Tool for Transformation: Cooperative Inquiry as a Process for Healing from Internalized Oppression

This paper documents how cooperative inquiry can be a transformative tool for groups – in this case, a diverse group of Jewish women – to make meaning from their experience of internalized oppression and to create healing strategies

Transforming Lives, Transforming Movement Building: Lessons from the National Domestic Workers Alliance Strategy - Organizing - Leadership (SOL) Initiative

Today's millions of domestic workers in the U.S. play a critical role in our society, whether caring for our children, providing home health care for our elderly, or keeping our homes clean for our families. With the demographic growth of the elderly and disabled, domestic workers will only become more essential to our society. Yet, despite the importance and intimacy of their work to those who hire them, domestic workers have been largely invisible to society, undervalued in the labor market, and excluded from basic workplace standards and protections. We begin the report by describing the National Domestic Workers Alliance Strategy -- Organizing -- Leadership (SOL) Initiative program -- its design and the participants -- and the key questions posed for this assessment. We then define the core concepts and framework that underlie the curriculum. The second half of the report is devoted to lifting up a new set of metrics for capturing indicators of transformational leadership. Based on the findings, we discuss valuable lessons for the program and conclude with implications for movement building. This analysis is based on a review of the literature on domestic worker organizing and on intersectionality; on quantitative and qualitative data we collected through surveys, small group discussions, interviews, and observations; and on documents related to SOL provided by National Domestic Workers Alliance (NDWA). Using a mixed-method approach, we coded all the data and culled the results for common themes. Perhaps more important to note, the analysis in this report is the result of an iterative, co-creative process between USC Program for Environmental and Regional Equity (PERE), NDWA, Social Justice Leadership (SJL), and generative somatics (gs) -- the sort of process we have called for when recommending a new model of assessment. We thus offer this report as a collective effort in a learning process about a dynamic and evolving model of transformative leadership development, transformative organizing, and transformative movement building

The life world of a ten-year-old child born with HIV

M.Ed. (Educational Psychology)Please refer to full text to view abstrac

A critical evaluation of the implementation process of a person-centred model of care in a new dementia specific care home

This thesis addresses the challenges associated with the implementation of models of person-centred care in newly operational care homes in an English context. This study critically evaluates a model of care produced in house, with academic support named in this thesis as EMBRACELIFE. The implementation of person-centred care in newly opened care settings is yet to be explored. Data collection took place between September and November 2015. An ethnographic approach was taken to fieldwork. Semi-structured interviews and/or unstructured observations were conducted with 20 care workers and 10 people with dementia. Document analysis was also undertaken on 6 personal care plans. A letter from the care provider completed the data set. A thematic approach to data collection was undertaken, informed by principles of discourse analysis. The finding revealed a culture of care organised around task. Overarching themes indicative of task-based practice were the care planning, activity, outdoor space, care worker perceptions, the mealtime experience, leadership and a lack of choice. The model of care was therefore not fully implemented. The research indicated the implementation process was hindered by organisational issues. These were inadequate staff training, unmet staff expectations, low staff satisfaction, a lack of a team ethos, a high agency staff presence, a lack of flexible care delivery. The newly operational status of the home had a uniquely mediating influence on these findings due to the challenge of assembling a new staff team, having a domino effect on the organisational issues described. This thesis concludes by suggesting care providers are in need of more support if they are to overcome organisational barriers, accentuated by the challenges of opening a new care home, to achieve person-centred cultures of care in such settings

Resourcing Global LGBTI Movements: Systems Philanthropy for Social Justice

Foundations seeking to have an impact on the most intractable of problems have spent the last half century experimenting with ways to become more strategic in their efforts. Though commendable, the resultant growth of the strategic philanthropy movement has instead become self-limiting, too often unable to grasp the true complexity of social change and therefore remaining inadequate to address it. In response, this thesis reviews the expanding literature of systems thinking, specifically excavating the contribution of social systems methodologies to the design of philanthropic portfolios. Global foundation grantmaking regarding the human rights of lesbian, gay, bisexual, trans, and intersex (LGBTI) communities is presented as a praxis in this respect. Comparing the theory of systems philanthropy with the evolving practice of LGBTI funders demonstrates the extent to which complex problems require a less rigid approach—one more attuned to the lifecycle of emergent solutions, a networked landscape, and the necessity of strategic decisionmaking being located on the frontlines rather than in the boardroom

Handwriting versus keyboarding in first grade: Which modality best supports written composition performance and learning?

PhD thesis in Reading researchAn important background for the present thesis is the increasing digitalisation in school, and more specifically, the Norwegian first-grade reality, where a growing number of schools provide students with personal digital devices to be used in initial writing instruction. The research that compares effects of handwriting and keyboarding on children’s early writing is, however, scarce, findings are inconsistent, and many of the studies suffer from methodological problems, for example, inadequate control of children’s prewriting experience (Wollscheid et al., 2016). The aim of the present thesis was therefore to investigate whether modality – handwriting on paper or keyboarding on digital tablet with text-to-speech functionality – affects first grader’s written composition performance and written composition learning, and whether these effects depend on children’s literacy skills (grapheme-phoneme mapping, first sound segmentation, blending, word reading, spelling and vocabulary) measured at school start. This was examined in a sample of Norwegian first graders from 18 schools, where five schools taught children to write by hand, five schools taught children to write by digital tablet postponing handwriting, and eight schools taught children to write both by hand and using a digital tablet. Children’s compositions were analysed for length and quality by formally assessing a set of text features related to both transcription (spacing, spelling and punctuation) and narrative sophistication (vocabulary, syntax and narrative structures). The text quality measures were specifically developed for assessing narratives by beginning writers which typically are short and simple. The statistical modelling was done using Bayesian methods, which allow for demonstrating evidence in both the presence and absence of effects. This thesis includes four articles. Article 1 is a philosophical discussion of how texts by beginning writers can be analysed from a quantitative viewpoint. The three remaining articles contribute to the thesis by empirically investigating the effects of modality on first graders’ written composition performance and written composition learning. Article 2 shows that first graders who are taught writing in both modalities from the start of school are likely to produce compositions of similar length and quality in both modalities. This article also shows that the lack of a modality effect on written composition performance does not depend on children’s literacy skills. For example, students with weaker literacy skills did not produce stories of higher quality in one or another modality. Article 3 demonstrates that first-grade students receiving instruction based on handwriting or digital tablets with otherwise minimal change to instruction, overall learn to compose text at the same rate throughout the first year of formal writing instruction. The students showed similar development in text length, syntactic complexity and accuracy, and narrative structures, regardless of learning to write by hand or with a digital tablet. Students writing with a digital tablet showed better performance in transcription accuracy (spelling, spacing and terminator accuracy), but showed little or no development of these text features through the first grade. Students writing by hand started at a lower performance level for transcription accuracy but showed improvement throughout the year. This difference in performance can probably be attributed to the text-to-speech functionality offered by the digital tablets. Article 4 shows that there were no interaction effects between modality and students’ literacy skills on learning to compose text. This means that there were, for example, no advantages related to learning to compose text with a digital tablet, or by hand, for students with weaker literacy skills. The conclusion of the thesis is that, in a context similar to the one studied here, modality does not substantially affect first-grade students’ written composition performance or written composition learning. Thus, it seems that instruction based on handwriting and instruction based on digital tablets can provide children with similar opportunities to develop their written composition skills in their first year of school. Before clear recommendations about the choice of modality for initial writing instruction can be made, future research should investigate the potential transition effects of going from learning to write in one modality to the other.En viktig bakgrunn for denne avhandlingen er den økende digitaliseringen i skolen, og mer spesifikt den norske første-klasse-virkeligheten, der et økende antall skoler utstyrer elevene med personlige digitale enheter til bruk i skriveopplæringen. Forskningen som sammenligner effektene av håndskrift og tastaturskriving på barns tidlige skriving er imidlertid knapp, funn er inkonsistente og mange av studiene lider av metodologiske svakheter, for eksempel utilstrekkelig kontroll av deltakernes tidligere skriveerfaring (Wollscheid et al., 2016). Målet med denne avhandlingen var derfor å undersøke om modalitet – håndskrift på papir eller tastaturskriving på nettbrett med tekst-til-tale funksjonalitet – påvirker førsteklassingers prestasjon i og læring av tekstkomposisjon, og om disse modalitetseffektene avhenger av barnas literacyferdigheter (grafem-fonem-kunnskap, framlydsanalyse, fonologisk syntese, ordlesing, staving og vokabular) målt ved skolestart. Dette ble undersøkt i et utvalg av norske førsteklassinger fra 18 skoler, hvorav fem skoler lærte barna å skrive for hånd, fem skoler utsatte håndskriftsopplæringen og lærte elevene å skrive på digitalt nettbrett, og åtte skoler lærte barna å skrive både for hånd og på digitalt nettbrett. Elevenes tekster ble analysert for lengde og kvalitet gjennom formell vurdering av et sett av teksttrekk knyttet både til transkripsjon (staving, mellomromsbruk og tegnsetting) og narrativ kompleksitet (vokabular, syntaks og narrative strukturer). Tekstkvalitetsmålene ble utviklet spesielt for å vurdere begynnerskriveres fortellinger, som typisk er korte og enkle. Den statistiske analysen ble gjort gjennom Bayesianske metoder, som kan bevise både tilstedeværelse og fravær av effekter. Avhandlingen inkluderer fire artikler. Artikkel 1 er en vitenskapsteoretisk diskusjon av hvordan tekster av begynnerskrivere kan analyseres fra et kvantitativt perspektiv. De tre resterende artiklene bidrar til avhandlingen gjennom å empirisk undersøke modalitetseffekter på førsteklassingers prestasjon i og læring av tekstkomposisjon. Artikkel 2 gir evidens for at førsteklassinger, som fra starten av første klasse lærer å skrive i begge modaliteter, etter all sannsynlighet produserer fortellinger av lik lengde og kvalitet i begge modaliteter. Denne artikkelen viser også at mangelen på en modalitetseffekt på prestasjon i tekstkomposisjon ikke avhenger av elevenes literacyferdigheter. For eksempel skrev ikke elever med svakere literacyferdigheter fortellinger av høyere kvalitet i en av modalitetene. Artikkel 3 viser at førsteklasseelever som får undervisning basert på enten håndskrift eller digitalt nettbrett, med ellers minimal forandring i undervisningen, i hovedsak lærer å komponere tekster i samme takt gjennom det første året med skriveopplæring. Elevene viste lik utvikling av tekstlengde, syntaktisk kompleksitet og nøyaktighet og narrative strukturer, uavhengig av om de lærte å skrive for hånd eller på digitalt nettbrett. Elever som skrev på nettbrett, presterte bedre på transkripsjonsnøyaktighet (stave-, mellomroms- og tegnsettingsnøyaktighet), men viste liten eller ingen utvikling av disse teksttrekkene gjennom førsteklasse. Elever som skrev for hånd, startet på et lavere nivå i transkripsjonsnøyaktighet, men viste utvikling gjennom året. Denne forskjellen i prestasjon kan sannsynligvis tilskrives tekst-til-tale funksjonaliteten på de digitale nettbrettene. Artikkel 4 viser at det ikke var noen interaksjonseffekter mellom modalitet og elevenes literacyferdigheter på læring av tekstkomposisjon. Det vil si at det var, for eksempel, ingen fordeler knyttet til å lære å komponere tekst på digitalt nettbrett, eller for hånd, for elever med svakere literacyferdigheter. Konklusjonen i avhandlingen er at, i en kontekst lik den som er studert her, påvirker ikke modalitet førsteklassingers prestasjon i tekstkomposisjon eller læring av tekstkomposisjon i vesentlig grad. Det ser altså ut som at skriveopplæring basert på håndskrift og skriveopplæring basert på nettbrett kan gi elever like muligheter for å utvikle ferdigheter i tekstkomposisjon det første året på skolen. Før klare anbefalinger om bruk av modalitet i begynneropplæring kan gis, bør framtidig forskning undersøke mulige overgangseffekter i å gå fra å lære å skrive i en modalitet til den andre modaliteten

Integrated STEM and STEM Partnerships: Teaching and Learning

The overall focus of this Special Issue is on educational spaces relating to integrated STEM and interdisciplinary partnerships that might occur in integrated STEM spaces. These educational spaces include formal and informal schooling and include studies involving collaborative work teams, pre-service, in-service teachers, STEM faculty experiences, pre-collegiate students, interdisciplinary education, science education, technology education, engineering and computer science education, and mathematics education. The purpose of this Special Issue is to bring together a showcase of current studies in integrated STEM and related partnership work in teaching and learning. The newly released Handbook of Research on STEM Education (Johnson, Mohr-Schroeder, Moore, and English, 2020) explores areas of STEM in an international context and sets the stage for this Special Issue. The articles included show perspectives from around the globe

Grantmaking in New Zealand: Giving That Works

Philanthropy in New Zealand has a long and proud history, and continues to play an important role in creating opportunities within our society which would not exist but for the on?going generosity of organisations, trusts, foundations, families and individuals. Yet while we have this long tradition, this is the first national survey specifically designed to shed light on current New Zealand grantmaking practice. The New Zealand Grantmaker Practices Survey was undertaken in August and September of 2013, and asked respondents to consider in detail their grantmaking practices over the three years, 2011?2013. The data generated by respondents of this survey provides an important datum line regarding the New Zealand philanthropic grantmaking sector, and while interesting and useful in its own right, will be seen as even more valuable in future years when we will have the ability to compare the 2013 data to subsequent surveys. As such, this is the first of what is hoped to be a long succession of New Zealand national grantmaking practice surveys, which will help all with an interest in philanthropy better understand the challenges, opportunities and future potential of this essential aspect of our society and national culture

Decolonizing Pathways towards Integrative Healing in Social Work

Taking a new and innovative angle on social work, this book seeks to remedy the lack of holistic perspectives currently used in Western social work practice by exploring Indigenous and other culturally diverse understandings and experiences of healing. This book examines six core areas of healing through a holistic lens that is grounded in a decolonizing perspective. Situating integrative healing within social work education and theory, the book takes an interdisciplinary approach, drawing from social memory and historical trauma, contemplative traditions, storytelling, healing literatures, integrative health, and the traditional environmental knowledge of Indigenous Peoples. In exploring issues of water, creative expression, movement, contemplation, animals, and the natural world in relation to social work practice, the book will appeal to all scholars, practitioners, and community members interested in decolonization and Indigenous studies