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Descriptors:
Hispanic Americans; Empowerment; State Policy; Resistance (Psychology); Urban Areas; Schools; Activism; Business; Interviews; Observation

Abstract:
Drawing from observations and interview data, this essay examines the role of "hormiguero agency" in nurturing empowered identities amongst Latin@s in Phoenix, Arizona. Specific links are made to how dehumanizing state level policies are resisted in multiple spaces, including schools, activist organizations, and within underground business networks.

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Museums; Nonschool Educational Programs; Learning; Schools; Educational Improvement; Professional Development; Professional Identity; Teachers; Action Research; Foreign Countries

Abstract:
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators' work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as "good practice". In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were "bespoke". Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: "How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment"? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. (Contains 4 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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Schools; Innovation; Vocational Education; Work Environment; Public Sector; Cooperation; Partnerships in Education; Older Adults; Ethnography; Interviews; Social Services; Adult Students; Continuing Education

Abstract:
This article investigates the innovation concept in two key welfare areas where the demands for innovation are substantial, namely vocational education and elder care. On the basis of ethnographic fieldwork and interviews on the collaboration between an educational institution and elder care services, the article develops a tripartite empirical model of innovation. The model suggests that innovation requires levers (understood as methods and management contexts) as well as craft (understood as professional skills and rootedness), if it is to be integrated into the core services of a specific context. The article also discusses how innovation's value-creating aspects should be understood in a public sector context. The proposed innovation model yields recommendations on issues that should be considered in establishing successful innovation in a public, cross-organizational context. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Research; Masters Programs; Research and Development; Theory Practice Relationship; College School Cooperation; Interviews; Leadership; Case Studies; Colleges; Schools

Abstract:
School-university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school-university research network in a Dutch master's program. The research question was: In what way is knowledge based on practice-oriented research by master's students developed, shared, and used in school-university research networks in which education is primarily offered within a university setting? Twenty interviews were conducted, on the basis of logs, over a period of 10 months. Results show that (1) for master's students, the most significant motive for developing, sharing or using knowledge was that the content knowledge about their research topic could be useful to school practice and colleagues; (2) research supervisors reported more than master's students about the procedural knowledge that they had developed and shared. This knowledge focused on the collaborative process of supporting research and knowledge processes in school and university; (3) activities of knowledge sharing and use appeared to depend to a significant extent on individual purposes and leadership initiatives of master's students and their supervisors; and (4) in the school-university research network, master's students and research supervisors continued--to a limited extent--knowledge processes based on master's students research after their graduation. Outcomes indicate that use of existing network structures in master's programs is complex, but could be a promising avenue for creating successful school-university research networks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Content Analysis; Educational Research; Citations (References); Natural Disasters; Research Reports; Bibliographies; Social Science Research; Qualitative Research; Statistical Analysis; Literature Reviews; Research Utilization; Public Policy; Emergency Programs; Emergency Shelters; Crisis Management; Weather; Risk Management; Psychological Patterns; Emotional Response; Social Environment; Children; Adults; Research Methodology; Business; Schools; Public Health; Government Role; Community Development; Bibliometrics

Abstract:
There, undoubtedly, will be a flurry of research activity in the "Superstorm" Sandy impact area on a myriad of disaster-related topics, across academic disciplines. The purpose of this study was to review the disaster research related specifically to hurricanes in the educational and social sciences that would best serve as a compendium bibliography for researchers, academic faculty, and policymakers in the Hurricane Sandy impact area. To that end, this study, based on a content analysis procedure, identified key articles on hurricanes based on the extant literature indexed in the database PsycINFO. Of the 1,408 references identified, 1000 were scholarly qualitative and quantitative research articles. The author developed a bibliography of 100 key citations to articles, categorized across select topical areas, based on issues central to investigatory efforts following natural disasters. Future research should recommend research designs that address specific concerns of both researchers and policymakers in high-impact, heavily populated areas of the U.S. susceptible to major tropical storm or hurricane damage. (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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Descriptors:
Enrichment; Freedom; Social Action; Individual Development; Schools; African American Culture; Racial Identification; African American Students; Youth Programs; Scores; Self Concept; Summer Programs; Program Effectiveness; Language Arts; Pretests Posttests

Abstract:
The present investigation considers the program outcomes of one community youth project, Leadership Excellence Inc., Oakland Freedom Schools. Oakland Freedom Schools are culturally relevant 6-week summer Language Arts enrichment programs for primarily inner-city African American youth aged 5 to 14 years. In this study, 79 African American youth participated. Results indicated that involvement in Oakland Freedom Schools positively influenced racial identity and youth views toward African/African American culture and precepts. The results also indicated an increase in pretest to posttest scores on social skills strategies and future commitment to social action. There were no statistically significant increases in attitudes toward reading and self-concept. 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 Practices; Criticism; Critical Theory; Epistemology; Authors; Scholarship; Intellectual Development; Christianity; Role of Religion; Schools; Gender Issues; Time; Educational Philosophy

Abstract:
In this article, Rosa Bruno-Jofre and Jon Igelmo Zaldivar examine Ivan Illich's own critique of "Deschooling Society", and his subsequent revised critique of educational institutions and understanding of education, within the context of both his personal intellectual journey and the general epistemological shift that started to take shape in the early 1980s. Bruno-Jofre and Zaldivar consider how, over time, Illich refocused his quest on examining the roots (origin) of modern certitudes (such as those related to education) and explored how human beings are integrated into the systems generated by those "certainties." Illich engaged himself in historical analysis rather than providing responses to specific contemporary problems, while maintaining an interest in the relation between the present and the past. Under the metaphors of the word, the page, and the screen, he identified three great mutations in Western social imaginaries and the reconstruction of the individual self. Bruno-Jofre and Zaldivar argue that while his written work, including "Deschooling Society", generally had an apophatic character, his critique of education, particularly in the late 1980s and 1990s, is intertwined with his analysis of the parable of the Good Samaritan and his belief that modernity is an outcome of corrupted Christianity. (Contains 58 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:
Health Services; Architecture; Schools; Cooperation; Museums; Government Libraries; Public Libraries; Electronic Libraries; Library Networks; Foreign Countries; Partnerships in Education; Institutional Cooperation; Libraries

Abstract:
Collaboration in the digital domain offers an opportunity to provide enhanced digital services and extended reach to the community. This article adopts a service-oriented perspective through which it considers environmental drivers for digital library collaboration; discusses emergent collaborative partnerships across UK educational institutions, social services, health services, private industry, and cultural sectors; considers associated challenges; and identifies best practices. Existing and potential synergistic relationships are explored across the broader cultural sector--in particular, with the respective processes of libraries, museums, archives, arts and broadcasting organizations comprehensively identified and mapped (commonality), and the relationship to service-oriented architecture highlighted. The degree of digital service collaboration is also explored through an indicative review of Scottish public library websites, encompassing thirty-two regional library networks and including the National Library. Collaboration is found to be evident but limited in the digital domain, with strategic and architectural recommendations made. (Contains 2 figures and 6 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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Schools; Standardized Tests; Foreign Countries; Educational Technology; Accountability; Tutoring; Electronic Learning; Secondary Schools; Technology Uses in Education; School Districts; Mixed Methods Research; Correlation; Information Technology; Budgeting; Retrenchment

Abstract:
While technology use is becoming ever more ubiquitous in society, there are times when even the most useful of technologies faces non-adoption for a variety of contextual reasons. Educational institutions are increasingly relying on online academic support services such as e-tutoring to balance rising demands for public accountability over standardized testing with decreasing budgets. This study explores the context of an e-tutoring service that has experienced a relatively low adoption rate in a school district in Eastern Ontario, Canada. The study proposes a model, based on the results of a mixed-methods diffusion study, for the effective implementation of the service; results indicate that this model is significantly correlated with the adoption of e-tutoring. Implications for the integration of educational technologies in secondary education, especially in relation to e-tutoring, are discussed. (Contains 6 tables and 1 figure.) 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 Improvement; School Turnaround; Educational Change; Grants; Federal Aid; Educational Finance; Elementary Secondary Education; Federal Legislation; Educational Legislation; Educational Policy; Schools; Institutional Characteristics; Eligibility; Identification; Government Role; State Government; Program Implementation

Abstract:
The School Improvement Grants (SIG) program was first authorized in 2001 under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA) and provides formula-based federal funds to states that then competitively award these funds to districts applying for SIG on behalf of their low-performing schools. These schools use the funds to implement reforms to turn themselves around. SIG funding was substantially increased and SIG requirements were substantially modified with the passage of the American Recovery and Reinvestment Act of 2009 (ARRA). These modifications were designed to better target SIG to the nation's lowest-achieving schools and to ensure that more aggressive improvement strategies are adopted for such schools than had been previously adopted. Thus far, since the passage of ARRA, two cohorts of schools have received SIG. Cohort I grantees include schools that received SIG during the fiscal year 2009 competition cycle to implement reforms beginning in the 2010-11 school year. Cohort II grantees include schools that received SIG during the fiscal year 2010 competition cycle to implement reforms beginning in the 2011-12 school year. Both cohorts were funded through ESEA. In addition, Cohort I funding was supplemented by ARRA. This report focuses on two key questions: (1) Based on states' Cohort II SIG applications to the U.S. Department of Education, what SIG-related policies and practices did states intend to implement, and how do they compare to the policies and practices in states' Cohort I SIG applications? (States were required to submit an application to obtain a formula-based share of federal SIG funds that they then awarded competitively to districts applying for SIG on behalf of their eligible schools.); and (2) What are the characteristics of the persistently lowest-achieving schools identified by states as eligible for SIG and of the schools awarded SIG funds in Cohort II, and how do they compare to schools in Cohort I? The remainder of the report is divided into four sections. Section 2 provides an overview of SIG. Section 3 addresses the first key question based on information contained in state SIG applications submitted to and approved by the U.S. Department of Education (ED). The analysis focuses on how states identified SIG-eligible schools, how states determined whether districts had the capacity to support SIG implementation in their schools, and how states reported monitoring and supporting SIG implementation. Section 4 addresses the second key question through a descriptive analysis of extant data on the characteristics of SIG-eligible schools identified by states, as well as the characteristics of SIG-awarded schools. Section 5 summarizes the report's key findings. Appended are: (1) Methodology for Analyses of State Applications for SIG; (2) Number and Percentage of SIG-Eligible Schools; and (3) Number of SIG-Awarded Schools. (Contains 26 exhibits and 21 footnotes.) [This paper was written with the assistance of Molly Abend, Brian Lundgren, Jennifer Scala, and Jayne Sowers.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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