Search results1 – 10 of 179
This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic…
This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic principles of global education outlined by Toni Fuss Kirkwood-Tucker (2009) as a conceptual frame, I attempt to bridge the gap between theory and practice. Such an endeavor aims to provide social studies teachers with five practical strategies for making global connections that can be readily employed in their middle and secondary social studies classrooms. These strategies discussed here include structured academic controversy, globalizing physical place, reading visual fine arts, incorporating the natural world, and sampling.
In fall 2002, Illinois State University librarians surveyed their e‐mail and chat reference patrons to determine how they feel about the services and how the services…
In fall 2002, Illinois State University librarians surveyed their e‐mail and chat reference patrons to determine how they feel about the services and how the services might be improved. The survey also attempted to identify the extent to which the services are used in conjunction with more traditional reference venues. While most electronic reference services utilize brief “pop‐up” forms to survey patrons, Illinois State patrons were invited via e‐mail to complete a more extensive online survey form. Approximately 400 patrons were surveyed, and a response rate of 17 percent was achieved. Results indicate a high level of satisfaction with electronic reference, the desirability of retaining both services despite the more immediate need of chat, and the need to cross‐market reference services. Survey participation suggests that use of e‐mail and online forms to survey electronic reference patrons may be effective in the case of e‐mail reference, but not chat.
The purpose of this paper is to highlight theoretical and clinical similarities between therapeutic communities (TCs) and group analysis (GA).
Literature review shows comparison of TC and group-analytic concepts with illustrative case material.
Findings reveal many similarities between TCs and GA, but also significant divergences, particularly in practice.
This paper provides theoretical basis for TC practice, and highlights the need for greater theorising of TC practice.
This paper highlights the importance of group-based treatment approaches in mental health.
This is the first paper to review the relevant literature and compare theory and practice in TCs and GA, highlighting their common roots in the Northfields Experiments in the Second World War.
The parenting styles, or perhaps lack thereof, of Ambridge families is a much-talked about topic among The Archers listeners. This has been brought into keen focus…
The parenting styles, or perhaps lack thereof, of Ambridge families is a much-talked about topic among The Archers listeners. This has been brought into keen focus recently with the parental role in, and reaction to, Ed and Emma Grundy's separation, and the intra- and inter-family dynamics of the Archers clans brought about by Peggy Woolley's Ambridge Conservation Trust. This chapter presents an Archers Assembly, based on the Citizens’ Assembly model, to pass judgement on the parenting styles of the matriarchs and family heads of key Ambridge clans. The Archers Assembly crowdsourced (through the Academic Archers Facebook group) considerations on: The Matriarchs, Peggy and Gill Archer; David and Ruth Archer; Pat and Tony Archer; Susan and Neil Carter; Jenny and Brian Aldridge; and Clarrie and Eddy Grundy. The chapter offers the evidence on each set, with a list of ‘for’ and ‘against’ cases, and quotes, from respondents.
The purpose of this paper is to present a comprehensive review of facilities management (FM) performance measurement (PM) research within the past two decades to…
The purpose of this paper is to present a comprehensive review of facilities management (FM) performance measurement (PM) research within the past two decades to understand existing gaps in FM PM literature.
The paper employs a systematic approach to review papers in FM PM published from 1997 to 2017. The articles published in selected peer-reviewed international journals in the last 20 years were collected by conducting literature search in the Web of Science and Scopus databases. The content of the papers were scrutinized to understand the gap in literature.
The review depicts a slow pace of FM PM research characterized by diverse and fragmented performance measures, whereas the existing PM frameworks are at the nascent stage.
The judgments of the paper are based on the 54 papers selected for the critical review and analysis that should be treated as key issues in FM PM research agenda. The review also excludes energy management.
The paper identifies the gaps in the current PM literature in FM and set propositions for future research which is of utility and relevance to FM researchers more especially on the existing conceptual frameworks. To the best of the authors’ knowledge, this paper is the first attempt to conduct a review on FM PM in the extant literature.
Most issue management practitioners and scholars accept that issue management has progressed substantially over 25 years, from primarily a reactive crisis prevention tool…
Most issue management practitioners and scholars accept that issue management has progressed substantially over 25 years, from primarily a reactive crisis prevention tool to a maturing strategic management discipline. But the terminology used within issue management to define the different management positions has not kept pace with that evolution. In fact some of the language used heavily influences responses to issues and limits the apparent framework of choice. This paper reviews some past efforts to develop appropriate terminology and proposes an alternative lexicon.
The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a…
The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.
Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.
Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.
In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.
Ambridge residents live with extended kin and non-family members much more often than the population of the United Kingdom as a whole. This chapter explores cultural…
Ambridge residents live with extended kin and non-family members much more often than the population of the United Kingdom as a whole. This chapter explores cultural norms, economic need, and family and health care to explain patterns of coresidence in the village of Ambridge. In landed families, filial obligation and inheritance norms bind multigenerational families to a common dwelling, while scarcity of affordable rural housing inhibits residential independence and forces reliance on access to social networks and chance to find a home among the landless. Across the socioeconomic spectrum, coresidence wards off loneliness among unpartnered adults. Finally, for Archers listeners, extended kin and non-kin coresidence creates a private space where dialogue gives added dimensionality and depth to characters who would otherwise be known only through their interactions in public spaces.