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Descriptors:
Foreign Countries; Mental Retardation; Mass Media Use; Information Technology; Accessibility (for Disabled); Access to Information; Influence of Technology; Normalization (Disabilities); Assistive Technology; Youth Agencies; Observation; Visual Aids; Interviews; Photography; Diaries; Social Networks; Individual Activities; Youth Opportunities; Adults; Intergenerational Programs; Daily Living Skills

Abstract:
This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants' agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways? 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:
Service Learning; Gerontology; College Curriculum; Student Attitudes; Teacher Attitudes; Older Adults; Cooperation; Intergenerational Programs; Program Effectiveness; School Community Relationship; Evaluation Methods; College Faculty; Teacher Participation; Faculty Workload; Time Management; Rewards; Faculty Development; Research Needs; Stakeholders

Abstract:
This review examines recent studies that have addressed outcomes of intergenerational service-learning courses in gerontology. The history of service-learning pedagogy in higher education and its place in today's colleges is also reviewed. Particular attention is given to evaluations of stakeholders: students, older adult participants, agencies and staff, faculty, community residents, colleges, and the community itself. The need for adopting research designs that permit clear conclusions and for utilizing assessments that have psychometrically sound foundations is important in future studies to permit unambiguous comparisons from study to study. The value of the pedagogy for students in particular has been documented over a number of years. Equally important is today's need to assess the impact of the pedagogy on the community. 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:
Gerontology; College Curriculum; Undergraduate Students; Intergenerational Programs; Service Learning; Multimedia Materials; Student Projects; Biographies; Story Telling; Reflection; Electronic Publishing; Student Attitudes; Attitude Change; Aging (Individuals); Positive Attitudes; Older Adults

Abstract:
This article describes the Digital Life History Project, a 10-week "lab" linked to a course on aging, in which students and community-dwelling elders work together to create a short digital story honoring the elder's life. After two interview sessions, the pair works together to produce a 3- to 5-minute digital life story narrated by the elder. The resulting multimedia videos are then screened for the community at large at the end of the semester. Students and elders alike report long-term personal, interpersonal, and community-based effects from participating in the Digital Life History Project, including making meaningful relationships, linking biography and history, learning to confront ageism, charting the next chapter, and participating in community-wide education. (Contains 1 figure and 8 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:
Undergraduate Students; Intergenerational Programs; Older Adults; Service Learning; Student Journals; Stereotypes; Aging (Individuals); Content Analysis; Reflection; Student Attitudes; Attitude Change; Positive Attitudes; Gerontology; College Curriculum

Abstract:
Analysis of student journals examined the effect intergenerational service-learning had upon undergraduate students' attitudes and perceptions of older adults. Students (N = 102) engaged in 12 hours of service-learning with older adults that included writing structured reflection journals. Coding involved open, axial, and selective coding with common themes identified from the journals. Results revealed a positive attitude shift toward older adults over the course of the semester, greater comfort with the idea of aging, and a propensity to describe the experience as being personally and professionally influential in their own lives. Students also reported increased course understanding and a desire to continue volunteering. Implications for intergenerational service-learning are discussed. 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 Gerontology; Reflection; Best Practices; Learning Experience; Service Learning; Intergenerational Programs; Generational Differences; Models; Self Determination; Formative Evaluation; Summative Evaluation; Essays; Content Analysis; Student Experience; Program Design

Abstract:
Intergenerational service-learning has become an important component of many educational gerontology programs. The model at the University of North Carolina Charlotte incorporates multiple elements of student choice within a very structured service-learning experience. A review of the literature reveals some discussion of the value of choice, but very little utilization of choice within a structured intergenerational service-learning model. Qualitative analysis of data from 210 student reflection papers reveals the experience of having choices in structured undergraduate service-learning. These findings support the utilization of choice within structure as a best practice in intergenerational service-learning. (Contains 2 tables, 1 figure and 1 note.) 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:
Teaching Methods; Older Adults; Foreign Countries; Social Work; Outreach Programs; Models; Program Descriptions; Methods Courses; Aging Education; Caseworker Approach; Active Learning; Intergenerational Programs; Intergroup Education; Educational Gerontology

Abstract:
This article describes an innovative model for teaching gerontological social work that has been introduced into the social work methods curriculum in the Department of Social Work at a college in northern Israel. The basic concept of the model is to create an alternative learning environment by including older persons as full participants in the classroom. As experts on old age, they provide social work students with a hands-on learning experience intended to facilitate their understanding of aging. The changing needs of this growing population place a complex and pressing burden on the social systems that provide services to older adults, and on the families that care for them. To meet these needs, it is predicted that there will be a substantial increase in the demand for social workers in the field of gerontology. At present, there is a shortage of social workers who wish to work with this population as a result of negative perceptions and stereotypes relating to old age. This calls for a different approach to teaching gerontological social work, one that will adapt the study of aging to today's older population while addressing the misconceptions and anxieties of social work students. 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:
American Indians; Grandparents; Path Analysis; American Indian Reservations; Relocation; Cultural Background; Cultural Influences; Longitudinal Studies; Foreign Countries; Indigenous Populations; Intergenerational Programs; Trauma

Abstract:
This research uses life course perspective concepts of linked lives and historical time and place to examine the multigenerational effects of relocation experiences on Indigenous families. Data were collected from a longitudinal study currently underway on four American Indian reservations in the Northern Midwest and four Canadian First Nation reserves where residents share a common Indigenous cultural heritage. This article includes information from 507 10- to 12-year-old Indigenous youth and their biological mothers who participated in the study. Results of path analysis revealed significant direct and indirect effects whereby grandparent-generation participation in government relocation programs negatively affects not only grandparent-generation well-being but also ripples out to affect subsequent generations. (Contains 2 figures, 3 tables, and 1 note.) 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:
Student Attitudes; Ideology; Daughters; Science Interests; Science Careers; Science Instruction; Science Education; Females; Mothers; Males; Fathers; Adolescents; Science Teachers; Parent Influence; Predictor Variables; Correlation; Childhood Interests; Intergenerational Programs

Abstract:
Using data from 24 countries, which participated in the 2006 Programme for International Student Assessment (PISA), we examine the relationship between parental science employment and students' career expectations. In contrast to prior PISA-based studies, we find that the link between parental employment and adolescent plans to work in science is non-trivial and merits attention. In this context, we consider three versions of the gender socialisation hypothesis. The strong variant posits that girls' plans are shaped solely by their mothers' career pathways while boys model their expectations exclusively on fathers' occupations. The weaker version of this hypothesis expects children to be influenced more by the same-sex than by the opposite-sex parent. Finally, the third possibility is that, as egalitarian ideologies prevail, parents inspire adolescent occupational plans regardless of gender. These hypotheses are assessed separately for student career plans related to biology, agriculture and health (BAH) in contrast to computing, engineering and mathematics (CEM), because the involvement in these fields of science is known to be segregated by gender. Using two-level multinomial logit modelling, we find some support for the weak version of the gender socialisation hypothesis. Although within-family transfers of preferences for science careers vary considerably across countries, we note certain regularities. In many nations, relevant paternal employment enhances sons' interest in science careers regardless of their field. In contrast, maternal employment inspires daughters in fewer countries and this influence tends to be limited to careers in BAH. We discuss the possible implications of these findings for science educators. (Contains 6 tables, 3 figures, and 9 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:
Preservice Teacher Education; Beginning Teachers; Grounded Theory; Teacher Attitudes; Semi Structured Interviews; Experienced Teachers; Teacher Collaboration; Case Studies; Student Teacher Attitudes; Professional Identity; Work Ethic; Affective Behavior; Intergenerational Programs; Mentors; Coaching (Performance); Emotional Response; Attachment Behavior; Teaching Experience; Teaching (Occupation)

Abstract:
This article reports on a qualitative small-scale case study that investigated what pre-service teachers learned from a former generation of teachers about the context and nature of teaching and teacher education during the 1950s and 1960s. Data comprised semi-structured interviews and a grounded theoretical approach was used to analyse the data. A process of coding and re-coding of the data resulted in the identification of emergent patterns and broad overarching themes and subthemes. Findings suggest that the pre-service teachers drew inspiration from the older teachers' emotional connection to the profession, and their own passion for teaching developed or intensified as they came to understand teaching as a rewarding lifelong career. It is suggested that mentor relationships between pre-service teachers and those from an older generation have the potential to support novice teachers in developing a passion for teaching and, ultimately, resilience and longevity in the profession. Recommendations are made for the inclusion in teacher education of opportunities for intergenerational learning through such relationships. 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:
Gerontology; Older Adults; Intergenerational Programs; Program Effectiveness; Knowledge Level; Aging Education; Social Work; Caseworkers; Job Skills; Student Attitudes; Aging (Individuals); Social Services; College Students; Experiential Learning; Residential Care; Nursing Homes; Interpersonal Communication

Abstract:
An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82-98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements. (Contains 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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