Trans-Cultural Journeys of East-Asian Educators: The Impact of the Three Teachings

This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by using a Photo-voice research method to elicit the narratives of their East-to-West transcultural journeys. The major finding is the reconstructed identity of each of the researchers. The data collected through ‘Photo-voice’ sheds light on the influence on teachers’ mindset of the Three Teachings or Religions—Buddhism, Confucianism, and Taoism — across Asia on teachers' mindset, which are seen to cause inequities among the marginalized. The purpose of this research is an attempt by the authors, who have immersed themselves in each other’s journeys, to discuss how they have reformed their educator identities in a Canadian educational context in which equity, diversity, and inclusion are acknowledged

Afterschool in Action: Innovative Afterschool Programs Supporting Middle School Youth

This report, released by Afterschool Alliance in partnership with MetLife Foundation, highlights the work of quality afterschool programs that support children, families and communities across the nation.This compendium is a compilation of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: arts enrichment, parent engagement, school improvement and digital learning. The compendium also includes in-depth profiles of the 2012 Afterschool Innovator Award winners, as well as highlights from 2008-2011 award winners.The 2012 MetLife Foundation Afterschool Award winners are:The Wooden Floor, Santa Ana, CALatino Arts Strings & Mariachi Juvenil, Milwaukee, WIKid Power Inc., The VeggieTime Project, Washington, D.C.Parma Learning Center, Parma, IDGreen Energy Technologies in the City, Lansing, M

Technology in Practice (Section 2.31 of the Comprehensive Clinical Psychology: Vol. 2. Professional Issues)

The contemporary practice of psychology requires a prudent balance of traditional and emerging communication methods. Interpersonal interactions in the context of human relationship (e.g., speech, emotional expressions, and nonverbal gestures) have been a vital part of emotional healing throughout many centuries, and research findings in the 1990s underscore the importance of relational factors in effective psychological interventions (Whiston & Sexton, 1993). In addition to the time honored interpersonal communication methods of professional psychology, rapid technological advances have propelled psychologists into another sphere of communication. Today\u27s professional psychologist is increasingly expected to attain mastery in both of these communication methods-the very old and the very new

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 2, Summer 2019

Many of us look for ways to help students forge concrete connections between their academic studies and the real world. Universities encourage professors to develop community-based learning, allowing students to contribute to the community beyond their campus in a way that enhances their academic studies and enables them to create these connections. Scholars have theorized the many benefits of community-based learning, but professors have many questions about how to implement community-based learning in practice. What does a successful community-based learning assignment look like? What are the different ways to assess students’ learning experiences in community-based learning assignments? How can one build effective partnerships with community organizations? In these pages, you will find practical advice, theoretical framework, and firsthand accounts of community-engaged teaching across disciplines. Learn from professors who have designed assignments allowing students to complete community projects with refugees, prisoners, veterans, elementary school children, science museums, nursing homes, public libraries, and ESL populations. Students in an Anthropology course, for instance, conduct oral history interviews with refugees, and provide written transcriptions of the interviews that the refugees can then use as a learning tool in ESL classes. In a Science Methods class, students collaborate with an aquarium to produce meaningful exhibits that educate the public. First-year writing students work with veterans to create autobiographical films and write papers related to the project

Autism and the U.K. secondary school experience

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools

Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning: A multiple case study

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed