Jill Manthorpe examines a study on
social work student perspectives on defensive practice and finds that fear and organisational culture play a role and that this can effect service user and family engagement.
Not exact matches
Konrad Raiser, now General Secretary of the World Council of Churches, uses it to describe, a change in theological
perspective which affects the whole range of ecumenical
work.1 His colleague and former
student Martin Robra applies it specifically to a change in
perspective on
social ethics in World Council
work.2 K.C. Abraham describes it as a change in theological and ethical
perspective brought about by the participation of the Third World in the ecumenical movement.3 They all make important points.
Carr adds that
social media applications like Twitter, Facebook, and Delicious can help doctoral
students gain a new
perspective on their
work by discovering what research papers and conference proceedings established researchers choose to highlight.
Harvard Graduate School of Education will
work with the Strategic Education Research Partnership and other partners to complete a program of
work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade
students, in particular the role of skills at
perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in
perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade
students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed
work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for
perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer),
social studies content (Selman), and academic language skills (Snow & Uccelli).
Benefits of arts education In addition to economic benefits of investment in arts education for
students in the primary and secondary sectors there are a plethora of
social and intellectual benefits: • encouraging self expression and self awareness • building confidence and self esteem • thinking creatively and conceptually • problem solving • increasing motivation and improving behaviour • developing organisational skills • being able to
work collaboratively and independently • developing multiple learning styles • building maturity and appreciation • developing observational skills • raising global awareness and respect for other cultures • promoting literacy through analysis and interpretation • increasing enjoyment and fun in learning • developing spatial and visual skills • encouraging qualitative awareness • seeing different
perspectives • openness to subtlety, nuance, flexibility and imagination
In addition to the
work that teachers do in their own classroom, the architecture, science, and
social studies teachers joined the model - building phase of the architecture project to help and support
students, ask questions, offer a new
perspective on their design, and help them push through any obstacles.
While the tensions between our two overarching
perspectives are more complex than what we have described, long discussions related to that conflict caused us to
work together to examine how a veteran
social studies teacher and his
student teacher in a local middle grades school perceived and implemented technology in their classroom.
This way, the
students are encouraged to learn and
work through the
social and emotional learning dimension of gratitude from their own
perspective.
From contemporary paintings, prints, and photographs to ceramics, graphic design, and sculpture,
students at the College of Art & Design have abundant opportunities to see and experience innovative
work from a wide range of
perspectives and
social themes.
The profession rejected this strictly «formalist» approach to teaching writing processes as inadequate preparation for independent legal writing and analysis.44 The shift away from models in legal writing instruction accompanied a shift to teaching
students to write from the
social perspective.45 The
social perspective integrates into writing processes an understanding of the purposes for which a particular document is written, the identities of its audiences, and the needs of those audiences.46 Part of the New Rhetoric evaluates
students»
work, in part, by how well it fulfills the audiences» needs.47 The difficulty for the first - year law
student in this paradigm for learning analysis and writing processes is that she does not know the audience for her first legal writing projects, and she has no basis for comprehending the audience's needs.