform the development of a library and information service at the Marie Curie Centre,Newcastle upon Tyne,England

In the summer of 1997 the Marie Curie Centre, Newcastle approached the libraries of the Universities of Newcastle and Northumbria at Newcastle to assist in developing a library and information service (LIS) strategy. It was acknowledged that before the LIS strategy could be established preparatory investigation was needed to ensure the effective and efficient allocation of resources. A user needs analysis was conducted over a 3‐month period, including a literature search, questionnaire and interviews. The findings, which indicated that the appointment of a professional librarian was crucial, have ensured that the LIS being developed is underpinned by a strong evidence base.     

Whose are the Es in EBDs?

Two related incidents prompted me write this paper. First, I was looking through my files of quotes and came across one from a brief conversation some seven years ago with a 14 year old boy – I will call him John. John was responding to a question about an incident in class in his last year at primary school. He said he believed it was “the thing” that resulted in his exclusion from mainstream school. The second incident, or series of incidents, happened over a period of about three weeks in October 1995 when I had a number of telephone calls – including several from teachers – about EBDs. I recognised a common thread running through these that reflected numerous other conversations over the past few years. They also reminded me that, just as Peter Kingston drew attention in an article in the Guardian to the rising tide of emotion in the debate on ADD and ADHD (Kingston, 1995), emotion is evident in very many discussions of EBDs generally. Two quotes sum up this point. The first, the one I just referred to, from John:     

‘They are out of control’: self‐perceptions,risk‐taking and attributional style of adolescents with SEBDs

Fifty‐six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self‐report measures of their strengths and difficulties, self‐concept and social identity, cognitive attributional style and participated in computer‐based tests of risk‐taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk‐taking as measured on a computer‐based test. Implications of these findings for identification of and working with students with SEBDs are considered.     

Aspirations,education and inequality in England: insights from the Effective Provision of Pre-school,Primary and Secondary Education Project

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality.     

Health information: an evaluation of the use of touch screen kiosks in two hospitals

An exit questionnaire survey of 150 hospital users of a touch screen health information kiosk was undertaken. It was compiled by Royal Cornwall Hospitals NHS to evaluate kiosk use and was reanalysed by researchers at City University to determine whether the information obtained went anyway to meeting patients’ information needs. The study established two effective outcome variables on kiosk use: whether the information found answered the users’ questions and if users intended, after using the kiosk, to find more information elsewhere. Two‐thirds of respondents said that the information found had answered their question, whilst 16% said that after using the kiosk they still had further questions and intended to talk to a health professional to obtain this information. The variables found to have an impact on the information outcome included: gender, navigational ease, object of search, and ease of reading and understanding the information.     

Schools as (Dis)Organisations: the ‘breakdown of the culture of learning and teaching’ in South African schools

A prominent and problematical legacy of apartheid education, which requires transformation, is the poor functioning of a large number of previously black schools (commonly termed ‘the breakdown of the culture of teaching and learning'). While the causes of breakdown may be traced back to the years of opposition to apartheid and the resistance struggle waged within schooling from 1976 onwards, it is less clear what may be done to remedy the situation. This article explores particular organisational dimensions of school failure with a view to understanding how they have affected the operation of schools, why schools have broken down and what interventions may remedy this breakdown. It moves beyond rational theories of organisation to argue that perspectives derived from psychoanalytical approaches to organisation may be useful in planning strategies for intervention to transform teaching and learning in these schools.