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1. Response to Stoesz and Karger's Article, "Reinventing Social Work Accreditation" (EJ820411)
Author(s):
Watkins, Julia M.
Source:
Research on Social Work Practice, v19 n1 p112-113 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Opinion Papers
Peer-Reviewed:
Yes
Descriptors: Quality Control; Accreditation (Institutions); Social Work; Standards; Role Perception; Rhetorical Criticism; Reader Response; Misconceptions
Abstract: The article by David Stoesz and Howard J. Karger, "Reinventing Social Work Accreditation," is misleading and erroneous in its assumptions, makes unsubstantiated assertions, and demonstrates an ideological shallowness on the part of the authors in their understanding of social work education, the Council on Social Work Education, and the role of quality assurance on the part of accrediting bodies. The principal function of accreditation in the United States is quality assurance. Through a peer-review system, social work programs exercise appropriate autonomy to leverage resources and intellectual integrity in the design and administration of the curriculum. Stoesz and Karger's limited definition of a scholar misrepresents the multiple roles of faculty, deans, and directors. Furthermore, they fail to recognize that social work programs--their faculty, administration, and students--are actively pursuing the mission of social work through innovations in research, evidence-based interventions, and practice for an increasingly global community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Geographical Indications, "Terroir", and Socioeconomic and Ecological Sustainability: The Case of Tequila (EJ820592)
Bowen, Sarah; Zapata, Ana Valenzuela
Journal of Rural Studies, v25 n1 p108-119 Jan 2009
2009-01-00
Journal Articles; Reports - Research
Descriptors: Poverty; Agribusiness; Agricultural Production; Foreign Countries; Agriculture; Standards; Rural Population; Sustainable Development; Conservation (Environment); Rural Development; Geographic Regions; Geography; Land Use; Agricultural Occupations
Abstract: In this paper, we use the case of tequila to examine the potential for geographical indications (GIs) to contribute to socioeconomic and environmental sustainability. GIs are place-based names (e.g., Champagne, Roquefort) that convey the geographical origin, as well as the cultural and historical identity, of agricultural products. The GI for tequila was established by the Mexican government in 1974, making it the oldest GI, and one of the best-recognized, outside of Europe. Here, we examine the social, economic, and ecological impacts that the agave-tequila industry has had on one community in tequila's region of origin, the town of Amatitan. We show that persistent cycles of surplus and shortage of agave and changing production relations in the agave-tequila industry have led to: (1) economic insecurity among farm households; (2) increased use of chemical inputs, at the expense of more labor-intensive cultivation practices; and (3) overall declines in fertilizer application, especially during periods in which there is a surplus of agave. We argue that the negative effects of the agave-tequila industry on the local economy and environment are due to the failure of the GI for tequila to value the ways in which the "terroir" of tequila's region of origin have contributed to its specific properties. We conclude by using this case to discuss more generally the relationship between the protection of place-based products (known collectively as geographical indications) and social and environmental sustainability. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind (EJ822766)
Mitchell, Sascha; Foulger, Teresa S.; Wetzel, Keith; Rathkey, Chris
Early Childhood Education Journal, v36 n4 p339-346 Feb 2009
2009-02-00
Journal Articles; Reports - Descriptive
Descriptors: Student Projects; Active Learning; Problem Solving; Teaching Methods; Standards; Grade 1; Elementary School Teachers; Student Participation; Interviews; Experienced Teachers
Abstract: The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher's strategies for integrating the district's standards into project topics, investigative activities, and final presentations. They also examined the teacher's strategies for promoting students' participation in project planning and independent problem-solving. Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews. As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Collaboration with Community Partners: Engaging Teacher Candidates (EJ822555)
Gandy, S. Kay; Pierce, Judy; Smith, Alicia Brooke
Social Studies, v100 n1 p41-45 Jan-Feb 2009
Descriptors: Community Organizations; School Community Relationship; Leadership; Role; Community Programs; Preservice Teachers; Methods Courses; Partnerships in Education; Social Studies; Service Learning; Standards; Background; Participative Decision Making; Reflection; Time Management; Group Dynamics
Abstract: Two social studies methods instructors created an assignment that places teacher candidates in leadership roles in partnerships with community organizations to plan and implement projects to increase student learning. This article outlines the project requirements, past project results, and student reflections on the collaborative effort. It provides evidence of the success and effectiveness of collaborative projects at increasing student learning, providing opportunities for leadership, and challenging students to become involved in community issues. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. An Analysis of the Learning Characteristics of Students Taking Alternate Assessments Based on Alternate Achievement Standards (EJ823401)
Towles-Reeves, Elizabeth; Kearns, Jacqueline; Kleinert, Harold; Kleinert, Jane
Journal of Special Education, v42 n4 p241-254 2009
Descriptors: Functional Reading; Mathematics Skills; Alternative Assessment; Student Characteristics; Standards; Academic Achievement; Interpersonal Communication; Measures (Individuals); Disabilities; Correlation; Special Education; Validity
Abstract: This study examined the learner characteristics of students in alternate assessments based on alternate achievement standards in three geographically and demographically different states. On the basis of the results, it can be argued that students in alternate assessments fall into at least two distinct subgroups. The first set of learners have either symbolic or emerging symbolic levels of communication, evidence social engagement, and possess at least some level of functional reading and math skills. The second set of students have not yet acquired formal, symbolic communication systems; may not initiate, maintain, or respond to social interactions consistently; and have no awareness of print, Braille, or numbers. The authors provide implications and considerations of the findings of the "Learner Characteristics Inventory" for states and practitioners in developing alternate assessments based on alternate achievement standards. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Putting "This We Believe" into Action in Performance-Based Teacher Education (EJ825019)
Allen, Laura Van Zandt; Ruebel, Kim K.; Greene, Melanie W.; McDaniel, Janet E.; Spencer, Vikki
Middle School Journal, v40 n3 p38-46 Jan 2009
Descriptors: Advisory Committees; Program Effectiveness; Competency Based Teacher Education; Scoring Rubrics; Standard Setting; Standards; Professional Associations; Accreditation (Institutions); Institutional Evaluation; Program Evaluation; Case Studies; Guidelines; Teacher Education Programs; Middle School Teachers
Abstract: The turn of the century brought a profound change in the accreditation of teacher preparation programs. This shift--from curriculum-based reviews to standards-based reviews--took place in the context of the accountability movement of the late 20th century. The 21st century ushered in what many refer to as "a culture of evidence." From P-12 to higher education, providing evidence of learning and data-driven decision making became mandatory. This change has affected no group more than teacher candidates and those who prepare them. When the National Council for the Accreditation of Teacher Education (NCATE) adopted new standards in 2000, the National Middle School Association's (NMSA's) Professional Preparation Advisory Board rewrote the 1989 NMSA guidelines, transforming them into two programmatic standards and seven performance-based standards. An institution submitting one or more programs for recognition does so by writing a context statement, responding to the two programmatic standards, and then offering six to eight program assessments that demonstrate how candidates meet the seven performance-based standards. In the authors' collective work, they have developed, enacted, and refined more than 75 assessments and rubrics aligned with NMSA standards. These are drawn from undergraduate, post-baccalaureate, and graduate middle level programs in California, Missouri, North Carolina, and Texas. Most can be adapted for either initial or advanced levels, and many meet more than one standard. For this article, the authors describe two key assessments per standard. These range from conventional to unique and occur in university-based courses as well as field experiences. What they share is the ability to demonstrate candidate knowledge, skills, and dispositions needed for teaching young adolescents. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Preservice Teachers Experience Middle Grades Curriculum (EJ825018)
Kleine, Karynne L. M.; McBryar, Laura Sims
Middle School Journal, v40 n3 p28-36 Jan 2009
Descriptors: Preservice Teachers; Middle Schools; Middle School Teachers; Secondary School Curriculum; Course Descriptions; Early Adolescents; Curriculum Development; Standards; Teacher Role; Student Role; Cooperative Planning
Abstract: Conventional wisdom dictates that learning comes in incremental bits and gradually builds up from the bottom. But conventional wisdom should always be questioned. This article describes what a cohort of 17 preservice middle grades teachers encountered as they learned to "stroke the crawl" in a curriculum class that was to provide an unconventional approach to understanding middle grades curriculum concepts. A conversation between one of the professors and one of the students who experienced the course and wrote this article as their means of making more sense of their differing perspectives on the experience is presented. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Vicarious Traumatization, Trauma-Sensitive Supervision, and Counselor Preparation (EJ809277)
Sommer, Carol A.
Counselor Education and Supervision, v48 n1 p61-71 Sep 2008
2008-09-00
Descriptors: Counselor Training; Counseling; Ethics; Counselor Educators; Supervision; Supervisor Supervisee Relationship; Standards; Emotional Disturbances
Abstract: Counselor educators have an ethical responsibility to prepare counselors and supervisors to detect and resolve vicarious traumatization in themselves and their supervisees. This article reviews relevant literature on vicarious traumatization and strategies to mitigate it. Also included is a review of the American Counseling Association's (2005) "ACA Code of Ethics" and the Council for Accreditation of Counseling and Related Educational Programs' (2007) proposed 2009 standards as each relates to trauma counseling and vicarious traumatization. Specific counselor preparation practices are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. BEGIN Partnership: Using Problem-Based Learning to Teach Genetics & Bioethics (EJ809044)
Markowitz, Dina; DuPre, Michael J.; Holt, Susan; Chen, Shaw-Ree; Wischnowski, Michael
American Biology Teacher, v70 n7 p421-425 Sep 2008
Descriptors: Medical Schools; Problem Based Learning; Genetics; Biotechnology; Biology; Teacher Associations; Science Teachers; Ethics; Teaching Methods; Science Instruction; Curriculum Development; Partnerships in Education; Secondary School Teachers; Standards; Diseases; Medical School Faculty; College Faculty; High Schools
Abstract: A science education center at a university medical school had grant funding to develop a genetics curriculum unit, but needed a dissemination plan. A statewide science teacher organization that provided professional development training was facing decreased funding. These two groups combined their efforts, and created a unique partnership, called BEGIN (Biotechnology, Ethics and Genetics Instructional Network) that has brought together university medical and science faculty and high school biology teachers. The main goal of this partnership is to provide high school biology teachers with new instructional tools to face the challenges of teaching genetics and bioethics in a manner that is content-rich, research and standards-based, and relevant to students' lives. This article describes the BEGIN partnership and summarizes the tiered approach used for designing, pilot-testing, and disseminating a new problem-based learning (PBL) curriculum module on the bioethics of DNA testing for Huntington's disease. The article also provides some preliminary data on the effectiveness of this approach in transforming teacher practice. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Portfolio Model for Music Educators (EJ809015)
Hill, Cheryl Frazes
Music Educators Journal, v95 n1 p61-72 Sep 2008
Descriptors: Portfolios (Background Materials); Music Education; Teacher Education; Graduation Requirements; Music Teachers; Teacher Certification; Evaluation Methods; Standards
Abstract: In recent years, portfolios in paper or digital form have become a requirement for teachers. Many university teacher education programs throughout the United States, including music education, require a portfolio as a graduation requirement. For practicing teachers interested in National Board Certification, a portfolio is part of the assessment process required by the National Board for Professional Standards. Portfolios can be extremely valuable for all teachers, particularly in the field of music, to chronicle professional accomplishments. Much has been published about portfolios, describing every element from the purposes portfolios serve to the content, design, and methods in which they should be distributed. The choices can be daunting. The goal of this article is to examine what a portfolio is and how one can be developed, as well as to provide a portfolio template specifically suited to the music educator. (Contains 5 tables and 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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