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Descriptors:
Learning Disabilities; State Standards; Educational Opportunities; Evidence; Adolescents; Social Studies; Academic Standards; History; Secondary School Teachers; Secondary School Students; Student Needs; Educational Needs; Teacher Expectations of Students; Teacher Student Relationship; History Instruction; Teaching Methods; Critical Thinking; Thinking Skills; Special Education Teachers

Abstract:
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence-based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. (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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Children; Information Dissemination; Conflict; Childrens Rights; Access to Education; Educational Quality; Civil Rights; Peace; War; Data Collection; Research Methodology; Educational Opportunities

Abstract:
Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the international community to expand our current capacity to provide general information on the impact that conflict has on education, children, parents, and schools, to ensure the right to education for millions of children living in conflict-affected countries. Such an effort would include specific steps to ensure higher data quality in terms of completeness and accuracy, timeliness, serviceability, and methodological soundness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Information Literacy; Library Instruction; Case Studies; Health Programs; Information Services; Information Sources; Advocacy; Information Management; Critical Literacy; Educational Opportunities; Formative Evaluation; Library Research; Institutional Characteristics; Operations Research; Scientific and Technical Information

Abstract:
Library instruction methods most frequently focus on teaching students searching skills to navigate the maze of library databases to locate appropriate research materials. The current theory of critical information literacy instruction calls on librarians to spend more of their time in the classroom focused on understanding the social, political, and cultural construction of knowledge. In this article, the author provides a case study of the information environment in the National Women's Health Network, a women's health interest group, to help librarians facilitate nuanced discussions with students on the applicability of interest group literature inside and outside of the university classroom. 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:
Physical Education; Physical Activities; Physical Education Teachers; Physical Activity Level; Teacher Education Programs; Knowledge Base for Teaching; Incidence; Change Strategies; Educational Change; Educational Improvement; Comprehensive Programs; Educational Quality; Educational Development; Educational Opportunities; Preschool Education; Preschool Teachers; Educational Practices

Abstract:
The "National Physical Activity Plan", as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These recommendations come at a time when (a) state funded pre-K enrollments in 2010 exceeded more than 1.2 million children, (b) states are granting universal access to pre-K educational programming, and (c) there is a rapid increase in obesity among our nation's youngest children. Accordingly, physical education teacher education faculty may need to re-evaluate the extent to which graduates are prepared for delivering physical education programming to a younger group of learners. The article will examine the increasing prevalence of pre-K children in public schools, teacher preparation initiatives and concerns, and provide recommendations for preparing preservice physical education teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Campuses; Veterans; War; Federal Programs; Females; Disproportionate Representation; Enrollment; Institutions; Reputation; Selective Admission; Institutional Characteristics; Educational Attitudes; Access to Education; Federal Legislation; Educational Opportunities; Student Financial Aid

Abstract:
About 16 percent of veterans use the GI Bill to attend private institutions, roughly the same proportion as students generally. But at the most highly selective colleges, veterans using the Post-9/11 GI Bill barely fill a single classroom--38 at Penn, 22 at Cornell, and at Princeton, just one. The sparse numbers do not go unnoticed, veterans say. Leaders of such institutions, meantime, are wrestling with how actively they should or could recruit veterans to their campuses. After World War II, roughly two million veterans went to college on the original GI Bill, which was credited with democratizing higher education in the United States. More than half of them attended private institutions. On some campuses, veterans accounted for the majority of students. Of course, times were different then: A far broader portion of the population had served in the military, and enrollment in higher education was considerably lower. Now veterans are a much smaller slice of the student demographic, representing about 3 percent of undergraduates. Decades ago, some educators wondered about veterans' place at elite colleges. In the 1940s, the president of Harvard, James Bryant Conant--who himself had served in World War I--warned that the GI Bill might result in "the least capable among the war generation ... flooding the facilities for advanced education." He later recanted and spoke glowingly of the federal program. But even now the question lingers: In the collegiate landscape, where do veterans belong? James Wright, president emeritus of Dartmouth College and author of "Those Who Have Borne the Battle: A History of America's Wars and Those Who Fought Them," is disappointed that the Ivy League in particular has not taken a stronger lead in recruiting veterans. Elite colleges, he argues, should view veterans no differently than they do prospective students from other underrepresented groups. The GI Bill and the Yellow Ribbon Program are meant to give veterans the financial means to go to the best institutions they can get into. 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:
Educational Opportunities; Adolescents; Employment; Males; Masculinity; Minority Groups; Middle School Students; High School Students; Job Skills; Health Promotion; Barriers; At Risk Persons; Interviews; School Districts; Intervention; Dropout Prevention; Career Development; Adults; Out of School Youth; College Preparation; Cultural Pluralism; Teacher Competencies; Youth Programs; Access to Health Care

Abstract:
In 2011, the Robert Wood Johnson Foundation (RWJF) created the Forward Promise initiative within its Vulnerable Populations Portfolio to place a strategic emphasis on the needs of middle school- and high school-aged young men of color. RWJF's goal is to strengthen educational opportunities, pathways to employment, and health outcomes for these young men. All young people require support on the road to becoming healthy and productive adults, and a young man's path to growing up is likely to involve experimentation and risk-taking as he shapes his masculinity and exerts independence. The data show that for young men of color, those actions--which for other young men might be treated as youthful mistakes--are apt to be judged far more severely and punished with lasting consequences. Helping young men navigate their teenage years successfully is key to helping them reach their full potential. RWJF worked with the Center for Law and Social Policy (CLASP) to conduct a scan of issues facing boys and young men of color in the areas of education, health, and pathways to employment. The authors sought to understand both the barriers and opportunities in this work in order to make an informed decision about where to place resources to best influence outcomes for boys and young men of color. This document is a synthesis of the findings from that scan, which RWJF used to refine its strategy for Forward Promise. 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:
Immigrants; Foreign Countries; Second Language Learning; Language Proficiency; Informal Education; Social Integration; Longitudinal Studies; Second Language Instruction; Females; Older Adults; Educational Attainment; Educational Opportunities; Access to Education; English (Second Language); French

Abstract:
Gaining proficiency in the host country language is a key element to successful integration of new immigrants. In this article, the author adopts Bourdieu's perspective that accumulation and conversion of forms of capital is only possible through practice in a social field; therefore, the author puts forward the idea that language capital acquisition occurs through active participation in the host society. By employing data from the Longitudinal Survey of Immigrants to Canada, this article demonstrates the variability in premigration language capital among recent adult immigrants to Canada and the effect of premigration language capital and individual factors on language proficiency gains over 4 years of arrival. The study examines opportunities for language acquisition through formal and informal learning and demonstrates that vulnerable groups, such as women, older immigrants, and less educated immigrants who have less language capital at arrival, report also limited access to learning opportunities. (Contains 4 tables, 4 figures, and 3 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:
Continuing Education; Medical Education; Foreign Countries; Electronic Learning; Online Courses; Educational Resources; Barriers; Delivery Systems; Educational Development; Educational Opportunities; Program Effectiveness; Performance Factors; Achievement Need

Abstract:
As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is explored. Benefits and barriers of using online continuing education are noted and logistical concerns are highlighted. The article ends with lessons learned and implications for the future. 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:
Therapy; Content Analysis; Social Work; Patients; Counseling Techniques; Drama; Role; Counselor Client Relationship; Interpersonal Relationship; Metacognition; Outcomes of Treatment; Attitude Change; Hospitals; Caseworkers; Educational Opportunities

Abstract:
"Psychodrama" is the process of enacting or reenacting relevant aspects or roles from current and past events to instill hope in clients who are facing life issues. This article examines the outcomes of a five-stage psychodrama treatment through a social worker's direct participation in a partial hospitalization program. Observation notes and supervisors' inputs were used to analyze the therapeutic outcomes of 13 patients who assumed the role of protagonist. Rather than through use of a symptom checklist, the treatment outcomes were measured on the basis of the ability of each patient to connect feelings to expressed concerns and anticipated changes. Through content analysis of communication patterns, these concerns were linked to eight therapeutic themes: change in emotions, family of origin issues, impact of group work, relationships with others, impact of the past, self-awareness, self-worth, and shift of personal views. This study highlights the importance of the combined effort of both the therapist and the patient, making psychodrama a bridge to further treatment. Psychodrama is both a clinical method and an educational opportunity for social workers. 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:
Educational Opportunities; Individual Characteristics; Values; Foreign Countries; Socialization; Employment Patterns; Employees; Job Security; Correlation; Surveys; Family Work Relationship; Age Differences; Work Attitudes; Social Indicators

Abstract:
We examine whether employees' preferences for various job attributes are associated with their individual characteristics in ways that are in line with "hierarchy of needs" theories. Using data from the fifth round of the European Social Survey, we observe the influence of socio-demographic and dispositional characteristics as well as socialization experiences on opinions regarding the importance of five different desirable job attributes. An item-by-item examination of the attributes (including "security" and "offering a high income") reveals that dispositional factors (measured using the battery of items in Schwartz's theory of basic personal values) influence job attitudes in expected ways, but employees also tend to place more importance on attributes that concern them more directly. For example, while female employees care more about being able to combine work and family responsibilities, younger workers value training opportunities more highly than older ones. Regarding socialization experiences, we find that job security is more important for those who have been unemployed in the past. We interpret our findings to mean that "hierarchy of needs" theories are valid in the context of job attitudes in the sense that the ranking of preferred job attributes is quite predictable once individual characteristics are accounted for. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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