Student Advocacy Research Articles

School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership

In this article, four vignettes are presented and deconstructed in order to demonstrate that school counselors are advocates, collaborators, and leaders when engaged as consultants. School counselor consultation appears to be a complex process based on a student advocacy disposition shared by consultees, and the process is a collaborative one resulting in recognition as leaders. Many skills are required if one is to be competent across the initiation, prescription, provision, collaboration, and mediation consultation modes.

Making the Implicit Explicit: Creating Performance Expectations for the Dissertation (review)

Reviewed by: Making the Implicit Explicit: Creating Performance Expectations for the Dissertation Debra S. Gentry, Assistant Professor Barbara E. Lovitts . Making the Implicit Explicit: Creating Performance Expectations for the Dissertation. Sterling, VA: Stylus Publishing, 2007. 428 pp. Paper: $29.95. ISBN: 978-1-57922-181-2. Making the Implicit Explicit: Creating Performance Expectations for the Dissertation offers a sound argument for helping doctoral students achieve high performance levels in the research and writing of their dissertation by providing clear and explicit performance expectations. Barbara Lovitts discusses the importance of explicit performance standards from a student advocacy standpoint, explaining the need to demystify the dissertation process and the need for reform in doctoral education. She makes a critical point in suggesting that the dissertation should be used as an outcome measure for assessing the strength of graduate programs. The most important argument in this text suggests that the goal for making expectations explicit for producing quality dissertations is not to rate dissertations on a grading scale but to make performance standards clear to graduate students so that they (a) are not in the dark about what constitutes a sound, high-quality dissertation, (b) can learn to measure their own performance levels guided by rubrics, and (c) produce high-quality dissertations. The author clearly states that providing doctoral students with explicit expectations should not replace the critical role of the advisor but should enhance the advising relationship between student and faculty member by providing a means for effective formative evaluation. This text is certainly one I wish I had had while writing my own dissertation. In addition to Lovitts's excellent rationales, she gives the reader detailed tables and rubrics that clearly outline the components and characteristics of different quality levels in dissertations. This book is based on findings from Lovitts's 2003 study of nine doctoral-extensive research universities across 10 academic disciplines including the hard sciences, the social sciences, and the humanities. In this study, 276 faculty representing 74 different departments participated in focus group interviews and answered questions about the characteristics and components of dissertations in their disciplines at differing levels of quality (outstanding, very good, acceptable, and unacceptable). Participating faculty were selected by high Ph.D. productivity; they had advised many doctoral students and served on many dissertation committees. The aggregate averages for focus group participants included 22 years as a professor, chairing 13 dissertations, and membership on 36 dissertation committees. Focus groups were also conducted with graduate students to add their perspectives about dissertation expectations and to evaluate how their understandings differed from those of faculty. Lovitts aggregated the focus group interviews by discipline and analyzed the findings using qualitative software. While disciplinary distinctions are obvious in the format of dissertations, faculty perspectives were very similar in identifying the characteristics of both very good and unacceptable dissertations. From the findings, Lovitts created rubrics and matrices that outline dissertation characteristics at different levels of quality overall and for her 10 disciplines: biology, physics, engineering, mathematics, economics, psychology, sociology, English, history, and philosophy. For each discipline, the tables summarize characteristics at four quality levels (outstanding, very good, acceptable, unacceptable) for each section of the dissertation (introduction, literature review, theory, methods, results, discussion, and conclusion). This book is an excellent resource for graduate students beginning the dissertation phase, for faculty who serve on dissertation committees or as dissertation advisors, and for faculty who may teach dissertation process courses. This text is also a valuable resource for academic departments who may want or need to develop dissertation standards from the ground up or to revamp their existing standards and expectations. The strength of Lovitts's book lies in the practical usefulness of the text, in its provision of tables and matrices with clearly delineated characteristics of varying levels of dissertation quality, and in its functionality for the different academic disciplines. Making the Implicit Explicit: Creating Performance Expectations for the Dissertation has one weakness and that is its lack of discussion and findings for the disciplines of education, business, and health care. Faculty members and students in these disciplines can benefit from this text but will have to extract information from it and translate it to their own disciplines. While it would...

Service Learning: The Road from the Classroom to Community-Based Macro Intervention

ABSTRACT An integrated service-learning-based curriculum teaches community-based social work practice by linking classroom-learning objectives to service learning experiences in the community. This integrated approach links three core curriculum courses directly to the community and social policy through service-learning projects. At the same time, it reinforces the social work commitment to social justice by fostering student advocacy, interest, and involvement in macro and social policy issues while developing macro-level practice skills and increasing civic engagement. Course content with a sample student project, implementation issues, and implications for social work education are addressed with this curriculum model.

Preparing Medical Students for Clerkships: A Descriptive Analysis of Transition Courses

Students have reported several challenging aspects of the transition to clerkships, such as applying clinical knowledge, learning experientially, using clinical skills, adjusting to clinical settings, and understanding roles. In an effort to address some of these challenges, a number of medical schools have added transition courses to their curricula, but little information about these courses has been published. The authors draw on findings from a study of the design and content of 30 transition courses offered in U.S. medical schools, to examine various approaches and provide a framework to guide the design of transition courses. Most courses (83%) were between one day and one week long. The authors identified three primary course themes: presentation of new information and skills, review and application of content covered in the preclerkship curriculum, and student well-being. All courses presented new information and skills, and more than half of the courses (53%) addressed all three themes. The most common curricular topics were technical/procedural skills, safety precautions, orientation to clinical settings, review of clinical skills, and stress management. Hands-on experience was the most frequently used instructional approach. Few courses had explicit goals and objectives, and evaluation of students was rare. Transition courses can address some of the needs and challenges associated with early clerkship experiences. These courses should explicitly target areas of need that are described in the literature as well as those identified within one's own institution. They should include clear objectives, learning activities tailored to the areas of need and objectives, and student and course evaluations.

Studying published cases and the medical literature curriculum

Context and setting Benefits of case study in the pre-clerkship curriculum include enhanced motivation, a sense of integration and relevance in studying the basic sciences, and an opportunity for independent learning. Although these benefits are probably achievable with any case-based method, they are widely used as justification for the problem-based learning approach. Why the idea was necessary Problem-based learning uses a methodology that is expensive, logistically challenging and is based on a goal – to develop skill at solving clinical problems – that is unrealistic at pre-clerkship level. We suggest that educational rather than instrumentalist goals should be emphasised at this stage of professional development and define such ‘education’ as initiation into the authentic discussion of medicine. As the medical literature represents the most refined and developed form of this discussion, we utilise case study to promote entry into this literature. Doing this, we opt to model excellent clinical reasoning and sophisticated discourse rather than to engage students who lack the requisite background knowledge in the pretence of ‘clinical problem solving’. What was done We developed a course that features the reading of published cases as part of an overall programme at our institution that we call the ‘medical literature curriculum’ (MLC; see http://www.upstate.edu/mlc/). Students independently study an assigned case report such as a clinico-pathological conference in its entirety in anticipation of an ‘open notes’ quiz prior to class discussion. Quizzes cover general objectives that ensure background study of the diseases and therapies discussed as required to understand the rationale of the authors with regard to diagnosis and management. Class discussions take place in large-group format (> 150 students) and are led by faculty experts in the relevant disciplines. Following the initial class discussion, each student prepares a written pathophysiological hypothesis outlining the mechanisms linking the patient’s disease process to the clinical manifestations. These hypotheses then provide a framework for a subsequent class discussion. Evaluation of results and impact The programme has grown progressively as a feature of the curriculum over the past 5 years, largely as a result of student advocacy. It currently runs throughout the 2 pre-clerkship years in parallel with basic science and ‘practice of medicine’ courses. Although it is generally regarded as challenging, the vast majority (> 90%) of students deny that published cases are too difficult to read at their level, even in the first weeks of medical school. Students report that the approach integrates the curriculum and is highly relevant to their future goals. Moreover, > 80% rate their level of satisfaction with the course as 4 or 5 (using a standard Likert scale of 1−5, where 5 = most satisfied) and more than two-thirds state that they learn more from this experience than from any other. The MLC is a series of formal courses running in parallel with the standard curriculum. Its primary goal is to engage students in reading and discussing the medical literature. It initially balances the study of basic sciences with case reading and later balances clerkship experience with the study of clinical and translational research papers. We show here that published case reports provide an accessible means of entry into the medical literature for beginner students and that studying them provides the same psychological and integrative benefits as other forms of case-based learning.

Student Advocacy – A Team Approach

Student Advocacy – A Team Approach

Enhancing Student Advocacy by Broadening Perspective

Enhancing Student Advocacy by Broadening Perspective

Any IDEA what to do about Billy?

The development and implementation of discipline programs for students with exceptional education* needs is a challenging endeavor for school leaders. This case focuses on the application of disciplinary procedures for a chronically disruptive student who is classified severely emotionally disturbed. The case provides a catalyst for educational leadership students to discuss the policies and legal implications of disciplining students with exceptional education needs and the implementation of the Individuals with Disabilities Education Act (IDEA). The case also allows for rich dialogue in the areas of decision-making, school culture and strategies for communicating with teachers, parents, and student advocacy groups.

Exhibit Honors Women M.D.s Who Made a Difference

Exhibit Honors Women M.D.s Who Made a Difference

Editorial Note

[Extract] This article discusses a research project that investigated the feasibility of introducing provisions granting law students a limited right of audience into the various State and federal statutes in Australia regulating the legal profession and procedure in the courts. The Commonwealth Attorney-General’s Department under the National Quality Project (NQP) funded the project for Clinical Legal Education. The NQP funded both programs and research in the area of clinical legal education. It had two objectives. These were the improvement of legal education and the extension of legal services to disadvantaged members of the Australian community. The research discussed here grew out of our experience as teachers in university clinical legal education programs and in particular, of Susan Campbell’s experience of her students representing clients in the Victorian Magistrates’ Courts and the Family Court of Australia. Judith Dickson’s experience of student advocacy in the United States in law school clinical programs was an additional catalyst to the research. It also grew out of our understanding of recommendations for education in ethics and professional responsibility made in a series of Reports during the past 10-15 years in Australia. For the purposes of this research, we define clinical legal education as a legal practice-based method of legal education in which law students assume the role of a lawyer and are required to take responsibility under qualified supervision for providing legal services to real clients. Clinical programs in Australia now include not only the community legal centre-based university programs but also field placements or externships in a variety of agencies. Several university law schools in Australia are already conducting informal programs in which students represent their clients in defined circumstances with the leave of the court. Thus, we were able to base the empirical component of the research on interviews conducted with a number of magistrates, judges and practitioners who have already observed at first-hand the process of student and apprentice advocacy.

California Project LEAN's Food on the Run Program: An Evaluation of a High School-Based Student Advocacy Nutrition and Physical Activity Program

California Project LEAN's Food on the Run Program: An Evaluation of a High School-Based Student Advocacy Nutrition and Physical Activity Program

The Experience of Higher Education from the Perspective of Disabled Students

This article describes the findings and examines the issues arising from a small-scale investigation into the experience of higher education from the perspective of disabled students at a university in the United Kingdom, and makes recommendations for policy and practice. Methodology involved semi-structured interviews with participants to reveal individual experience and analysis of relevant documentation from the university to examine the rhetoric underlying their experience. Factors that create a positive experience for disabled students, and those which effect discriminatory practice and marginalisation are identified. The implications of the findings for policy and practice are discussed, and conclusions drawn including: the need for a central policy which supports the philosophy of an accessible learning environment for all students; central co-ordination to implement the policy with practical guidelines to departments; ongoing monitoring and evaluation procedures which involve disabled students; staff training and awareness; student advocacy.

University of Virginia School of Medicine.

University of Virginia School of Medicine.

In the Aftermath of Unz

Recent initiatives such as Proposition 227, the Unz Initiative, demonstrate the implications of referenda and other sociocultural and sociopolitical threats to the appropriate education of culturally and linguistically diverse students. Such initiatives often capitalize upon the politicization of the ESL/bilingual education environment in order to threaten quality programming and equitable education for all students. These trends call for a greater emphasis in the professional development and practice of educators toward capacity building for student, family, and program advocacy. This article explores the potential contribution of current educational and related literature in the development of an initial framework for such advocacy.

Dyslexia: a practitioner's handbook

About the Author. Other Books by Gavin Reid. Foreword. Preface. Chapter 1 Defining Dyslexia. Defining Dyslexia. Purpose of Definitions. How Should We Define Dyslexia? Definitions. Barriers to Implementing Policy. Rose Review and Dyslexia. Education for Learners with Dyslexia. Different Perspectives and Agenda. Chapter 2 Explaining Dyslexia: The Range of Research. Causal Modelling Framework. Genetic Factors. Neurobiological Factors. Visual and Temporal Processing. Magnocellular Visual System. Procedural Timing. Hemispheric Symmetry. Processing Speed. Phonological Processing. Phonological Awareness and Multisensory Programmes. Morphological Processing. Glue Ear. Cognitive Skills. Metacognition. Environmental Factors. Additional Language Learning. Dyslexia in Different Orthographies. Self-disclosure in Adults. Chapter 3 Assessment: Issues and Considerations. Points to Consider. Discrepancy Criteria. Listening Comprehension. Componential Model of Reading. Curriculum Focus. Why an Assessment? How-the Assessment Process. Effect of an Assessment. Assessment-Points to Consider. Some Other Considerations. Assessment and Inclusion. The Bilingual Learner. Chapter 4 Identifying Needs. Factors that can Prompt Concern. Linking Assessment with the Planning of Intervention. Comorbidity. Assessing Performances. Criteria: Summary. Whose Responsibility. Early Identification. Models of Identification. Expert/Intervention-Attainment. Barriers to Learning. Whole-school Involvement. Chapter 5 Assessment: Approaches and Resources. The Use of Tests-Points to Ponder. Cognitive Measures. Assessment of Processing Skills. Comprehensive Test of Phonological Processing (CTOPP). Woodcock Reading Mastery Tests. Gray Oral Reading Tests (Gort-4). Standardised/Psychometric Criteria. Standardisation. Psychometric. Wechsler Individual Achievement Test (WIAT). Comment. Phonological Representation and Assessment. Screening. Curriculum Assessment. Miscue Analysis. Assessment in Context. Metacognitive Assessment. Multiple Intelligences Approaches. A Components Approach. Observational Assessment. Observational Framework. Systematic Observation. Summary. Chapter 6 Reading-Social, Cultural and Government Perspectives. The Social Context for Literacy. Literacy and Culture. Defining Literacy. Critical Literacy. Challenging Assumptions. Government Initiatives. Literacy Standards and International Comparisons. Pisa Study. Literacy Initiatives. Chapter 7 The Acquisition of Literacy. What is Reading? Factors to Consider. Reading as a Process. Reading Skills. Reading Practice. Developing Reading Skills. Key Factors. The Development of Reading. Stages of Reading Development. Limitations of the Stage Model of Reading. Reading and Memory. Relationship between Phonology and Orthography. Dyslexia and Different Orthographies. Chapter 8 Reading Models and Methods. Bottom-Up and Top Down Models. Connectionist Models. Balance Model of Reading. Method of Teaching Reading. Developing Reading Skills. Teaching Reading-the Debate. Reading Interventions. Methodological Issues in Reading Intervention Research. Factors to Consider in Developing and Using Reading Approaches. The Literacy Experience. Framework for Teaching. Summary. Chapter 9 The Acquisition of Literacy: Spelling. Why is Spelling Difficult? Systems Involved in Spelling. Spelling Skills. Spelling Development. Spelling Policy. Spelling Strategies. Spelling Materials. Chapter 10 Expressive Writing. The Importance of Writing. Relationship between Writing and Spelling. Expressive Writing: The Process. Cognitive Skills Associated with Writing. Writing in the Curriculum. Developing Metacognitive Skills through Writing. Metacognitive Strategies for Writing. Strategies for Writing. Motivation and Writing. Planning. Pre-writing Framework. Developing Ideas. Handwriting. Summary. Chapter 11 Teaching Approaches: Points to Consider. The Context. Assessment and the Curriculum. The Learner. Programmes and Approaches-Some Considerations. Over-learning. Principles. Issues. Chapter 12 Supporting Literacy: Individualised Programmes. Criteria for Selection. Alpha to Omega. Orton-Gillingham. Procedure. The Hickey Multisensory Language Course. Bangor Dyslexia Teaching System. Tackling Dyslexia. Alphabetic Phonics. The Slingerland Programme. Letterland. Reading Recovery. Toe By Toe: Multisensory Manual for Teachers and Parents. Comment-Issues to Consider. Chapter 13 Supporting Literacy: Approaches and Strategies. Phonics Instructional Approaches. Language Experience. Other Support Approaches. Phonological Approaches. High-interest Books-History. Start to Finish Books. Differentiated Texts. Visual Factors. Motor Aspects. Assisted Learning. Summary. Chapter 14 Supporting Learning. Effective Learning. Key Points About Learning. The Learning Process. Realising Potential. Zone of Proximal Development. Developing Learning Skills. Learning Strategies. Multiple Intelligences. Study Skills. Set Goals. Feedback. Memory-Some Strategies. The Role of Self-esteem. Creativity and the 'Gifted' Dyslexic Student. Summary. Chapter 15 Inclusion: Curriculum Access. The Context. Responding to the Diverse Needs of Students. The Challenges. Meeting Curriculum Objectives. Index for Inclusion. Tensions and Contradictions. Assessment, Need and Accountability. Removing Barriers to Achievement. Interventions and Inclusion. Making the School Inclusive. Equity. Principles of Inclusion. An Inclusive School. Healthy Schools. Supporting Inclusion. Staff Support and Training. Student Advocacy. Dyslexia and Self-advocacy. Staff Support. Key Factors. Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum. Responsibility. Features of Secondary Schools. Differentiation and Curricular Development. Differentiation and Assessment. Subject Areas. Multiple Intelligences in Secondary Schools. Physical Education. Staff Development. Challenges: Key Areas. Chapter 17 Inclusion: Further and Higher Education and the Workplace. Further and Higher Education. The Workplace. Concluding Comment. Chapter 18 Issues and Concerns. Issue 1. Multilingualism. Issue 2. The Use of Computers and Technology. Issue 3. Overlap, Continuum and Intervention. Issue 4. Alternative Therapies. Issue 5. Training and Professional Development. Comment on Issues. Chapter 19 The Role of Parents. Parental Concerns. Parental Support. Parents' Challenges. Parents as Partners. Appendix 1 Some Tests for Dyslexia that Can Be Used by Teachers. Appendix 2 Further Contacts. References. Index.

Student Advocacy Demands Promotion of Private Vocational Schools as Part of a Total Delivery System

Student Advocacy Demands Promotion of Private Vocational Schools as Part of a Total Delivery System

Correlates of honor ratings in a clinical clerkship employing a faculty forum evaluation system

The purpose of this study was to determine whether or not suspected variables affected a surgery clerk's chances of being awarded an honor rating. Findings indicated a significant relationship between a student receiving an honor rating and his or her preceptor's predetermined level of student advocacy, the number of completed patient interview and physical examination write-ups, and final examination scores. There was no significant relationship found between honor ratings and the preceptor's status, the sequence in which the student was discussed or the length of time spent discussing the student at the final evaluation meeting, or the number of clinical faculty present at the meeting. These results lend support to the faculty forum evaluation approach, but suggest a need for further scrutiny of some influencing variables to ensure all students are fairly considered and honor ratings judiciously awarded.