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The purpose of this paper is to understand how I – and many other students – became first-generation college students (FGCSs) by exploring the rise and retraction of TRIO. Originally, TRIO was a set of three college access and retention programs created in the 1960s to address the needs of a population designated as academically and economically disadvantaged. The author uses the term “becoming” as a process of how a person is constructed socially, in this case, as a FGCS and faculty member. The author uses. social construction of targeted populations theory to explore my testimonio as a beneficiary of opportunity programs.

To explore how FGCS experience policy changes affecting TRIO, I use my testimonio to build on the historical literature that covers 1968–2001. I begin my testimonio by first reviewing my background as a second generation Ecuadorian American. I then review how I encountered opportunity programs and why I continued to be a participant in these programs, specifically, TRIO. I end my testimonio by countering criticism of TRIO programs using research on and lived experiences with TRIO.

During an era when TRIO budgets remain under constant attack, testimonios shed light on participants’ experiences with policy changes. Specifically, I reveal how economic budget cuts create policy changes to terms such as “academically and economically disadvantaged” and shapes perceptions and knowledge about who are FGCS.

Research limitations include application of social construction of targeted group theory to one testimonio. Implications include more studies on how policy changes, specifically budget allocations could affect characterizations and images of targeted populations such as FGCS.

Understanding the role of policy changes to TRIO program funding benefits students from misperceptions by educational administrators and other stakeholders.

My testimonio also builds on work regarding the impacts of CARPS on FGCS like me. Most importantly, my testimonio contributes to the efforts necessary to ensure these programs continue to exist and succeed. I use my testimonio side by side with research literature on TRIO to become both the subject of inquiry and the inquirer, simultaneously a beneficiary and an informant of how these programs have influenced my persistence through the postsecondary education system and shaped my understanding of FGCS.

NZTrio is more than a traditional piano trio that performs music from the classical repertoire: it is a professional chamber ensemble with a difference. The members of the Trio, totalling three musicians and two administrators have a community orientation. Their vision is to forge links into other artistic, educational and business fields and in doing so they create and participate in events that evoke visceral encounters. In this way they confirm Esposito’s view that communitas is disruptive of stasis and that to belong is to change. In community, identity is disrupted and new possibilities of the self can emerge. This becomes possible through provocative performances that implicate the body. For instance, shouting commands through a megaphone in Jack Body’s O Cambodia and the repeated pattern of chords in the third movement of Shostakovich’s Piano Trio No. 2 are emotionally and physically encountered as audiences feel what it is like to be both perpetrators and victims of violence. NZTrio uses music like this as well as works from the standard repertoire to create aesthetic experiences rich in options for communion. Furthermore, through professional development events, business leaders and young people gain the opportunity to understand how the physicality of leadership works in a high performing team.

The authors interrogated the contextual spectra of educational and sociological literature to highlight the failings of the No Child Left Behind Act of 2001. Historical and contemporary perspectives on the state of urban schooling, school choice, and community identify fundamental areas in which disadvantaged students are affected disproportionately. Additionally, treatment of the TRIO programs (Upward Bound and Talent Search) and their positive impact on disadvantaged students is presented. The TRIO programs consider issues germane to the academic achievement of low-income, disadvantaged, and marginalized students in ways that the No Child Left Behind framework fails to consider. Policymakers, K-12 teachers/leaders, and parents are admonished to pay careful attention to how No Child Left Behind continues to leave underprivileged children behind through ignorance of their communities and disparate accountability measures. Implications for policy are discussed.

Although vanquished in anthropology, the notion “national culture” as a set of unique, shared, closed, enduring, coherent, determinate subjective values has been repopularized in management by Global Leadership and Organizational Behavior Effectiveness (GLOBE), Hofstede, and Trompenaars (the Trio). The purpose of this paper is to critique the Trio’s representation of culture and its purported consequences.

Identifies the essential similarity of the Trio’s work by describing seven propositions they share. Drawing on research from multiple disciplines it critiques a number of these propositions.

The Trio’s representation of culture functions as a conceptual cage which confines analysis to misleading and impoverished explanations of organizational and other social action.

By describing and critiquing some of the metaphorical “bars” of the Trio’s emasculating “cage” it opens further the possibility of richer and relevant cultural research.

The purpose of this paper is to share the learning concerning how services and the paid carers working in them can support people living with dementia (PLWD) and their unpaid carers to overcome social isolation. This learning comes from the key findings from a Social Return on Investment (SROI) evaluation of a Shared Lives (SL) Day support service, known as TRIO.

SROI is a form of cost-benefit analysis that captures and monetises stakeholder outcomes. The SROI evaluation included a rapid evidence review, an interview study and a questionnaire study. The learning shared is drawn from the interview and questionnaire data that explored the reported outcomes relating to social connection, which included data related to participating in meaningful activities, confidence and independence.

PLWD who accessed the SL Day support service experienced better social connection, a sense of control over their activities (including their social activities) and community presence. A key foundation of these outcomes was the meaningful relationship that developed between the PLWD, their unpaid carer and the paid carer.

This evaluation was a pilot study with a small, albeit representative sample size.

The learning suggests feasible and effective ways for paid carers to support the social connection of PLWD and their unpaid carers with their wider community.

There has been little exploration of how community-based short breaks (like SL Day support) can enhance social connection. The authors drew on a social relational model lens to illustrate how this service type had supported successful outcomes of community and social inclusion for PLWD.

The purpose of this paper is to construct a means of assessing the feasibility of implementing innovation and entrepreneurial education (IEE) in schools. The study focuses on teaching IEE in middle school (Grades 5–7).

Data were collected from six middle school teachers in three Icelandic compulsory schools through on-site observations and semi-structured interviews with teachers and principals. Data including documentary evidence were subjected to the method of constant comparison. A model of nested systems provided concepts to create categories for a general rubric of feasible IEE development, the Social ecology rubrics for innovation and entrepreneurship in schools (SERIES).

Profiles of the six IEE teachers emerged during data collection. Teachers found some IEE methods challenging, especially “standing back” allowing students freedom and agency. Implementation was fragile when IEE developed without support from neighboring systems. In all three schools the weakest connections were with the exosystem (general views in society).

The range of knowledge, skills and competences that emerged in the data could be discussed with teachers as a source of professional development. The application of the SERIES approach can benefit policy, research and practice and developing similar rubrics can provide a valuable assessment approach in other curriculum areas.

An advantage of the rubric is that it is descriptive rather than prescriptive, giving schools an opportunity to develop their own standards. Any professional group can produce their own profile, with categories of levels and systems that reflect their own practice and development.

A growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.

In order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.

Results indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.

This study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.