2138 Slices
Medium 9781475816426

Problems and Expectations of University Students Attending Higher Education in Turkey: Orientation Services

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Mustafa Kutlu

The term orientation has an important place in counseling and guidance services, and it refers to the counseling and guidance services offered to help university students adapt to new milieus and conditions; cope with potential problems; contemplate the objectives of the university education; understand the responsibilities of a university student; get informed about the opportunities and services offered by the university; learn about the rules and principles of the university; obtain the information needed to make rational and accurate decisions during their university lives; and know about the university campus, faculties, and hostels, as well as its surroundings and host city.

Today university youth and the problems they experience constitute a significant matter that calls for attention. Especially those newcomers, having won university admittance and visiting for the first time, come up against a variety of problems. Among those problems, adaptation to the new environment and orientation take the lead (Alexitch, 1999; Alexitch & Page, 1996, 2001; Alexitch & Page, 2001; Barbarik, 1980; Bloom, 1987; Holdway & Kelloway, 1987; Johnson, 1994; Levine, 1981, 1997; Mathiasen, 1984; Renner, 1988). University students’ problems assume different aspects. Some of the familiar and pending problems include their wanting answers for numerous questions about their physical development and sexual issues, the problems with exams, weariness caused by studying excessively, the difficulty in having social relationships (especially with the opposite sex), neurotic tendencies, anxiety, depression, adaptation to the environment, accommodation problems, homesickness for family and hometown, overdependence on parents, academic and professional problems, and social adaptation (Aksu & Paykoç, 1986; Aydin & Demir, 1989; Çağlayan, 1989; Carroll & Tarasuk, 1991; Doğan, 1997; Güven, 1992; Johnson, Ellison, & Heikkinen, 1989; Levine, 1997; Mathiasen, 1984; Oliver & Paul, 1995; Özdoğan, 1989; Özgüven, 1989a, 1989b; Stoltz & Gallasi, 1989). Those students experiencing such problems are affected by them in different ways (Akkoyun & Dökmen, 1989; Alexitch, 1999; Alexitch & Page, 2001; Barbarik, 1980; Bloom, 1987; Çuhadaroğlu, 1989; Holdway & Kelloway, 1987; Levine, 1981; Renner, 1988; Silverthon & Gekoski, 1995). Yet it is quite difficult to say that the students receive professional support or are provided with such a service in coping with all these problems (Alexitch, 1999; Carroll & Tarasuk, 1991; Henricksen, 1995; Holdway & Kelloway, 1987). Counseling and guidance centers and the counselors there have an active role in conducting the services that may help the university students solve these problems. To offer this service effectively, these counselors should define their duties clearly for themselves (Remley & Albright, 1988). Moreover, a close and effective cooperation should be established between the staff offering these services and the administrators, school counselors, and others dealing with education (Kepçeoğlu, 1989; Tan, 1990).

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Medium 9781475817386

Communication Gatekeeping: A Response to Mediating Conditions in American Indian and School Personnel Interactions

Rowman & Littlefield Publishers ePub

KAREN SUNDAY COCKRELL1

ABSTRACT: The findings reported in this paper indicate the need for a more robust explanation of communication failure between American Indian parents and school personnel than cultural discontinuity provides. According to the data, conditions that constrain interactions between American Indian families and educators in one consolidated school district lie within the bounds of politics, economics, and social circumstance. The conditions of distrust, racial tension, maintenance of tribal identity, dependence, and isolation inform the perceptual frame that influences the ways American Indian people interact with school personnel. Through “gatekeeping,” American Indian parents act to control the dilemma they face in American public education. Proposed solutions to problematic American Indian educational issues suggest that transformative school leaders must create inclusive learning communities in which American Indian students have opportunities to thrive.

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Medium 9781475816259

Creating Communities of Learners: The Interaction of Shared Leadership, Shared Vision, and Supportive Conditions

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Jane B. Huffman and Kristine A. Hipp

For more than 20 years, educators, policymakers, and others have targeted efforts for school reform from top-down bureaucratic governance to a more shared and collaborative focus on decision-making and innovative improvement processes. While these efforts have been admirable, and many dedicated educators have spent years working to achieve results, the results have been disappointing. Students are still not achieving as successfully as parents and society want them to, and the challenge to increase student performance to state and national standards has raised the accountability stakes to an all-time high. Schlechty (1997) commented: “The demands of modern society are such that America’s public schools must now provide what they have never provided before: a first-rate academic education for nearly all students” (p. 235).

What has gone wrong? What can schools and educators do to affect long-lasting change that addresses the needs of our students and society? Fragmented change efforts, including the Excellent Movement in the 1980s and the Restructuring Movement in the 1990s, have introduced changed initiatives, but produced minimal school improvement. What is needed is a systematic plan that coordinates and implements the essential elements needed for school improvement and student achievement. Cuban (1988) called for second-order change that would fundamentally alter organizational culture, structure, and leadership roles in schools. This reculturing of schools has been characterized by shared values and norms, an emphasis on student learning, reflective dialogue, deprivatization of practice, and collaboration (Louis, Kruse, & Marks, 1996). Sergiovanni (1994) calls on schools to become communities where professional learning is continuous, reflective, and focused on improving student outcomes. But building a professional learning community is difficult due to the many demands on teachers and administrators, the growing accountability issues, the increasingly diverse needs of students, teacher isolation and burnout, and many other unmanageable stressors. To develop, nurture, and sustain a community of learners means creating a different culture that includes a shared vision, true collaboration, administrator and teacher leadership, and conditions that support these efforts (Mitchell & Sackney, 2001).

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Medium 9781475819359

Kaleidoscope Feature

R&L Education ePub

NEILL F. ARMSTRONG

ABSTRACT: I n this article, I address the following question: How, in a time of shrinking budgets and reduced graduation timelines, are university teacher preparation programs to best address the issue of global literacy for future teachers? In an effort to begin addressing this challenge, the College of Education at Stephen F. Austin State University designed a program to internationalize its capstone field experience, providing an opportunity for highly motivated candidates to complete their student teaching in the Central American nation of Costa Rica. I examine the program and the implications for teacher education students and for facilitating global literacy. I suggest that successful evolution of this international effort to enhance global literacy for teacher education candidates may signal the beginning of the internationalization of all teacher preparation curricula within the college.

There is not a single motivating rationale for internationalizing teacher preparation; rather, there are multiple factors at work. Increasing cultural diversity at home and abroad, coupled with the pervasive influence of globalization in its many forms, are two of the most visible influences acting on an education system that remains focused on meeting the needs of 20th-century America. It seems therefore wise that a deeper, more personalized understanding of issues related to culture, immigration, globalization, technology, economics, politics, second-language acquisition, and unrestricted free market capitalism be availed to all teachers so that they might facilitate comparable awareness among the nation’s youth. One approach to this task falls under the rubric of study abroad. Few experiences can rival the holistic, transformative phenomenon of living one’s life in another culture. Before shining the light on the study-abroad experience, however, a brief exploration is in order of the foundational themes that have come to drive this perspective.

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Medium 9781475824377

Using PDAs to Increase the Homework Completion of Students With ADHD

Rowman & Littlefield Publishers ePub

Daniel Currie
David L. Lee
Mary Catherine Scheeler

ABSTRACT: Homework assignments have increased in recent years, commensurate with increases in required academic content. This is increasingly problematic for students with attention-deficit/hyperactivity disorder (ADHD), who often have difficulty with organizational skills and may not record assignments. One solution may be using personal data assistants (PDAs) to document homework assignments. In this study, a multiple baseline across participants design was used to evaluate the effects of PDAs on percentage of homework completion. Results were that PDAs increased homework completion for 3 of 4 middle school students. Furthermore, all 3 students indicated that the PDAs were easy to use and helpful in keeping track of homework assignments. Classroom teachers' perceptions of the usefulness of PDAs were mixed and were partly a function of level of effectiveness across students. PDAs give teachers a viable method to help compensate for the organizational difficulties of students with ADHD to enhance assignment completion.

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