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Teacher education programs, at James Cook University of North Queensland, for Aboriginal and Torres Strait Islander studentsMiller, Gregory P., n/a January 1988 (has links)
In this thesis I propose to address what are, in my
view, significant educational problems: how to tease out
and analyse those principles, concerning equity and social
justice, which underlie a particular program of teacher education. I want to discuss the kinds of principles,
issues and considerations which have to be faced when
designing such a program as the Diploma of Teaching (Early
Childhood Education) for Aboriginal and Torres Strait
Islander students at James Cook University. The issues I
will address are these:
(a) The extent to which the notion of equality of
educational opportunity is being addressed in the
provision of teacher-education programs in
Queensland in general, and James Cook University in
particular; (chapter 1).
(b) Ways in which the Diploma of Teaching (Early
Childhood Education) p r o g r am aims to produce
teachers able to act as agents of bi-cultural
transmission; (chapters 2 and 3).
(c) The value, usefulness and desirability of James
Cook University setting up a teacher-education
program specifically for Aboriginal and Torres
Strait Islander students from geographically remote
communities, thus increasing the participation
rates of Aborigines and Islanders in teacher-education programs; (chapters 4 and 5).
This process of analysis has led me to structure the
thesis around three dimensions:
(i) The historical context of the program;
(ii) The program as one response to the problems
faced by educational institutions in meeting
the educational needs of Aboriginal people;
(iii) A basis for the next phase in the development
of new programs of teacher - education for
indigenous students living in remote
communities.
This is a qualitative research project, based on my
interpretation of available documentation, my use of
relevant literature, and my own involvement as planner of,
and teacher in the program. It is not a quantitative
research project. The structure of the thesis has, as its
introduction, an analysis of the extremely complex situation
which exists at James Cook University. This analysis leads
to a search for a set of principles to provide the
theoretical underpinning of the program, which in turn leads
through a combination of theory and practice to the "praxis"
of the program as a model of equity and educational practice
in teacher-education. The thesis is concluded by the
presentation of the current stage in the development of a
program for teacher-education students in remote
communi ties.
The conceptual framework for my thesis has been
developed through my determination to increase my
understanding of the complexities of developing teacher-education
programs for indigenous students at James Cook
University. The thesis is developed through case study
techniques including: personal observation and recording of
my work as Program Planner; a situational analysis of the
historical background, leading up to the development of the
Diploma of Teaching (Early Childhood Education) ; a
discussion of the stages through which the development team
proceeded with intentionality and empathy towards its task
of constructing a specific program of teacher-education; and
my use of existing literature to comprehend the educational
and social problems which the program attemted to
alleviate.
Throughout my thesis the specificity of the "case", and
the eclectic position I have adopted, have acted as
boundaries of my conceptual framework. My thesis attempts
to show that the "case" of the development of teacher-education
programs for Aboriginal and Torres Strait Islander
students at James Cook University, although an idiosyncratic
instance , is valuable as illumination , if not for
generalisation, and thus has a credibility and usefulness.
The characteristics of the case-study method are
frequently more appropriate to expansion is than
reductionist activities, and I have tried to show how the
different perspectives of Aboriginal and non-Aboriginal
people, together with the beliefs, attitudes and values of
such different interest-groups as university academics,
Commonwealth and State Education Department bureaucrats, and
teachers and parents in schools, have emphasised both the
importance of questioning assumptions and the importance of
critical, experiential understanding.
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The Perceived Relationship between Wellness and Microaggressions in African American and Latina American Female Doctoral Students in Counselor Education ProgramsRobinson, Dawn M 06 January 2012 (has links)
Wellness has been identified as one of the primary goals in the counseling profession (Myers, 1992; Myers & Sweeney, 2005; Roscoe, 2009). Although wellness is one of the main goals of counseling, and there has been a plethora of research on wellness, there is a scarcity of wellness research focused on counselors, and counselors in training (Myers & Sweeney, 2008). Research on racial discrimination and microaggressions in students, as well as faculty in higher education suggests that many colleges and universities are hostile settings for people of color (Bradley & Holcomb-McCoy, 2004; Salazar, 2009; Salazar et al., 2004). Day to day experience with racial microaggressions can be detrimental to the well-being of people of color (Sue, Lin, Torino, Capodilupo, & Rivera, 2009; Troxel et al., 2003). This study utilized qualitative methods to examine the perceived relationship between racial microaggressions and wellness in female graduate students of color. A phenomenological approach (Creswell, 2007; Moustakas, 1994) guided this methodology. Participants included seven African American and one Latina American females who were enrolled in CACREP accredited counselor education doctoral programs in one region of the United States. Participants were interviewed face to face and/or by phone in two rounds of interviews. Interview questions addressed participants’ experiences, their definitions of wellness, and their perceptions of the relationship between wellness and racial microaggressions. Participants discussed seven themes including: program experience, day to day experiences of microaggressions, types of microaggressions, wellness, the impact of microaggressions on wellness, wellness strategies in coping with microaggressions, and program expectations. The primary types of microaggressions experienced were microinsults (n=8) and microinequities (n=7). Microaggressions were found to have an impact on emotional, academic/career, overall, interpersonal/social, physical, psychological, personal, and spiritual components of wellness. Wellness strategies helped to decrease participants (n=4) vulnerability to racial microaggressions. This study provides information which informs counseling programs of the unique experiences and needs of Latina and African American female graduate students, with implications for increasing retention rates and improving the overall quality and wellness of these students.
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A Study of Collaborative Model Between University and Affiliated High SchoolsYang, Tang-yen 25 July 2007 (has links)
Abstract
The purpose of this study was to analyze the idea of ¡§professional development schools (PDSs)¡¨ which was a new school setting and one of collaborative models with universities developed in the past decade in USA. The researcher inquired into PDS¡¦s goals, functions, operations, major influential factors, and ¡§PDS Standards¡¨ in depth, and aimed to explore the collaborative models and the developing stages of Taiwan¡¦s PDSs according to the five standards, which was the key concept of PDS model and was designated by National Council for the Accreditation of Teacher Education. These five standards are ¡§learning community¡¨, ¡§accountability and quality assurance¡¨, ¡§collaboration¡¨, ¡§equity and diversity¡¨, and ¡§structures, resources and roles¡¨.
The researcher selected six staffs as the participants from each partnership of university/affiliated high school and used qualitative research methods to collect research data, including documentary reviews and semi-structured interviews. After careful examination and analyses of the data collected, the following conclusions are reached:
1. About professional development schools:
(1) PDSs are innovative school settings and establishments which were initiated and refined progressively along the educational reform movements.
(2) PDSs are not only the ¡§learning communities¡¨; but also the settings for the professional development of participants.
(3) The establishment of PDSs needs support in terms of structure and system building from both sides of the partnership. They also need more resources to be invested in.
(4) ¡§PDS Standards¡¨ are both guidelines and criterion for the assessment of the PDSs.
2. About the collaborative models between universities and affiliated high schools:
(1) The cases actually demonstrate the function of ¡§learning community¡¨, but the degree of ¡§collaboration¡¨ is not close enough.
(2) The standard of ¡§accountability and quality¡¨ for the collaborative models can¡¦t be presented due to lack of evaluation measures for the partnership.
(3) Two case high schools have developed some supportive activities for low-achievement students by their own. The involvements of two universities on this aspect are apparently not enough.
(4) Two cases need to enhance their support for the partnership in terms of structure and system building.
(5) According to the ¡§PDS Standards¡¨, the developing stages of two cases are between beginning level and developing level.
(6) The collaborative models between universities and affiliated high schools are influenced by internal and external factors.
According to the conclusions of this study and the related problems encountered, suggestions to government, two case partnerships, universities, high schools and future researchers have been proposed.
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A Performance Evaluation of Educational Programs of Marine Museums in TaiwanChao, Yueh-Ping 26 July 2000 (has links)
nothing
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Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilitiesHur, Suhng-june. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.
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Assistive technology selection in technology-rich and technology-limited schools an exploratory study of IEP decision making /Goddard, Lawrence Wayne. Fitzgerald, Gail E. January 2008 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Gail Fitzgerald. Vita. Includes bibliographical references.
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An examination of the relationship between parent satisfaction with IEP meetings and student academic achievement /Gray, Karen Fischer. January 2005 (has links)
Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-133). Also available for download via the World Wide Web; free to University of Oregon users.
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School Counselors' Role in Reducing Aggression in Children in Alternative Education ProgramsSanders-Burnett, Deirdra 28 March 2018 (has links)
Despite efforts to reduce the occurrence of physical aggression in traditional school environments, some students persist in engaging in physical aggression and are assigned to alternative education programs as an alternative to expulsion. However, relatively little is known about the types of services that school counselors provide to help these students. This case study investigated the services that school counselors provide to the young children attending disciplinary alternative education programs in a public-school district in central Florida. The participants consist of two school counselors who provided services to the students assigned to the alternative disciplinary programs and two district-level administrators of the alternative programs.
The school counselors provided responsive services to meet the immediate needs of the students in the alternative programs. These included individual counseling, multi-tiered systems of support and crisis intervention. The counselors also provided interventions to teach students appropriate social skills, decision-making skills, responsibility, and self-regulation. In addition, the school counselors provided indirect services to students by collaborating with parents and stakeholders which include teachers, social workers, administrators, and community agencies.
This case study includes multiple sources of data: (a) face-to-face semi-structured interviews, (b) observations, (c), artifacts, (d) documents, (e) field notes, and (e) member checks. Nine descriptive categories emerged from the data analysis: (a) Reasons assigned, (b) Process of placement, (c) Counselors’ experience, (d) Services and interventions, (e) Assessments, (f) Theoretical orientation, (g) Barriers to providing services, (h) Counselors’ perceptions regarding outcomes, and (i) Counselors' recommendations for future practice. Surprisingly, the case study’s findings reveal that the school counselors believed that the services they provide do not meet the students’ needs.
This case study contributes to the body of knowledge about this under-researched population of counselors and under-served population of students by examining the unique experience of school counselors providing services to students who engage in physical aggression. Implications for further research, policy, and practice are presented.
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THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATESCruz-Virella, Yancy Luz 01 August 2017 (has links)
The purpose of this study was to examine the relationship among the perceptions of international doctoral students enrolled in rehabilitation counseling regarding the quality of academic advising and its relationship with satisfaction and productivity. The sample for the study consisted of seven volunteer international doctoral students from four universities who are currently enrolled in rehabilitation counseling doctoral programs in the United States. Overall results from this qualitative study showed five themes: academic expectation, academic program satisfaction, cultural background, academic advising and factors than enhance the advisor relationship. The academic expectation reflects the importance of program ranking, completion of doctoral degree and research skills development. The academic program satisfaction theme reflects the vital role of receiving positive feedback from faculty members, the development of research skills, and coursework - plan of study related to the expectations of the international doctoral student. The cultural background should be included as criteria in the design and development of coursework. Academic advising reflects the significance of advisor availability consistent with course selection. The factors that enhance the advisory relationship reflect the areas of interest and future career plans, the program satisfaction, the cultural background, scholarly productivity and the quality advisory relationship. Keywords: international students, rehabilitation counseling education programs, academic advisement, satisfaction, productivity
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Beyond "Business as Usual": Using Counterstorytelling to Engage the Complexity of Urban Indigenous EducationSabzalian, Leilani 23 February 2016 (has links)
This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, challenges to an administrator’s “no adornment” policies for graduation, Native families’ negotiations of erasures embedded in practice and policy, and a Title VII program’s efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students’ experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the “survivance” of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students’ success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.
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