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.     

Concurrent and Longitudinal Relations between Children's Playground Behavior and Social Preference, Victimization, and Bullying

Prior research with contrived play groups suggests that how children interact with one another can influence their social relationships, but few studies have been carried out to determine if this is the case in naturalistic settings. This study examined the concurrent and longitudinal links between four observational measures of 8- to 9-year-old children's (N = 89) playground behaviors/peer contacts (Alone, Conversation, Group Size, and Network) and three sociometric measures of their peer relationships (Social Preference, Bully, and Victim). The latter were assessed at 2 points within a school year, the first corresponding with the playground observations and the second 5 months later. Several of the concurrent correlations were found to be significant. For boys, Group Size was positively correlated with Bully Score and Social Preference Score, but negatively correlated with Victim Score; and time Alone was positively correlated with Victim Score. For girls, time Alone was positively correlated with Victim Score; Network was negatively correlated with Bully Score but positively correlated with Social Preference Score; and Group Size was positively correlated with Social Preference Score. The longitudinal analyses indicated that for boys, elevated levels of time Alone and, separately, Conversation, predicted the highest increases in Victim Score. For girls, low levels of time Alone predicted the sharpest increases in Social Preference Score. There was also some marginally significant evidence, p < .06, that among girls, high levels of time Alone predicted the greatest increases in Bully Score, and high levels of Conversation predicted the greatest increases in Social Preference Score. The theoretical and practical importance of these links between children's nonaggressive playground behaviors and their emerging peer relationships are discussed.     

Rough and tumble play in children: research and theory

Abstract

The studies referred to have all been done at just one or two schools, and there may be considerable variations between children of different cultural and social class backgrounds. Further research is needed in these areas. So far as we can tell at the moment, r&t is primarily a friendly and playful activity, which does not usually involve any intent to hurt, at least up to early adolescense. Its function remains unclear, but it appears to be part of normal development, and children who rough-and-tumble a lot are generally sociable but not especially aggressive. To this extent, there seems no reason to discourage r&t except in contexts where the noisy and vigorous activities might distract from other (e. g. educational) objectives. It does seem that the motivation behind r&t becomes more complex by adolescence, and the task of giving practical advice on the matter correspondingly more difficult. Finally some adults and some children may have difficulty in distinguishing r&t and agression. Some dissemination of, or training in, the cues which distinguish the two may be helpful.     

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.     

Learning from curriculum materials: Scaffolds for new teachers?

This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United States, the researchers tracked teachers’ responses to and use of materials over time, and how these materials shaped their classroom practice. The authors found that the teachers spent an enormous amount of time searching out curriculum materials for their classes and that the curriculum materials they encountered did, indeed, powerfully shape their ideas about teaching language arts as well as their classroom practice. Based on their findings, the authors propose a trajectory for the teachers’ use of the curriculum materials. New teachers begin by sticking close to the materials they have at hand. Then, over time, as they learn more about both students and curriculum, they adapt and adjust their use of the materials. The authors argue that new and aspiring teachers need opportunities to analyze and critique curriculum materials, beginning during teacher education and continuing in the company of their more experienced colleagues.     

Constructive Copying: Exploring the Vocabulary

Increasingly, concerns are being expressed about the negative effects of digital copying in both industry and higher education. A project was formulated to investigate the use of paper‐based drawing methods for copying from visual source material in varied and structured ways and, thereby, to mitigate the adverse effects of design student dependency on screen‐based copying. A Copying Vocabulary Matrix was formulated based on findings accrued through a practice‐based enquiry where methods of copying were explored and a terminology of copying identified by the authors. A Constructive Copying Workshop was then devised for integration into an existing printed textile design course. Students were asked to respond to the words in the matrix through copying from the same visual source and were limited to pencils and paper. They were also encouraged to keep a reflective journal to record their thoughts as they worked. Their views were monitored during and after the workshop, and the drawings produced were then reviewed and analysed. It was found that a wide variety of images were produced based on either experimentation or strategic rationale by the students and that their visual literacy, analytical skills and understanding of textile design were enhanced, leading to the conclusion that similar teaching interventions into the design drawing curricula could benefit the student learning experience.