Student Cohorts in Teacher Education: Support Groups or Intellectual Communities?

2006 ◽  
Vol 108 (7) ◽  
pp. 1296-1320 ◽  
Author(s):  
KELVIN SEIFERT ◽  
DAVID MANDZUK
2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Ellen L Lipman ◽  
Meghan Kenny ◽  
Susan Jack ◽  
Ruth Cameron ◽  
Margaret Secord ◽  
...  

Author(s):  
Melissa K. Driver ◽  
Paige C. Pullen ◽  
Michael J. Kennedy ◽  
Mira Cole Williams ◽  
Emily Ely

Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers’ understanding of PA, using an example of instructional technology called Content Acquisition Podcasts (CAPs). In this study, teacher candidates randomly assigned to watch a CAP on PA significantly outperformed matched peers who read a practitioner-friendly article on the same topic. Findings hold important implications for the field of teacher education, support, and development in reading pedagogy.


1989 ◽  
Vol 70 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Stephen Magura ◽  
Janet L. Shapiro ◽  
Joel I. Grossman ◽  
Douglas S. Lipton

2021 ◽  
pp. 104973152110075
Author(s):  
Mickey I. Sperlich ◽  
Erin W. Bascug ◽  
Susan A. Green ◽  
Samantha Koury ◽  
Travis Hales ◽  
...  

Purpose: A trauma-informed educational support group pilot addressed traumatic stress, substance use disorders (SUDs), and child-rearing for clients who were pregnant and/or parenting young children. Methods: Seeking Safety was adapted with parenting content and delivered at two intensive residential rehabilitation facilities. An explanatory sequential mixed methods approach was used to evaluate the pilot. Forty-eight participants completed starting assessments (intention-to-treat) and 31 graduates completed postgroup surveys (per protocol). Focus group sessions were completed with 19 graduates. Results: Paired samples t tests of intention-to-treat data showed a statistically significant decrease in self-reported symptoms of stress and substance cravings and increases in positive behaviors and parenting self-efficacy. There were no statistically significant differences on lifestyle behaviors, parenting skill, and parenting confidence. Most participants found the intervention acceptable and felt supported to improve their parenting. Discussion: Trauma-informed parenting education support in inpatient rehabilitation settings may offer an important complement to existing SUD and parenting programming.


2018 ◽  
Vol 24 (5) ◽  
pp. 750-757 ◽  
Author(s):  
Nardia Zendarski ◽  
Emma Sciberras ◽  
Fiona Mensah ◽  
Harriet Hiscock

Objective: This study aimed to examine patterns of use and factors associated with education support use in students with ADHD during early adolescence. Method: Participants were 130 adolescents ( M = 13.7 years, SD = 1.1) with ADHD. Educational support use and the factors associated with use were collected by parent and teacher questionnaires and standardized academic tests during the 2014-2015 school years. Support rates and categories are described. Logistic regression models examine individual, family, and school variables associated with support versus no support. Results: About two thirds of students with ADHD (60%) had accessed education support in the current school year, which included social support (36%), Individualized Educational Plans (IEPs; 22%), Student Support Groups (SSGs; 18%), counseling (17%), mentoring (15%), and homework support (9%). Academic risk (adjusted odds ratio [OR] = 2.30, 95% confidence interval [CI] = [1.03, 5.14], p = .04), behavioral problems (adjusted OR = 1.47, 95% CI = [1.01, 2.14], p = .047), and attending a Catholic school (adjusted OR = 5.10, 95% CI = [1.59, 16.42], p = .006) were associated with receiving support independent of adolescent age, gender, ADHD medication use, and socioeconomic status. Conclusions: Future research needs to determine whether education support makes a difference to long-term outcomes for students with ADHD and to determine why some students at academic risk receive no support.


Author(s):  
Meike Lusye Karolus ◽  
Firdhan Aria Wijaya

Since 2016, there have been several cases in intolerance towards minority groups in Yogyakarta and Bandung. Those actions were triggered by conservative-extremist religious groups which are seemingly becoming powerful source for disintegration as well as threats to the freedom of expression and diversity. With the lack of protection from regional government apparatus, initiative grassroots movements tend to find alternative ways that open possibilities to create a space for minority groups. In Yogyakarta, there is Pemetik Buah Khuldi, a community which provides alternative critical public education related to diversity issues and democracy. Meanwhile in Bandung, there is Panggung Minoritas, an initiative that creates a safe space to gender and sexual minorities meet, share, learn and discuss about gender and sexuality topics. Both groups have similar purposes which cultivate awareness and support minorities rights through education, support groups, and creative activities. By examining both independent community’s activities through ethnographic approach, we analyze how these groups are becoming prevalent in the area of Java where have high numbers of intolerances and the reason why they prefer grassroots movement to government-approved groups to support minority groups. Furthermore, this article seeks to contribute a relevant perspective on recent situation of marginal groups and part of our critical reflection on responding of common project failure to recognise diversity. Keywords: grassroots, minority group, disintegration, intolerance Abstrak Sejak tahun 2016, intoleransi terhadap kelompok minoritas marak muncul di Yogyakarta dan Bandung. Tindakan-tindakan itu dipicu oleh sederet kelompok agama tertentu yang konservatif nan ekstremis. Kelompok-kelompok tersebut berpotensi menjadi sumber kuat untuk disintegrasi bangsa dan ancaman terhadap kebebasan berekspresi dan keberagaman. Dengan kurangnya perlindungan dari aparat pemerintah daerah, inisiatif gerakan akar rumput cenderung menempuh cara-cara alternatif untuk menciptakan ruang bagi kelompok-kelompok minoritas. Di Yogyakarta, terdapat Pemetik Buah Khuldi, sebuah komunitas yang menyediakan alternatif pendidikan publik kritis terkait dengan isu keberagaman dan demokrasi. Sementara itu, di Bandung, terdapat Panggung Minoritas, sebuah komunitas yang berinisiatif menciptakan ruang yang aman bagi minoritas gender dan seksual untuk bertemu, berbagi, belajar, dan mendiskusikan topik gender dan seksualitas. Kedua kelompok tersebut memiliki tujuan yang sama, yaitu menumbuhkan kesadaran dan mendukung minoritas melalui dialog, kepedulian kolektif, dan kegiatan kreatif. Dengan menelusuri aktivitas kedua komunitas tersebut melalui pendekatan etnografi, kami menganalisis bagaimana keduanya hadir di tengah meningkatnya jumlah intoleransi di pulau Jawa dan motivasi di balik mengapa mereka lebih memilih gerakan akar rumput daripada kelompok yang sah untuk membantu mereka. Selain itu, artikel ini berupaya memberikan kontribusi untuk mengisi perspektif yang relevan mengenai situasi terkini kelompok marginal dan bagian dari refleksi kritis dalam merespons kegagalan mengenali keberagaman. Kata kunci: akar rumput, kelompok minoritas, disintegrasi, intoleransi


2018 ◽  
Vol 52 (3) ◽  
pp. 283-296 ◽  
Author(s):  
Michelle Radcliffe ◽  
Jale Cilasun

This article describes the structure, process and evaluation of a families and friends group in a personality disorder treatment service for people experiencing Borderline Personality Disorder using a Mentalization Based Therapy model. We highlight the benefits of working with family members and consider the differences between psycho-education, support groups and group-analytical approaches. Inclusion of families in recovery is well argued. Providing support and education for family members can improve communication and reduce burden in families. In the treatment of patients with Borderline Personality Disorder, the focus often remains upon meeting patients’ needs and not of those who support them. We used a formal evaluation of the effectiveness of the families and friends group in the areas of learning and support. Qualitative questions were used to gain more in depth information regarding the impact of the group. Our results support the approach of working with the family rather than only focusing on the individual. There was an improvement in the communication leading to positive change in relationships between family members and their loved ones. This takes place despite the group being a once a month and drop-in. However, as this was evaluation of one service, more research in this area is needed.


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