ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
Introduction -- Contemporary approaches to supervision in the human services -- Human services : global context -- Human services : organisational and workplace context -- Human services : professional practice context -- Core concepts of a critical perspective -- Critical pedagogy and transformative learning -- Critical supervision : foundations -- Critical supervision : practice fundamentals -- Critical supervision : pedagogical skills and tools -- Critical supervision : using the process -- Critical supervision : practice examples -- Conclusion -- Glossary -- References
This paper is in closed access until 12 months after publication ; ?? 2016 Springer Science+Business Media New YorkLearning organisation literature has widely discussed the connections between ???double-loop??? learning and its significance to organisational performance, but paying little attention to tools and systems that can operationalise ???double-loop??? learning in organisations. This paper investigates the impact of applying a systems approach for service operations design, expressed as the Vanguard Method (Seddon, Freedom from command and control: a better way to make the work work, 2003), in order to activate ???double-loop??? learning in service organisations. Two case studies were conducted in the banking mortgage operations and adults??? social care services in the UK, using the dimensions of the learning organisation questionnaire (DLOQ), semi-structured interviews, observations, and documents. The findings of the cross-case analysis support the link of applying the Vanguard Method with operationalising ???double-loop??? learning through three main factors, namely systematic-operations improvement, organisational capacity development, and outside-in mode of work; that are all embedded into the seven dimensions of the DLOQ. The value of this paper is the introduction of a service operations design tool that can activate ???double-loop??? learning performance in the fast changing knowledge era. It also provides an impetus for service organisations to creatively influence employees??? competencies to effectively improve internal systems.
Includes bibliographical references. ; The purpose of this quantitative study is to determine if there is a statistically significant difference in the percentage of students identified as Specific Learning Disability before and after states policy adoptions in Colorado, Connecticut, Florida, Idaho, Louisiana, Rhode Island, and West Virginia that required the use of Response to Intervention (RtI) as the sole methodology for identifying students with Specific Learning Disability. Response to Intervention assumed a dominant role in education with the passage of the No Child Left Behind Act of 2001. Identified as a method to intervene early with students who were not making adequate academic achievement, RtI found its way into special education law with the passage of the Individuals with Disabilities Education Improvement Act in 2004 hereafter referred to as IDEA 2004. Referenced only once within IDEA 2004, RtI was adopted by seven states as the sole method for identifying students with a Specific Learning Disability. Response to Intervention is multifaceted and has components in both general education and special education. A full evaluation of the entire policy of Response to Intervention as it applies to K-12 public education should be undertaken to validate its applicability and its benefit to the K-12 learning environment in conjunction with its identification of Specific Learning Disability. For this policy evaluation, RtI was evaluated from the perspective of the identification of students with SLD and claims that Response to Intervention will reduce the number of referrals and students identified with Specific Learning Disability. A hierarchical linear modeling (HLM) study indicates a decrease in the percentage of students identified with Specific Learning Disability long before the Response to Intervention policy change and that rather than continuing to decrease, the percentages actually increase shortly after legislative requirements.
Teacher education needs to be viewed as a continuum that begins with pre-service learning, followed by teacher induction, and then the continuing professional development (CPD) of teachers. To date researchers know much less about teacher induction relative to the other two phases of teacher education, in part because of its informal nature in most schools. Ethiopia is one of few exceptions in the world that has recently introduced an institutionalised and formal multi-year programme of induction for beginning teachers. This paper examines the organisation and practice of teacher induction in Ethiopia by exploring the experiences of three first year primary school teachers. Our findings suggest that while the structure and organisation of the mentoring programme are similar across schools, the professional guidance and assistance that is offered to the first year teachers varies greatly depending on a number of factors. We conclude with a discussion of the need to re-examine the conditions of implementations of the induction programme. Without proper resources, mentors, time allocated, and regular on-site monitoring, the formal teacher induction programme is unlikely to realise its intended benefits of supporting beginning teachers with adequate subject knowledge and skills required for quality teaching in the schools.
"Goedele A. M. De Clerck presents cross-cultural comparative research that examines and documents where deaf flourishing occurs and how it can be advanced. She spotlights collective and dynamic resources of knowledge and learning; the coexistence of lived differences; social, linguistic, cultural, and psychological capital; and human potential and creativity. Deaf Epistemologies, Identity, and Learning argues for an inclusive approach to the intrinsic human diversity in society, education, and scholarship, and shows how emotions of hope, frustration, and humiliation contribute to the construction of identity and community. De Clerck also considers global to local dynamics in deaf identity, deaf culture, deaf education, and deaf empowerment. She presents empirical research through case studies of the emancipation processes for deaf people in Flanders (a region of Belgium), the United States (specifically, at Gallaudet University in Washington, DC), and the West African nation of Cameroon. These three settings illuminate different phases of emancipation in different contexts, and the research findings are integrated into a broader literature review and subjected to theoretical reflection. De Clerck's anthropology of deaf flourishing draws from her critical application of the empowerment paradigm in settings of daily life, research, leadership, and community work, as she explores identity and well-being through an interdisciplinary lens. This work is centered around practices of signed storytelling and posits learning as the primary access and pathway to culture, identity, values, and change. Change driven by the learning process is considered an awakening--and through this awakening, the deaf community can gain hope, empowerment, and full citizenship. In this way, deaf people are allowed to shape their histories, and the result is the elevation of all aspects of deaf lives around the world"--