Language : English
Published : 2018-05-31
Pages : 110
Top-Down Confusion: Is Gray the New Pink in Education?
In today’s education climate, parents, teachers and school leaders are often confused about the direction of education and what and how children are learning. For anyone interested in the minefields that young people navigate in schools today, this book exposes the ills, questions the status quo, engages the reader in a common-sense way, and provides solutions to the confusion created in schools. The culmination of over exposure of young children to Lesbian, Gay, Transgender, Queer/Questioning, Intersex, and Asexual (LGBTQIA) topics, the banning of religion in schools, and the runaway train of illegal immigration creates confusion that won’t soon pass. In addition, the trend for politicians to appoint superintendents of schools, commissioners of education (at state and federal levels), and other education leaders who do not have experience or formal training in education is confusing and disturbing. Would anyone visit a doctor who was not experienced in medicine? It’s not likely. There are gray areas in schools that are becoming standard practice. This top–down confusion leads everyone to ask the question: Is Gray the New Pink in Education?
Organized around the authors’ coherent and cohesive Generalist Intervention Model, this introductory guide to generalist social work practice gives students the knowledge and skills they need to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated to reflect current topics and practice, the book focuses on micro levels of social work practice while also discussing the interrelationship between the micro, mezzo, and macro levels. Part of the BROOKS/COLE EMPOWERMENT SERIES, UNDERSTANDING GENERALIST PRACTICE, 7th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. New learning objectives, which are correlated to chapter headings and summaries, guide students’ reading and reinforce their understanding.
About the Author
Karen K. Kirst-Ashman, BSW, MSSW, PhD, has been a full professor and was a former chairperson in the Social Work Department at the University of Wisconsin-Whitewater, where she taught for 28 years. She is certified as a Licensed Clinical Social Worker in the State of Wisconsin. She has worked as a practitioner and administrator in child welfare and mental health agencies. She received the University of Wisconsin-Whitewater’s Excellence in Teaching Award in 1986 and the University Outstanding Teaching Award in 2007. She has been a member of the board of directors of the Council on Social Work Education (CSWE) in addition to being an accreditation site visitor. She is also a current member of CSWE, BPD, and NASW. She has served on the Editorial Board of Affilia: Journal of Women and Social Work, and as a consulting editor for many social work journals, including the Journal of Social Work Education. She has written six social work textbooks in multiple editions and numerous publications, articles, and reviews concerning social work and women’s issues.
Grafton H. Hull, Jr. (BS, MSW, PhD) has taught at Fort Knox Community College, Morningside College, the University of Wisconsin-Whitewater, University of Wisconsin-Eau Claire, Missouri State University, Indiana University Northwest, and, most recently, the University of Utah. He has been a faculty member, department chair, program director, director of a school of social work, and Special Assistant to the Senior Vice President for Accreditation. Among other professional activities, he has served on the CSWE Board of Directors, Commission on Accreditation, Nominations Committee, and as a President of the Association of Baccalaureate Social Work Program Directors (BPD). Dr. Hull has been a consultant to over 50 social work programs in the U.S. and Canada and a member of the editorial board or consulting editor for several journals. He is the co-author of seven texts and numerous articles in social work journals. Hull’s honors include the Mary Shields McPhee Memorial Award for Faculty Excellence in Research (Utah), Significant Lifetime Achievement Award (BPD), Social Work Educator of the Year (Wisconsin CSWE), and President’s Medal of Honor (BPD). His biography is listed in WHO’S WHO IN AMERICA and WHO’S WHO IN THE WORLD.
Nelson Psychology VCE Units 3 & 4 Student Activity Manual has been completely revised to align with the VCAA VCE Psychology Study Design 2013 – 2016. The manual provides students with a range of engaging and practical activities that have been specifically designed to assist understanding, learning, revision and practice of the Key Knowledge and Key Skills detailed in the VCE Psychology Study Design. Activities help students further explore the concepts they are learning and assist in the consolidation of ideas. The activities and questions have been developed to provide students with valuable practice at answering VCE exam style questions. This manual can be used with any VCE Psychology textbook and many activities can be used as homework. Answers to activities are provided on NelsonNet.
The Psych Book contains learning activities, revision questions and practice tests to prepare students for their exams. These practical workbooks can be used alongside any VCE Psychology book. This title has been FULLY updated for the 2013-2016 Study Design.
Inclusion in Action presents the fundamental knowledge and skills that teachers need to provide appropriate programs for students with additional learning needs in regular classes. It outlines the philosophy of inclusive practice and explains key processes such as adapting curriculum to meet individual needs, planning teaching strategies, encouraging positive interaction, ensuring smooth transitions and working collaboratively. Throughout it emphasises a practical, research-based approach to teaching that can be applied across a diverse range of students with additional educational needs.