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Descriptors:
Computer Mediated Communication; Discourse Analysis; Synchronous Communication; Speech Communication; Orientation; Influence of Technology; Coordinators; Group Dynamics; Nonprint Media

Abstract:
This study investigates the interactional work involved in ratifying mutual participation in online, multiparty, voice-based chat rooms. The purpose of this article is to provide a preliminary sketch of how talk and participation is managed in a spoken communication environment that comprises interactants who are not physically copresent but are engaging in and disengaging from conversations with high regularity. This distinctive feature of chat rooms provides a unique opportunity to examine how communication is shaped by technological affordances and constraints, an issue important to a number of different areas of study, including discourse analysis and computer-mediated communication. The analysis examines two aspects of interaction that are germane to participating in chat rooms: summons-answer exchanges and verbal alignment. The findings show that talk in chat rooms does not simply happen but is preceded by highly organized, complex, and collaborative interactional work aimed at establishing mutual orientation. (Contains 1 figure and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership Qualities; Educational Needs; Leadership Role; Questionnaires; Semi Structured Interviews; Leadership Responsibility; Instructional Leadership; Coordinators; Special Education; Educational Policy; Educational Legislation; Foreign Countries; Alignment (Education)

Abstract:
The year 2014 marks an important milestone for the SENCo role. It is the 20-year anniversary of the requirement for schools to have a named person as lead for special educational needs. This article, by Catherine Tissot from the University of Reading, explores the vision of the role as seen in Government guidance and documents and compares this with the views of those in post who are undertaking a required training programme to become a qualified SENCo. An optional questionnaire was distributed to all SENCos at Induction (Time 1) and repeated upon completion of the course (Time 2), and ten semi-structured follow-up interviews were conducted with volunteers to explore emerging themes. Differences were seen in the sample between those that were part of the senior leadership team in terms of their views on their ability to lead and direct practice, resource management and the strategic goals of the role. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teacher Attitudes; Semi Structured Interviews; Educational Needs; Faculty Development; Performance Factors; Role of Education; Coordinators; Facilitators (Individuals); Professional Continuing Education; College School Cooperation; Training Methods; Training Objectives; Special Education; Special Education Teachers

Abstract:
This study, authored by Dominic Griffiths and Rachel Dubsky, both of Manchester Metropolitan University, considers the impact of the new National Award for Special Educational Needs Coordinators (NASENCo) in one English local authority. Data on the impacts upon both SENCos' personal professional development and upon their schools are drawn from semi-structured interviews with six SENCos, their headteachers and one colleague from each of their schools. Factors that appear to have enhanced or modified the impact of the training are identified. The article discussed, firstly, the emerging theme of SENCos' own perceptions of their role, and then the implications of the study's findings for future NASENCo course design. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Class Activities; Learning Activities; Teaching Methods; Cooperating Teachers; Second Language Learning; Scholarships; Second Language Instruction; English Language Learners; Coordinators; Summer Programs; Chinese; Latin; French; Spanish; Alternative Teacher Certification; Administrator Role; School Districts; FLES; Elementary School Students; Partnerships in Education

Abstract:
Foreign Language Elementary Summer Camp is a fantastic way to spend part of the summer. For the past ten years in Glastonbury, Connecticut, the authors have offered a variety of foreign language elementary camps that meet daily for three hours for three to four weeks during July. Currently, they offer camps for Chinese, English Language Learners (ELL), French, Latin and Spanish, and this summer, they will add a Russian elementary camp. The registration fee for the camps is minimal with scholarships available based upon need. Glastonbury has partnered with the Alternate Route to Certification (ARC) program in Hartford, Connecticut, which specializes in preparing "talented individuals from fields outside of education to enter teaching." The foreign language summer camps are a great opportunity for ARC students to gain classroom experience in a supportive environment as they take on the responsibility of planning and implementing daily lessons and activities for the campers. The ARC students thus become the camp teachers. In addition to the summer camp teachers, Glastonbury has a camp coordinator who is familiar with the district's foreign language program and is also an experienced foreign language teacher. The coordinator oversees the camps and the teachers, acting as a cooperating teacher for the ARC students as they navigate the classroom experience. The camp coordinator is instrumental in the administrative aspects of the camp and supports the camp teachers by providing model lessons and offering ideas and suggestions on lesson plans and units. The coordinator assists in classroom activities and encourages a variety of language learning opportunities for the campers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homeless People; Youth; Economically Disadvantaged; Differences; Social Capital; Social Networks; Experience; Access to Education; Higher Education; Mobility; Interviews; School Counselors; Coordinators

Abstract:
This article examines the experiences homeless youth face and the influence of social networks on their education. Using a social capital framework, we analyze the experiences that are different for poor youth in general and those homeless. Data used include interviews with 123 homeless youth and more than 40 policymakers, school counselors, and after-school program coordinators. Youth identified three aspects of their lives that influence network development associated with college access: mobility and stability, meeting basic needs, and anonymity and shame. The temporary nature of their residential stability requires a systemic response by educational institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethical Instruction; Criticism; Foreign Countries; Public Policy; Sport Psychology; Physical Education; Athletics; Program Effectiveness; Program Evaluation; Program Content; Interviews; Stakeholders; Program Attitudes; Content Analysis; Position Papers; Values Education; Teacher Attitudes; Curriculum Evaluation; Relevance (Education); Coordinators; Social Integration

Abstract:
The Second Half Program (SHP) is an educational sports program running in Brazil. It began in 2003 and was one of the Olympic educational proposals described in the Rio 2016 Olympics bid. Using sport as a tool, the SHP aims to deliver moral education and to promote citizenship in order to counteract "social exclusion" and "social vulnerability". Our analysis of official SHP documents and interviews with key actors in several SHPs reveals that the SHP illustrates the view that merely participating in sport will instill moral and Olympic values. Thus, although it represents a clear advance in government sports education policies, both its organizational methods and the lack of a clear pedagogy seem to limit the scope of the SHP to sports teaching. It thus fails to reach the broader scope that should be approached in an Olympic educational program. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Asperger Syndrome; Disabilities; Related Services (Special Education); Family Attitudes; Program Attitudes; Employee Attitudes; Student Personnel Services; Student Personnel Workers; Transitional Programs; Coordinators; Case Studies; Participant Satisfaction; Accessibility (for Disabled); Special Needs Students; Rehabilitation Programs

Abstract:
An increasing number of students with disabilities attend institutes of higher education (HE). Among this group are persons with Asperger syndrome (AS). Persons with AS have a cognitive impairment that can interfere with their studies and the ability to describe their needs and ask for support. This study deals with an assessment of the support services for students with AS from the perspectives of the students' relatives and the students' service providers at the universities they attend. The aim of this study was to investigate (a) earlier experiences and events in relation to the transition of students with AS to higher education, according to the relatives' perceptions of how these experiences and events affect university studies; and (b) the perceptions of both the relatives of students with AS and the coordinators for students with disabilities with respect to the study environment and support for students with AS. The approach is a case study methodology involving relatives and university coordinators for three students with AS. The coordinators' way of working with students with disabilities is primarily based on the coordinators' own ideas. No specific organizational routines exist for students with AS. The results reveal that the needs of students with AS have to be made explicit and must be incorporated into the support system. Relatives lack information about the situation and opportunities to engage in collaboration. Universities must adapt the support system to the cognitive impairments experienced by AS students and the difficulties of their everyday lives. The relatives of students with AS may play the central role in supporting the students and in understanding their impairment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Delphi Technique; Information Needs; High Schools; Adolescents; School Libraries; Librarians; Principals; Barriers; Health Behavior; Access to Information; User Needs (Information); Adolescent Attitudes; Adolescent Development; Library Services; Role Perception; Coordinators; Library Role; Administrator Attitudes; Sexuality; Health Education; Health Promotion; Performance Factors; Job Analysis

Abstract:
Adolescents who receive current, accurate, reliable, and balanced sexual-health information are more likely to express healthier sexual attitudes and engage in healthier sexual behaviors than adolescents receiving limited or no sexual-health information. High school librarians have the potential to help meet sexual-health information needs of their adolescent patrons, thereby contributing to a healthier society. This Delphi study explored the role of high school librarians as sexual-health information provider, as perceived by two groups who supervise them: district-level library coordinators and high school principals. The two groups expressed conflicting expectations about high school librarians' playing this role. Members of the groups identified twelve motivators and five barriers to sexual-health information provision in high school libraries, both supporting and further contributing to previous findings of related research. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Preservice Teacher Education; Student Teachers; Mentors; School Personnel; Teacher Educators; Coordinators; Administrator Role; Partnerships in Education; College School Cooperation; Instructional Leadership; Elementary Education; Communities of Practice; Teacher Education Curriculum; Program Descriptions; Content Analysis; Practicums; Student Teacher Supervisors; Semi Structured Interviews; Focus Groups

Abstract:
It is widely accepted that professional experience or practicum is "a critically important part of teacher education courses and is consistently valued highly by student teachers" (eg Ramsey, 2000; Teaching Australia, 2006; Parliament of Australia, 2007). In Australia and overseas there is a growing emphasis on teacher educators working in partnership with schools to construct professional experiences that maximise student teacher engagement and learning (Parliament of Australia, 2007). The literature on professional experience in pre-service teacher education provides varied and detailed accounts of the roles of the Pre-service Teacher, the Mentor Teacher and the University Mentor (see for example, Gaffey & Dobbins, 1996; Guyton & McIntyre, 1990; Zeichner, 1999). However the School based Professional Experience Co-ordinator, usually the principal or deputy principal, has received very little attention in the literature. The study on which this article is primarily based fills a gap in the existing literature on professional experience with its focus on the School based Co-ordinator role. It will be argued that Co-ordinators are essential in developing "new" school-university partnerships which are necessary in ensuring high quality professional experiences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Skills; Staff Role; Coordinators; Special Needs Students; Foreign Countries; Change Strategies; Educational Change; Social Networks; Educational Cooperation; Communities of Practice; Inclusion

Abstract:
This article examines some of the issues emerging with regard to the SENCo skill set and does so in the context of the current rapidly changing educational climate. The SENCo role has to evolve and adapt in order to meet ever-changing requirements. This involves a collective effort, in which a strong SENCo network and a collaborative approach have never been more important.

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