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Full-Text Articles in Education
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Understanding Incarcerated Education: A Review Of The Digital And Gender Inequality Impacts Of Accessibility And Inclusivity Of Higher Education For Incarcerated Students, Bianca R. Parry Phd
Journal of Prison Education Research
Education in the correctional environment is endorsed as an effective rehabilitative tool linked to reducing recidivism and improving reintegration. Unfortunately, while researchers from the Global North are particularly active on the subject of the accessibility of digital education in corrections, the same cannot be said for the Global South. Of further concern is that few of the studies conducted have focused specifically on incarcerated women’s access to education. As discussed in the literature review to follow, research regarding higher education in corrections has the potential for expanding academics, stakeholders, and policy makers understanding of incarcerated students’ pathways towards education attainment. …
The Shalem Counselling Assistance Plan For Students (Caps): Delivering Social Work Services To Faith-Based School Systems, Mark Vander Vennen, Marg Smit-Vandezande, Ken Van Wyk, Mikaeli Cavell, Danielle Vandenakker, Richard Csiernik
The Shalem Counselling Assistance Plan For Students (Caps): Delivering Social Work Services To Faith-Based School Systems, Mark Vander Vennen, Marg Smit-Vandezande, Ken Van Wyk, Mikaeli Cavell, Danielle Vandenakker, Richard Csiernik
International Journal of School Social Work
In Ontario, Canada, non-Catholic faith-based schools do not receive provincial government funding but are funded primarily by families of students and through fundraising. As a result, historically school-based provision of counselling or school social work resources to students has been the exception rather than the rule, as this has typically been considered an adjunct resource. A new initiative was launched in the province of Ontario in 2011 to address this gap, the Counselling Assistance Plan for Students (CAPS). CAPS was premised on another novel idea, a Congregational Assistance Plan, which itself grew out of concepts derived from Employee Assistance Programming …
University Foreign Language Teachers’ Perceptions Of Professor-Student Rapport: A Hybrid Qualitative Study, Maryam Roshanbin, Musa Nushi, Zahra Abolhassani
University Foreign Language Teachers’ Perceptions Of Professor-Student Rapport: A Hybrid Qualitative Study, Maryam Roshanbin, Musa Nushi, Zahra Abolhassani
The Qualitative Report
Research has shown a consensus that positive professor-student relationship makes meaningful contributions to academic outcomes such as faculty effectiveness, increased motivation, enhanced learning, and excellent teaching. Employing a qualitative research design, the authors of this study examine the conceptualization of one specific aspect of faculty-student relationship; namely, rapport, which they believe is particularly salient in college classrooms characterized by effective teaching and a positive interpersonal climate. The data were collected through in-depth interviews with 26 Iranian foreign language professors who were selected through snowball sampling. A hybrid thematic analysis of the data revealed two core themes of rapport antecedents: (1) …
I Would Teach It, But I Don't Know How: Faculty Perceptions Of Cultural Competency In The Health Sciences, A Case Study Analysis, Andrew J. Young, Michelle L. Ramirez
I Would Teach It, But I Don't Know How: Faculty Perceptions Of Cultural Competency In The Health Sciences, A Case Study Analysis, Andrew J. Young, Michelle L. Ramirez
Humboldt Journal of Social Relations
This paper presents results from a survey of faculty perceptions of cultural competency training at “Health Sciences University,” a small, private university in a major city in the Northeastern United States. We found high levels of support among faculty for cultural competency training for students in bench and health sciences broadly, though data suggests that faculty are unsure how to effectively teach cultural competency and how to evaluate its effectiveness. Placing this data alongside literature exploring the lack of diversity and a “chilly climate” in STEM and health science disciplines for marginalized groups, we argue for 1) a need to …
Helping Students Develop Affirmative Evidence Of Cross-Cultural Competency, Neil Hamilton, Jeff Maleska
Helping Students Develop Affirmative Evidence Of Cross-Cultural Competency, Neil Hamilton, Jeff Maleska
The Scholar: St. Mary's Law Review on Race and Social Justice
Abstract forthcoming.
Guest Perpsective: The White House, Eric Waldo
Guest Perpsective: The White House, Eric Waldo
Journal of College Access
No abstract provided.
Transmettre Et Instituer Contre Vents Et Marées : Ambroise Kom, L’Universitaire Des Populations Camerounaises, Amelle Cressent
Transmettre Et Instituer Contre Vents Et Marées : Ambroise Kom, L’Universitaire Des Populations Camerounaises, Amelle Cressent
Présence Francophone: Revue internationale de langue et de littérature
This text touches on various aspects of Ambroise Kom’s social engagement. It explores some pathways taken by Kom outside Literature, his core academic field, insisting on the most prominent threads in his career: Knowledge transmission and institutionalization in Cameroon while prioritising collective over individual action. It also highlights Kom’s interaction with a challenging political and cultural environment, the social praxis resulting from it and his writings on what should be the contribution of Education, especially, higher Education, to contribute to nation building in Cameroon.
Looking Back Without Anger: Reflections On The Boston School Crisis, Robert Wood
Looking Back Without Anger: Reflections On The Boston School Crisis, Robert Wood
New England Journal of Public Policy
This article is taken from the unpublished autobiography of Robert Wood who served as Superintendent of Boston Public Schools from 1978 to 1980 during the difficult period when U.S. District Court Judge W. Arthur Garrity was overseeing court ordered desegregation of schools. After leaving the University of Massachusetts in January 1978, Robert Wood spent six months at the Harvard Graduate School of Education working on a book and considering a possible run for the United States Senate. Suggestion as to his next assignment, however, came from an unexpected source, as he describes below.