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As older adults and their families opt out of nursing homes, a range of home and community-based services have risen up to provide care. This book examines existing and emerging models of these services. Emphasizing the multidisciplinary and interprofessional practice approaches used to deliver care, it is an essential learning tool

This study assesses the pedagogical content knowledge of Senior High School Social Studies teachers in the Accra Metropolis, Ghana. A sample size of 86 teachers was chosen using a multi-stage (purposive, convenience) sampling approach. Questionnaires and semi-structured interview guides were the primary data-gathering tools. The study's findings revealed that a substantial number of teachers met the minimum academic qualification for teaching social studies at the Senior High School level in Ghana, with the majority of teachers holding a B. Ed/BA in Social Studies. Again, the majority of instructors believed that their academic experience influenced their social studies teaching. The study recommends that the Ghana Education Service should only recruit teachers with the required academic background in social studies to teach the subject. Also, the teachers without the required academic background should be taken through in-service training to provide them with the appropriate social studies Pedagogical Content Knowledge.

The main role of School Counselors in the Era of the Indonesian Revolution 4.0, is expected to formulate various types of counseling guidance services that are appropriate to the needs of students in this era. One type of school counselor services in providing services to students needed in this era is an advocacy service that refers to Permendikbud No. 111 (2014) although in this regulation we only get very limited information about advocacy, but it is expected that in its implementation, school counselors will be able to interpret and carry out advocacy at the micro and macro levels. Counselors should be able to: (1) empower students by helping them develop advocacy skills, (2) conduct relevant negotiation efforts to help students access resources, (3) build collaborative relationships with relevant community institutions to overcome various challenges, ( 4) implementing advocacy ideas at the system level, (5) communicating relevant information to the public, and (6) engaging in social / political advocacy activities. Advocacy services are counselor services in schools that are intended to assist students who experience non-educational, discriminatory, malpractice, violence, harassment, and criminal behavior. The function of counselor services in advocacy services, helps students gain learning about their rights and / or interests that are not getting much attention. Therefore, the role of counselors in advocacy services is very important in the process of counseling guidance services in schools. So the counselor must have the ability to guide students well. In order for counselors to be able to provide optimal guidance services to students, the counselor must be able to understand the characteristics of the counselee.

Purpose Despite spirituality being a key aspect of quality of life, it appears to remain a low-priority area for social and health care government policy. The purpose of this paper is to identify and describe what, if at all, UK policy says about spirituality in relation to the care of people with learning disabilities (LD). Design/methodology/approach A systematic policy review using three government databases: legislation.gov.uk; Department of Health and Directgov (now known as gov.uk) was carried out. Findings The review identified policy gaps and a general lack of government directives in relation to the spiritual care of people with LD. Whilst research in this area is gathering momentum, practical implementation which makes a real difference to the spiritual experiences of people with LD appears to be sparse. Originality/value To the authors' knowledge, this is the first systematic policy review on this subject area, highlighting the need for spirituality to become a more supported aspect of social care within LD services. ; not chasing full text as out of scope for next REF

"Wood's unflinching honesty on teaching is a beacon in a world rife with misinformation, capitalist exploitation, and a perpetual commitment to white supremacy. By lifting up the role of the citizen teacher, his challenge is clear: we cannot run from the problems of the world and hide in our classrooms. Instead, we must organize and build with those who know their oppression and work to abolish it permanently." David Stovall, Professor, Black Studies and Criminology, Law, and Justice, University of Illinois at Chicago, USA "This is an exciting book that points the way forward for educators and all who care about transforming schools towards democracy, justice, and liberation. With a compelling vision, powerful stories, and practical guidance, it shows why and how teachers can become community organizers, creating equitable schools in deep partnership with families, students, and communities. Get this book, read it, and use it!" Mark R. Warren, Professor, University of Massachusetts Boston, USA, and author of Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline This book explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary school, the book weaves stories and examples with theoretical understandings to support emerging citizen teachers in creating more democratic spaces. Each chapter provides key community organizing concepts and skills and offers lessons learned to identify what worked and what did not. By building solidarity with families, citizen teachers can effectively activate more powerful practices grounded in the lives of students, their families, and their communities while articulating a broader response to the conditions impacting educators. Gerald K. Wood is Associate Professor of Educational Foundations in the Department of Educational Leadership at Northern Arizona University, USA. His work focuses broadly on the intersections of critical geographies and community organizing. He has worked with Industrial Areas Foundations affiliates and has been involved in broad-based organizing and youth organizing work.

Given the growing concern for civic and political apathy among America's youth, this paper explores the potential of using civic and political engagement as a means to foster civics education in the higher education classroom. The School of Communication at Illinois State University has integrated civic and political engagement into a number of its key courses, including the Communication and Contemporary Issues course where topics such as immigration, rising tuition costs, recycling, community violence, democracy building, poverty and others are developed into activist campaigns by students. These courses provide a milieu of experiences for students to encounter civic education by actively engaging their communities regarding issues of social controversy. The use of anecdotal data will help frame the argument that such courses can, in fact, contribute to a meaningful civics education experience.

Since the inception of the 1974 Education for all Handicapped Children legislation, the number of students referred and placed in special education has been steadily rising. The largest increase is in the learning disabilities category. With the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 and the federal requirements for schools under the No Child Left Behind law, schools are required to take a closer look at their rising special education numbers and identify alternative solutions for children's needs other than a certain placement in special education. There are different levels of variables that influence a teacher's decision to refer a student to special education. This study aimed to understand the mesosystem school variables that influence this process. Using two scales, the Organizational Health Inventory for Elementary Schools (OHI-E) and the Collective Efficacy Scale (CE-Scale) this study used purposive sampling to survey ten elementary school faculties in a large suburban district in Virginia. LD prevalence rates were collected for all elementary schools in the district. Data was analyzed to answer the following questions: (a) How does school organizational health correlate with the number of students referred to special education in a given school? (b) How does collective teacher efficacy correlate to the number of students referred for special education services? The overall return rate for the survey was 87% with 490 teacher surveys completed. Teachers did not have many teaching years in their buildings. Teachers with twelve or more teaching years experience were more likely to refer students to special education. Collective teacher efficacy scores were correlated to school health scores but not to LD prevalence rates. Higher institutional integrity was seen in smaller schools. Title I schools did not correlate with higher LD prevalence rates. Two variables predicted referrals to special education; years teaching in combination with teacher efficacy resulted in greater referrals to special education. The findings of this study may aid educational leaders in making sound changes within school environments to affect the school's LD prevalence rate, addressing particularly teacher efficacy and referral habits of more experienced teachers. ; Ed. D.

Throughout the world, voters lack access to information about politicians, government performance, and public services. Efforts to remedy these informational deficits are numerous. Yet do informational campaigns influence voter behavior and increase democratic accountability? Through the first project of the Metaketa Initiative, sponsored by the Evidence in Governance and Politics (EGAP) research network, this book aims to address this substantive question and at the same time introduce a new model for cumulative learning that increases coordination among otherwise independent researcher teams. It presents the overall results (using meta-analysis) from six independently conducted but coordinated field experimental studies, the results from each individual study, and the findings from a related evaluation of whether practitioners utilize this information as expected. It also discusses lessons learned from EGAP's efforts to coordinate field experiments, increase replication of theoretically important studies across contexts, and increase the external validity of field experimental research.

Este artículo tiene por objeto examinar y en parte, evaluar el alcance del compromiso cívico en el discurrir y en la actual proyección de las universidades norteamericanas. En ese sentido, intentamos mostrar la importancia estratégica que ha llegado a adquirir la renovación de discursos y prácticas educativas en clave de una educación para la ciudadanía que, además de beneficiar el capital social de los alumnos, puede incrementar la posibilidad de lograr conexiones ecológicas entre currículo y contexto, fortaleciendo de paso un aprendizaje más significativo. El estudio aborda algo de historia del compromiso cívico en la Educación Superior estadounidense, define el sentido y alcance del movimiento renovador en el citado contexto y describe iniciativas y proyectos desde la sociedad civil. Además, muestra cómo ese compromiso se hace pedagógicamente explícito en la estrategia de aprendizaje-servicio y en las dinámicas de su compleja institucionalización. Concluimos trazando algunas implicaciones de esta dinámica innovadora para un aprendizaje con posibilidades de ganar en relevancia cognitiva y social, en sintonía lógica con el dominio de un campo de conocimiento ; This article is aimed at studying and, in part, evaluating the scope of civic engagement in day-to-day life and the current influence of North-American universities. Civic education not only benefits students' social capital; it can increase their possibility of making ecological connections between curriculum and content, and at the same time it can make the learning process more meaningful. It is thus of strategic importance to stimulate fresh discussion about civic education and educational practices in civic education. Some of the history of civic engagement in the American higher education system is reviewed; the meaning and scope of the renewal movement in that context is defined; and related initiatives and projects are described from the perspective of civil society. Furthermore, it is shown how civic engagement is made pedagogically explicit in ...

The strengths perspective challenges our personal and professional conventions, our habits of the mind. Shifting from the world of traditional practice to that of a strengths frame challenges our cultural and professional traditions that assume that "truth" is discovered only by looking at underlying and often hidden meanings that only professional understanding and expertise can decipher and amend. This paper explores this challenge as necessary if practitioners are to truly embrace a practice based upon strengths, resilience, and empowerment.