ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Together in Urban Schools: How a University Teacher Education Program and Teach for America Partner to Support Alternatively Certified Teachers
Author: Heineke, Amy J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Urban Teaching,Inservice Teacher Education,Teacher Education Programs,Program Development,Alternative Teacher Certification,Partnerships in Education,Reflection,Teacher Collaboration,Beginning Teacher Induction,Teacher Improvement,Program Descriptions,Performance Factors,Classroom Techniques,Improvement Programs

The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and approaches to teacher preparation, CTEL and TFA Phoenix found common ground with the shared mission to better support urban teachers in classrooms with thousands of Arizona children. This commentary is part of a developing line of research focused on opportunities to explore partnerships between TFA and colleges of education. This line of research aims to better prepare and support alternatively certified teachers (i.e., teachers who become licensed to teach without a degree in education) in urban schools, rather than discredit TFA teachers and argue whether they should or should not be in the classroom in the first place. The authors' goal is to share lessons learned from their partnership, so that other institutions and non-profit organizations can form scalable models for teacher education in urban schools. To describe and reflect upon the teacher education program for TFA teachers teaching in urban schools in the Phoenix metropolitan area, the authors focus on one conceptually based question: &quot;How have two organizations partnered to adapt and modify an existing teacher preparation program to best support inservice urban teachers in the classroom?&quot; In order to reflect upon their support and preparation of TFA teachers in urban schools, the authors (1) describe the setting in which their partnership exists; (2) provide a literature review as basis for program development; (3) highlight four key program elements that form the framework for working in urban schools to prepare alternatively certified teachers; and (4) reflect upon their programmatic transformations to embed inservice teacher education in urban schools.
Acts of Solidarity: Developing Urban Social Justice Educators in the Struggle for Quality Public Education
Author: Katsarou, Eleni
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education Programs,Preservice Teachers,Educational Change,Teacher Educators,Public Education,Urban Schools,Educational Quality,Educational Environment,Equal Education,Minority Groups,Consciousness Raising

By taking the position that teaching for social justice is an act of necessity and solidarity, this work seeks to highlight two examples of teacher education initiatives. Because the relationships between teacher, student, family, school, and state are integral to the teaching process, three central questions guide the authors' thinking and teaching. The first question in their inquiry is &quot;in what ways can teacher education be re-conceptualized in relation to communities to address the political function of teaching?&quot; Secondly, &quot;how can teacher education renegotiate traditional relationships with key stakeholders to move towards social justice education?&quot; Finally, &quot;what specific strategies and innovations are teacher educators implementing within communities and schools to develop social justice educators?&quot; In order to engage these questions, the authors operate from Freire's position of developing conscientization within teacher education candidates (Freire, 1993). Discussed in detail in later sections, two cases are cited that speak to the process of making it possible for teachers to create such conditions without fear of persecution. To start the process, the authors begin with a working definition of social justice in education. Following this section is a brief section linking the contexts of teacher education for social justice in Chicago and New York City. The third section (titled Part One) is a narrative example of building school and community relationships in Chicago, outlining the process by which a teacher educator engaged a school and the surrounding community, as well as an example of a collaborative teacher-designed assessment tool for preservice teachers. The fourth section of the document (titled Part Two) discusses the New York context, providing an example of what building solidarity with student and community looks like at the classroom level. Concluding the document is a discussion of the importance of social justice in teacher education in a day and age where local, state, and national conversations are dominated by the rhetoric of market economy and standardization
Project &quot;Nueva Generacion&quot; and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out
Author: Skinner, Elizabeth A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Schools of Education,Preservice Teacher Education,Teacher Education Programs,School Community Relationship,Partnerships in Education,Community Organizations,Urban Areas,Urban Universities,Trust (Psychology),Nontraditional Students

The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect persists between colleges of education, their students and the communities they strive to serve. In this article, the author will describe a nine-year old partnership between a teacher education program and a community-based organization that is a viable and complementary alternative to campus-based and community-based teacher education programs. The unique partnership between the Logan Square Neighborhood Association (LSNA) and the Bilingual Education Program at Chicago State University (CSU) essentially brought the university to the community at the community-based organization's request. The collaboration was initially funded as a federal Title VII grant. Since it began nine years ago, between 60 and 70 neighborhood residents, many of whom already worked in the community as teacher assistants, school volunteers, and community leaders, have had the opportunity to attend college and work toward a bachelor's degree and teaching credentials. Founded on LSNA's  core belief that the members of their urban community can and should serve as resources in schools, Project &quot;Nueva Generacion&quot; (New Generation) is the model for the Grow Your Own teachers initiative in Illinois. The Grow Your Own teachers initiative provides funds to consortia consisting of a community based organization, a college of education, and a school district to recruit and prepare community leaders to become teachers. (Contains 1 note.)
Appreciative Inquiry and Student Affairs: A Positive Approach to Change
Author: Lehner, Rachelle
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,Models,Role Models,Constructivism (Learning),Organizational Development,Interviews,Higher Education,Case Studies

Appreciative Inquiry (AI) is an organization development (OD) philosophy that utilizes and builds on past successes, using these as positive momentum for future change. AI provides student affairs with an alternative and generative approach to improving their organizations' processes and culture. As student affairs professionals look to the future of their organizations, this paper provides an overview of AI as an important methodology to help with change and chronicles the experiences of a student affairs unit that is engaged in AI activities to alter their workplace culture. (Contains 1 table.)
Ethical Decision Making: A Teaching and Learning Model for Graduate Students and New Professionals
Author: McDonald, William M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Graduate Students,Decision Making,Student Personnel Workers,Ethics,Higher Education,Models,Case Studies,Vignettes,Workshops

Student affairs practitioners are inundated with a variety of ethical considerations when making day-to-day decisions regarding the welfare of students and colleagues. There is every reason to believe that confronting ethical issues will be an increasingly difficult issue for student affairs professionals in the future. This article provides a model for ethical decision making that is designed particularly for graduate students and new professionals.
Study Abroad Programming: A 21st Century Retention Strategy?
Author: Metzger, Christy A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Global Approach,School Holding Power,Study Abroad,Academic Persistence,Enrollment Management,Minority Groups,Change Strategies,Literature Reviews,Education Work Relationship

Preparing the workforce for an increasingly global economy is among the leading concerns in higher education, and retention of students is vital to successfully managing this economic shift. Study abroad programming consistently yields positive outcomes that span these three levels and may very well be a retention strategy that has been previously been overlooked. This article examines and compares retention and study abroad literature to highlight strong similarities in the factors that affect retention compared to the variables that are positively influenced by international study. The subsequent analysis explores how institutions can thoughtfully integrate study abroad programming as an effective retention strategy.
Student Engagement: A New Paradigm for Student Affairs
Author: Pomerantz, Norleen Kester
Date: 2006-00-00
Type: Journal Articles
Subjects: Models,Student Personnel Workers,Student Personnel Services,Learner Engagement,Educational Improvement,National Surveys,Academic Achievement,Schematic Studies,Change Strategies

Today more than ever, student affairs must respond to a wide range of demands for accountability and respond to requests to assist faculty in designing the best learning environment for students. Student engagement is a term used to explain a set of beliefs that can guide student affairs as a field in planning and accomplishing this mission. This manuscript discusses how the National Survey of Student Engagement (NSSE) has propagated the concept of student engagement, traces the genesis of student engagement through earlier student affairs paradigms, and outlines a methodology to implement a student engagement paradigm particularly relevant for student affairs practitioners working to create an engaging environment for students.
Student Affairs and Service Learning: Promoting Student Engagement
Author: Caruso, Robert
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Program Implementation,Student Personnel Services,Student Personnel Workers,Learner Engagement,Best Practices,Models,Reflection,Program Descriptions,Curriculum Development,Partnerships in Education

Why should service learning be placed within student affairs? What special skills can student affairs professionals bring to service-learning program implementation? How can administrators use this program to promote strong student affairs-academic affairs collaboration? This article discusses a &quot;best practices&quot; model that is working well at a regional public institution. (Contains 1 table.)
Grant Writing as a Funding Source and Collaborative Endeavor
Author: Daniel, Bonnie V.
Date: 2006-00-00
Type: Journal Articles
Subjects: Grants,Student Personnel Services,Student Personnel Workers,Grantsmanship,Financial Support,Proposal Writing,Administrative Principles,Awards,Guidelines,Educational Finance,Fund Raising

Grant writing provides not only financial rewards but also insights into the living mission of an institution, and points toward collaborative opportunities within and among various units across a campus. In the future, more and more grant funded programs will be a necessary part of our work in student affairs. This manuscript offers basic tools for understanding best practices of grant writing and the principles that should guide student affairs personnel in grant writing endeavors. (Contains 1 table.)
Increasing Accountability in Student Affairs through a New Comprehensive Assessment Model
Author: Barham, Janice Davis
Date: 2006-00-00
Type: Journal Articles
Subjects: Accountability,Student Personnel Workers,Student Personnel Services,Models,Evaluation Methods,Program Effectiveness,Program Evaluation,Institutional Mission,Program Descriptions

This article gives an overview of a new model for assessment practice within student affairs divisions. With the current increase of accountability and greater demands from higher education stakeholders, student affairs practitioners need to understand how to demonstrate the effectiveness and value of their work as it relates to the mission of their department and division. (Contains 1 figure.)
Connecting Services to Students: New Technology and Implications for Student Affairs
Author: Coleman, Jon K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Ethics,Student Personnel Services,Student Personnel Workers,Technology Uses in Education,Influence of Technology,Technology Integration,Access to Information,Barriers,Delivery Systems,Information Technology

Technology is affecting how student affairs professionals work with students to deliver traditional programs and services. This article begins with an overview of the characteristics of current students and their experiences and comfort with technology. This understanding leads to the role of student affairs professionals as creators, designers and developers of programs and services using ever-expanding technology. The authors also discuss potential new applications of technology for student affairs programs while identifying ethical issues that student affairs professionals need to discuss when considering the use of new technological tools.
Beyond Professional Preparation Programs: The Role of Professional Associations in Ensuring a High Quality Workforce
Author: Janosik, Steven M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Continuing Education,Professional Associations,Institutional Role,Educational Quality,Quality Control,Student Personnel Services,Student Personnel Workers,Professional Continuing Education,Academic Standards

Professional associations have an obligation to ensure the quality of professional preparation and practice, to provide continuing professional education, and to recognize those practitioners who take steps to improve their knowledge and practice. To date, no student affairs association has fully operationalized or embraced these ideas. The future of our profession rests on the willingness of those who lead these associations to do more in this crucial area. (Contains 1 figure.)
College Students' Experiences and Perceptions of Harassment on Campus: An Exploration of Gender Differences
Author: Reason, Robert D.
Date: 2006-00-00
Type: Journal Articles
Subjects: Females,Sexual Harassment,Sexuality,Gender Differences,Males,Graduate Students,Undergraduate Students,Educational Environment,Social Bias,Surveys,Student Experience,Racial Differences,Whites,Minority Groups,Homosexuality,Age Differences,Immigrants,College Role,Religion,Disabilities,Ethnicity,Language Usage,Violence,Teachers,School Personnel,Gender Bias,Interpersonal Relationship,Racial Bias,Curriculum

Using a campus climate assessment instrument developed by Rankin (1998), we surveyed students (N = 7,347) from 10 campuses to explore the different experiences with harassment and campus climates reported by men and women. Both men and women reported experiencing harassment, although women experienced harassment at statistically significantly higher rates than men. Women reported higher rates of sexual harassment, while men reported higher rates of harassment based upon sexuality. These findings are understood, and implications are provided, using a lens of power and privilege.
Eating Disorders in Female College Athletes: Risk Factors, Prevention, and Treatment
Author: Pearson, Frances C.
Date: 2006-00-00
Type: Information Analyses
Subjects: Prevention,Eating Disorders,Athletes,At Risk Persons,Females,College Students,Athletic Coaches,Peer Influence,Cultural Influences,Literature Reviews,Attitude Change,Behavior Change,Social Influences,Personality Traits,Biology,Counseling Techniques

Female athletes are at risk for developing eating disorders because of the pressures that are placed on them by society, their peers, their coaches, and the sports culture itself. This paper reviews the literature on the risk factors involved and various methods of prevention and treatment. The authors conclude that individual and group approaches are most effective when they utilize the sports culture to change attitudes and behaviors.
The Luke Principle: Counting the Costs of Organizational Change for One-Stop Service Models in Student Affairs
Author: Ousley, Melissa
Date: 2006-00-00
Type: Journal Articles
Subjects: Organizational Change,Costs,Models,Student Personnel Services,Student Personnel Workers,Career Centers,Cost Effectiveness,Program Implementation,Community Colleges,Shared Resources and Services,Case Studies,Interviews,Delivery Systems,Program Attitudes

The Luke Principle states that the successful implementation of any organizational change requires a counting of the costs (Ousley, 2003). As developers do not construct a building, nor do governments go to war, without counting costs, administrators in higher education should not reorganize units or merge departments without counting costs. This manuscript addresses the costs of implementing a one-stop service model. In the implementation of a one-stop service center, the costs include (a) the remodeling of facilities; (b) the acquisition and training associated with technology; (c) the opportunity costs of choosing the one-stop model over an alternative model; (d) the hiring, training and compensation of staff; and (e) the emotional costs for staff as they make a paradigm shift, learning new tasks and adapting to an environment with new boundaries and relationships. This article presents findings from qualitative research on one-stop service centers in three community colleges. The effectiveness of the organizational change from a silo model, where parts of a process or service are provided by separate departments, to a one-stop model, where processes and services are integrated in a single location, is evaluated for each site.
Supervision of New Professionals in Student Affairs: Assessing and Addressing Needs
Author: Barham, Janice Davis
Date: 2006-00-00
Type: Journal Articles
Subjects: Supervision,Student Personnel Workers,Needs Assessment,Interviews,Supervisory Methods,Supervisor Qualifications,Student Personnel Services,Educational Diagnosis,Theory Practice Relationship,Supervisor Supervisee Relationship,Expectation,Participant Satisfaction

This qualitative study examined the supervision of new professionals from the perspectives of new professionals and their supervisors. Analysis of interviews with four new professionals and their supervisors suggested the following: (a) supervisors supervised the way they wanted to be supervised, (b) new professionals had difficulty identifying and/or articulating what they wanted or needed from their supervisors, (c) seasoned supervisors appeared to be better diagnosticians of new professionals' needs than novice supervisors, (d) some supervisors lacked the skills necessary to diagnose accurately the supervision needs of new professionals, and (e) there appeared to be little direct connection between identified supervision needs of new professionals and professional development activities. (Contains 1 table.)
Five Thorny Questions to Ask when Planning for an Avian Flu Pandemic
Author: Ostroth, D. David
Date: 2006-00-00
Type: Journal Articles
Subjects: Colleges,Public Health,Federal Government,Emergency Programs,Health Promotion,Government Role,State Government,Local Government,Educational Administration,Planning

Public health experts project a strong possibility that an avian flu pandemic will occur in the next 4 years, and the federal government has already warned that states and localities must make their own plans for this event since such a broad scale public health crises would far outstrip federal capacity to respond. Colleges and universities are among those institutions that should be preparing now for an avian flu pandemic. This article suggests five thorny questions that higher education administrators must address as they prepare their avian flu plans.
The School Counselor and the Tech Generation: Issues and Tips
Author: Dowling, Sue Y.
Date: 2006-00-00
Type: Journal Articles
Subjects: Counselor Role,School Counselors,Technology Uses in Education,Counseling,Technology Integration,Internet,Bullying,Computers,Social Networks,Synchronous Communication,Rejection (Psychology),Computer Security,Games,Probability,Debt (Financial)

School counselors should be knowledgeable about the influence of today's technologies on common issues dealt with in counseling. This article describes several of these issues and how they are affected by use of technology. Suggestions are provided to help counselors deal with the current challenges posed by the use of interactive communication technologies.
Magic Arts Counseling: The Tricks of Illusion as Intervention
Author: Levin, David M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Investigations,Group Counseling,School Counselors,Counseling,Intervention,Disabilities,Males,Preadolescents,Self Esteem,Recreational Activities,Teacher Student Relationship,Evaluation,Pretests Posttests

Magic arts counseling is defined as a nontraditional, experiential curriculum utilized for promoting student growth. Applicable research and the history of using magic with students provide the rationale for its employment in educational programming. In an effort to systematically explore its benefits several educational factors and key elements of magic arts counseling are defined. The current study examined the use of a 6-week magic arts small group counseling module with pre-adolescent boys. The study compared measures of self-esteem and subsequent behavioral outcome measures for students receiving the magic arts sessions described. The investigation indicated positive gains on a variety of measures and highlighted the utility of a magic arts module. Limitations of the investigation and directions for future research are considered.
An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment
Author: Bates, Rebecca C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Middle School Students,Sexual Harassment,Action Research,Guidance,Program Effectiveness,Early Adolescents,Counseling Techniques,Grade 7,Video Technology,Suburban Schools

This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment in the grade level studied. Suggestions for further research are provided.