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Improving Veteran Access; Status Of Operations Of The United States Department Of Veteran Affairs Work-Study Program, Kirk Allen 2021 California State University, San Bernardino

Improving Veteran Access; Status Of Operations Of The United States Department Of Veteran Affairs Work-Study Program, Kirk Allen

Electronic Theses, Projects, and Dissertations

The usage status of The U.S. Department Veterans Affairs Work-Study Program is examined. Beneficiary numbers from the Global, Unites States, State, and Local/County perspective are reviewed. While of essential value, the program suffers from a lack of scholarly research and government oversight, and is further hindered by restrictive administrative rules lived first-hand. Research suggests that the program is operating outside of accountability to the taxpayer, presents as unnecessarily/overly-restrictive in accessibility, and is underutilized. The program appears to not be serving all veterans to full potential.

The Work-Study Program is codified in Veterans Benefits', Title 38 United States ...


Work Environment And The Teacher: A Qualitative Case Study Of Public Secondary Schools In Addis Ababa, Ethiopia, Edomgenet Hiba Issa 2021 Mizan-Tepi University, Ethiopia

Work Environment And The Teacher: A Qualitative Case Study Of Public Secondary Schools In Addis Ababa, Ethiopia, Edomgenet Hiba Issa

The Qualitative Report

This study examined the nexus between the public secondary school teacher and his/her work environment. To capture the nature and substance of this nexus, the study was mainly directed towards answering the following two research questions: Which attributes of work environment matter most to the public secondary school teacher? And why do they matter? The study was conducted on teachers in public secondary schools of Addis Ababa, Ethiopia. It adopted a qualitative case study design where data were collected through semi-structured interviews and then analyzed using a thematic analysis technique. The results show that basic school facilities, teacher-principal and ...


Exploration Of Implementation Variables Impacting Trauma Informed Practices In Schools: A Narrative Review, Rachel A. Parker 2021 University of Western Australia

Exploration Of Implementation Variables Impacting Trauma Informed Practices In Schools: A Narrative Review, Rachel A. Parker

International Journal of School Social Work

Current literature suggests that by using trauma- informed practices (TIP) in our schools and classrooms, positive short and long-term outcomes can be achieved for both children and their communities. However, there is little research identifying what helps or hinders the implementation of trauma-informed practice in schools or the development of a practitioner’s trauma-informed pedagogy. As part of this narrative review, 25 trauma- informed practice implementation variables were identified from 34 peer-reviewed works of current (2015-2020) literature using a process of thematic analysis. This review utilised an ecological model as an overlay to present these variables in a useable format ...


"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum 2021 Teesside University

"Trauma-Informed" Ideas In English Education: Discussing The Scientific Evidence Base And Exploring The Discursive And Practice Effects, Niamh Storey, Sally Neaum

International Journal of School Social Work

The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate.

The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue ...


Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner 2021 New Mexico State University

Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner

International Journal of School Social Work

Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and ...


Trauma-Informed Education Viewed Through A Social Justice Lens: Introduction To The Special Issue, Gary Walsh, Michael S. Kelly 2021 Loyola University Chicago

Trauma-Informed Education Viewed Through A Social Justice Lens: Introduction To The Special Issue, Gary Walsh, Michael S. Kelly

International Journal of School Social Work

The purpose of this special issue is to apply a social justice lens to the question of how education practitioners operating within primary and secondary school contexts around the world are thinking about trauma-informed education and care. Papers explore what school social workers and other educators are doing to address these issues in schools and consider the broader implications of a global shift towards trauma-informed approaches in education. This special issue, the first one for IJSSW, features 10 papers from diverse fields (social work, psychology, education) that all reflect on how trauma-informed practices in schools can be enhanced and understood ...


Trauma Informed Practices In Education And Social Justice: Towards A Critical Orientation, Mark Boylan 2021 Sheffield Hallam University

Trauma Informed Practices In Education And Social Justice: Towards A Critical Orientation, Mark Boylan

International Journal of School Social Work

Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and ...


Creating The Emotionally Competent Child: The Education Of Feelings In American Public Schools, Kathleen E. Hulton 2021 University of Massachusetts Amherst

Creating The Emotionally Competent Child: The Education Of Feelings In American Public Schools, Kathleen E. Hulton

Doctoral Dissertations

This dissertation provides a historical and cultural analysis of a school-based approach social and emotional learning (SEL) in the United States. Over the past two decades, SEL has risen from relative obscurity to become a formidable educational movement in the United States and around the world. Its core claim, that schools should be actively involved in the cultivation of children’s emotional selves, has gained tremendous currency. I draw on popular and social scientific writing, state social and emotional learning standards, and SEL curricula to demonstrate the reconfiguration of emotion as central to the competence schools are supposed to develop ...


Financial Knowledge Or Financial Situations? Toward Understanding Why Some College Students Use Credit Cards To Pay For College Tuition, Benjamin D. Andrews 2021 Piedmont University

Financial Knowledge Or Financial Situations? Toward Understanding Why Some College Students Use Credit Cards To Pay For College Tuition, Benjamin D. Andrews

Journal of Student Financial Aid

While the majority of college students use credit cards for educational expenses like textbooks, recent data reports that college students also use credit cards to directly fund their schooling by charging for at least some part of their tuition (Sallie Mae, 2009). Because credit cards carry a higher interest rate than student loans, and because they do not have a period of deferred payment while a student is enrolled in school, credit cards are a particularly risky method of payment that students resort to in order to attend college. Why do college students participate in such risky spending behavior to ...


Navigating Personal, Professional, Institutional, And Relational Dimensions Of Community-Engaged Research, Emily Milne, Leah K. Hamilton 2021 MacEwan University

Navigating Personal, Professional, Institutional, And Relational Dimensions Of Community-Engaged Research, Emily Milne, Leah K. Hamilton

Journal of Community Engagement and Scholarship

As universities around the world face plunging revenues coupled with rising expenses, many argue that today’s post-secondary sector is in crisis (Anderson et al., 2020). In some regions, budgetary challenges are exacerbated by performance-based funding models that place an increased focus on impacting local economics and communities more broadly (e.g., Blue Ribbon Panel on Alberta’s Finances, 2019). In response to growing public, personal, and institutional demands for post-secondary institutions to improve their relevance and impact, increasing numbers of academics are pursuing community-engaged approaches to their research. In this paper, two Canadian researchers provide a collaborative autoethnographic account ...


Digitalization Of Academic Libraries In Higher Education Institutions During Covid-19 Pandemic, Dr. Muhammad Shoaib, Shamraiz Iqbal, Gulshan Tahira 2021 Assistant Professor, Department of Sociology, University of Gujrat, Pakistan

Digitalization Of Academic Libraries In Higher Education Institutions During Covid-19 Pandemic, Dr. Muhammad Shoaib, Shamraiz Iqbal, Gulshan Tahira

Library Philosophy and Practice (e-journal)

This paper aimed to examine the digitalization of academic libraries in higher education institutions during the COVID-19 pandemic. As the current pandemic named the COVID-19 outbreak affected all the educational institutions in the global south and global north and Pakistan has no exemption. For this study, a quantitative stud design was opted to conduct an online survey from the library patrons. A sample of 1052 library users had been selected from public sector universities from Pakistan. It is pertinent to mention here that the google form was shared with 6852 library users through an email and WhatsApp numbers taken from ...


Teacher Professionalism, Embodiment, And Surveillance: An Autoethnographic Study, Melanie Cloutier-Bordeleau 2021 The University of Western Ontario

Teacher Professionalism, Embodiment, And Surveillance: An Autoethnographic Study, Melanie Cloutier-Bordeleau

Electronic Thesis and Dissertation Repository

This autoethnographic study entails using my own situated knowledge and experience as a white bisexual secondary school teacher from a low socioeconomic background as a basis for data generation and analysis. Attention is given to examining the current enforcement of specific norms governing behavioural and physical conduct, and the role these norms play in constructing and reinforcing hierarchical structures of identity related to race, gender, socioeconomic status and sexuality. The main question the study explores is: How does the performativity and performance of educator “professionalism” contribute to constructing/reinforcing hierarchies of identity with respect to gender, sexuality, social class and ...


Ever-Present “Illegality:” How Political Climate Impacts Undocumented Latinx Parents’ Engagement In Students’ Postsecondary Access And Success, Stephany Cuevas 2021 Chapman University

Ever-Present “Illegality:” How Political Climate Impacts Undocumented Latinx Parents’ Engagement In Students’ Postsecondary Access And Success, Stephany Cuevas

Education Faculty Articles and Research

Using the ecological systems theory, this study highlights the significant impact the political climate in the United States (i.e., anti-immigrant sentiments and violence) has on undocumented Latinx parents’ engagement in their children’s education. Drawing from a larger qualitative, interview-based study that explored how undocumented Latinx parents were involved and engaged in their children’s postsecondary access and success (Cuevas, 2019; 2020), this study focuses on undocumented parents’ experiences and processing of the 2016 Presidential Election. Findings illustrate how the explicit racist, anti-immigrant, and nativist narratives then-Republican Presidential Candidate Donald Trump campaigned under and won forced undocumented Latinx parents ...


Dream City: Post-Millennials And Millennials Navigate School, Work, And Housing In New York City, Omar Montana 2021 The Graduate Center, City University of New York

Dream City: Post-Millennials And Millennials Navigate School, Work, And Housing In New York City, Omar Montana

Dissertations, Theses, and Capstone Projects

This dissertation examines the experiences of the “Post-Millennial” (those born after 1996) and “Millennial” (those born between 1981 - 1996) generations, as they pursue their dreams of studying, working and living in New York City. According to Karl Mannheim’s (1923) classic formulation, a “generation” can be perceived as a particular type of social location typified by common “patterns of experience and thought”. Through seventy-five in-depth interviews, the qualitative data revealed a social location characterized by a common pattern of “time is money” – as the German theorist Georg Simmel (1903) postulated more than a century ago – and stress as post-millennials and ...


Why Courageous Cuentos?, 2021 Humboldt State University

Why Courageous Cuentos?

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


Author Bios, 2021 Humboldt State University

Author Bios

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


Artist Statements And Artwork, 2021 Humboldt State University

Artist Statements And Artwork

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


My Mother’S Roots Are From La Tierra De Huizaches, I Carry Her Roots Within Me, Selina Diaz Sumano 2021 Humboldt State University

My Mother’S Roots Are From La Tierra De Huizaches, I Carry Her Roots Within Me, Selina Diaz Sumano

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


Mí Gran Tatara Abuelo, Johanna Bonilla 2021 Humboldt State University

Mí Gran Tatara Abuelo, Johanna Bonilla

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


Dreaming Of The Future, Emanuel Velasco 2021 Humboldt State University

Dreaming Of The Future, Emanuel Velasco

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.


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