Social Learning Essays (Examples)
Study Document
Suicide Prevention Intervention In The Emergency Department
… ER becomes a revolving door and clients are treated for chief complaints and not for the underlining problem. The issue is relevant to social work because there is a need to address the underlying concerns of this population so that the revolving door situation can be overcome … individuals can improve their lives.
Background/History
The issue of individuals not receiving proper care at the ER has emerged as a concern for social work in recent years; however, the issue was present as far back as the 1970s when Groner (1978) published his study and provided … like the Columbia Assessment but more needs to done in terms of follow-up (Stanley et al., 2018). In terms of multicultural practice issues, social workers always need to possess cultural competence when dealing with individuals because no two people are going to be the same, and everyone … should be understood before attempting……
References
References
Appleby, L., Morriss, R., Gask, L., Roland, M., Lewis, B., Perry, A., ... & Davies, L. (2000). An educational intervention for front-line health professionals in the assessment and management of suicidal patients (The STORM Project). Psychological medicine, 30(4), 805-812.
Belmont Report. (1979). Ethical Principles and Guidelines for the Protection of Human
Subjects of Research The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. Department of Health, Education, and Welfare. Retrieved from https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html
Browne, V., Knott, J., Dakis, J., Fielding, J., Lyle, D., Daniel, C., ... & Virtue, E. (2011). Improving the care of mentally ill patients in a tertiary emergency department: development of a psychiatric assessment and planning unit. Australasian Psychiatry, 19(4), 350-353.
Burnette, C., Ramchand, R., & Ayer, L. (2015). Gatekeeper training for suicide prevention: A theoretical model and review of the empirical literature. Rand health quarterly, 5(1).
Callaghan, P., Eales, S., Coates, T., & Bowers, L. (2003). A review of research on the structure, process and outcome of liaison mental health services. Journal of Psychiatric and Mental Health Nursing, 10(2), 155-165.
Chatterjee, R. (2018). A Simple Emergency Room Intervention Can Help Cut Suicide Risk. Retrieved from https://www.npr.org/sections/health-shots/2018/07/11/628029412/a-simple-emergency-room-intervention-can-help-cut-future-suicide-risk
Cooper, J., Kapur, N., Webb, R., Lawlor, M., Guthrie, E., Mackway-Jones, K., & Appleby, L. (2005). Suicide after deliberate self-harm: a 4-year cohort study. American Journal of Psychiatry, 162(2), 297-303.
Study Document
6th Grade History Instructional Unit
Instructional Unit
Classrooms have traditionally been the stage for social change as they provide avenues for promoting and accelerating new ideas. As part of promoting and accelerating new ideas, teachers help students to … develop critical thinking, self-reflection and collaboration skills that are essential to promote the creation of a better society (Blake, 2020). Therefore, diversity and social justice are important to social work and related curricular content. Accreditation standards including Common Core Standards mandate curricular content for teaching diversity and social justice. When developing instructional strategies for their classes, teachers need to integrate diversity and social justice components with respect to mandated curricular content. This instructional 3-week unit for 6th grade history class leverages a contemporary educational theme in … with respect to mandated curricular content. This instructional 3-week unit for 6th grade history class leverages a contemporary educational theme in diversity and social justice.
Unit Background and Contemporary……
References
References
Archdiocese of Santa Fe. (2011). Social Studies Curriculum. Retrieved April 27, 2020, from https://asfcatholicschools.org/documents/2016/1/Social%20Studies%206th.pdf
This publication provides an overview of world history and geography as part of social studies curriculum for 6th grade students. It provides an outline of learning outcomes and assessments/strategies that can be employed in a 6th grade history class. These strategies, assessments, and learning outcomes are developed in line with common standards and based on what students at this grade level should achieve by the end of the unit. It was utilized to determine suitable strategies, assessments and learning outcomes to incorporate for the success of this unit.
Blake, C. (2020). Teaching Social Justice in Theory and Practice. Retrieved April 27, 2020, from https://resilienteducator.com/classroom-resources/teaching-social-justice/
This article examines the process of teaching social justice in relation to existing theory and best practices. The author examines how classrooms are designed to be avenues for social change by promoting learning of new ideas. This article was used to identify a contemporary educational theme in diversity and social justice. The identified theme was utilized to shape the unit content and teaching strategies.
California Department of Education. (2000). History – Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve. Retrieved from California Department of Education website: https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
The publication provides an overview of standards relating to the study of history and social science from kindergarten to grade twelve. Standards are used as the premise for shaping learning content, expectations, and outcomes for students in different grades. Insights from this publication was used to shape learning content, expectation, outcomes, and strategies for this instructional unit.
edCount. (2014). World History and Geography: Mesopotamia, Ancient Egypt, and Ancient Israel. Retrieved from Tennessee State Government website: https://www.tn.gov/content/dam/tn/education/tcap/TCAP_ALT_SS_module_grade6_module1_wld_hist_geo_meso_egypt_israel.pdf
The article examines grade 6 topic on world history and geography in relation to common standards. The author reviews different subject areas relating to this topic including ancient Egypt, Mesopotamia and ancient Israel. Through this review, the publication seeks to enhance knowledge of grade-appropriate social studies concepts, skills, and knowledge. The publication was used to identify relevant knowledge, skills and social studies concepts relating to this instructional unit.
Study Document
Web 2 0 And Online Studio Education
Online Studio Education
The rise of Web 2.0 Technologies paves the way to a collaborative and interactive learning environment making the exchange of content and collaboration over the web (Loannao, 2018). The internet, since then, started becoming the reservoir of knowledge, … developments, online courses and online education began and were incorporated in different educational fields as the means of expanding knowledge and enhancing the learning procedure (Loannao, 2018). Studio-based learning is the practical education where the learning is done through doing, relying on the jury system for evaluating and assessing the student’s projects (Siddiqi, 2002). The entire course is designed … education provides students with the flexibility of assessing the educational resource at their own time and convenience (Bender, 2006), increasing their capabilities for learning and making them more focused as they can absorb more when their minds are fresh. Also, they can access and view the materials ………
References
References
Bender, D. M. (2006). Using Online Education Technologies to Support Studio Instruction. Educational Technology and Society.
Kurt, S. (2009). An analytic study on the traditional studio environments and the use of the constructivist studio in the architectural design education. Procedia Social and Behavioral Sciences, 401-408.
Loannao, O. (2018). Opening up design studio education using blended and networked formats. International Journal of Educational Technology in Higher Education.
Nottingham, A. (2014). Reshaping design education: teaching graphic design online and onsite. The University of Melbourne.
Pasin, B. (2017). Rethinking the Design Studio-Centered Architectural Education. A Case Study at Schools of Architecture in Turkey. The Design Journal.
Siddiqi, A. A. (2002). ARCHITECTURAL DESIGN STUDIO PROJECTS AND THE CHARADES OF CURRICULUM. The 6th Saudi Engineering Conference, KFUPM. Architecture Department, College of Environmental Design, KFUPM Dhahran.
Study Document
Field Experience Report Observation In The Deaf Classroom
Field Experience Report - Observation in the classroom at the school for the Deaf
Introduction
In the US, residential institutions of learning have had a long relationship with the deaf community. They are the centers where linguistic and cultural transmission takes place. The residential, educational … a deafcentric environment that succeeds in promoting the wellbeing of the deaf.
Literature Review
Studies indicate that the deaf has improved in the learning engagement in the residential schools for the deaf. Such a development is attributed to the improved communication context within these institutions, which is … these institutions, which is an aspect of providing a deafcentric environment. According to Staten (2011), the following should be made possible in the learning environments of the deaf: free communication and securing a comfortable sign language environment, a heightened social and personal interaction between the deaf people, and a cultural identity model development, a perceived readiness……
References
References
Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533.
Hombo, C. M. (2003). NAEP and No Child Left Behind: Technical challenges and practical solutions. Theory into Practice, 42(1), 59-65.
Jeffries Jr., R. L. (2010). A Case Study of a Teacher Implementing Guided Reading in a Deaf Classroom. ProQuest LLC.
Malik, A. M., Rashid, M., Awan, M. Y., & Alvi, I. B. (2018). The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education. UMT Education Review (UER), 1(2), 39-58.
Renard, M. (1999). Les sourds dans la ville: surdités et accessibilité. ARDDS (Association pour la réadaptation et la défense des devenus-sourds).
Romano, A.M. (2013). Observing a Residential School for the Deaf: Identifying Factors in Creating a Deafcentric Environment. (The Honors Program, Gallaudet University).
Staten, F. D. (2011). Examining the influence of the residential school for the deaf experience on deaf identity. (Doctor of Philosophy thesis, University of Iowa).
Van Gent, T., Goedhart, A. W., Knoors, H. E., Westenberg, P. M., & Treffers, P. D. (2012). Self-concept and ego development in deaf adolescents: a comparative study. Journal of deaf studies and deaf education, 17(3), 333-351.
Study Document
Poverty And Education The Problem And The Solution
… poverty affects children's ability to learn. The researchers utilized Bourdieu's theory of capital and statistics from longitudinal studies to investigate how poverty affects learning for two students from a poor urban community. In the study, the researchers particularly investigated the manner in which poverty affected the ability … the manner in which poverty affected the ability of poor parents to support their dependents in school. The researchers also particularly investigated how social capital and cultural capital can be leveraged in a bid to help families despite their social-economic position. The study is based on two case studies, as mentioned above. The two cases studies are of two students – the first … Nevertheless, the results of the analysis also revealed that the parents and their families had access to other types of capital, including academic, social capital, and embodied academic capital. Based on their analysis and the results, the……
References
Bibliography
The Problem
Compton-Lilly, C., & Delbridge, A. (2019). What Can Parents Tell Us About Poverty and Literacy Learning? Listening to Parents Over Time. Journal of Adolescent & Adult Literacy, 62(5), 531–539.
Dickerson, A., & Popli, G. K. (2016). Persistent poverty and children\\\\\\\\\\\\'s cognitive development: evidence from the UK Millennium Cohort Study. Journal of the Royal Statistical Society: Series A (Statistics in Society), 179(2), 535-558.
Hampden-Thompson, G., & Galindo, C. (2017). School-family relationships, school satisfaction, and the academic achievement of young people. Educational Review, 69(2), 248–265.
Thompson, K., Richardson, L. P., Newman, H., & George, K. (2019). Interaction Effects of Socioeconomic Status on Emerging Literacy and Literacy Skills among Pre-Kindergarten and Kindergarten Children: A Comparison Study. Journal of Human Services: Training, Research, and Practice, 4(1), 5.
The Solution
Borre, A., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool Literacy Intervention for Low-Income, Ethnically Diverse Children: Effects of the Early Authors Program Through Kindergarten. Journal of Education for Students Placed at Risk (JESPAR), 24(2), 132–153.
Comber, B., & Kamler, B. (2004). Getting Out of Deficit: Pedagogies of reconnection. Teaching Education, 15(3), 293–310.
Study Document
Observation Portfolio Classroom Of Special Education
… name, age, phone number, address, birthday and identifying days of the week, specifically today and yesterday.
Majority of the students had difficulties in social interaction, attention, and communication and displayed repetitive and unusual behaviors. Also, four of the students avoided eye contact with the host teacher. Overall, … Also, four of the students avoided eye contact with the host teacher. Overall, the class was very quiet because the students had poor social skills and rarely talked to each other.
The host teacher used visual aids depicting plates, cups, and cooking utensils to teach the student's … occur.
How my Experience Correlates with Autism Spectrum Disorder and Intellectual Disabilities
Seven of the students I observed had significant limitations in attention, social cognition, and communication which are the behavioral characteristics associated with intellectual disability. According to Hallahan et al. (2018), intellectual disability refers to a … (2018), intellectual disability refers to……
References
References
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2018). Exceptional Learners: An Introduction to Special Education (14th ed.). New York, NY: Pearson.
Holley, D., & Park, S. (2017). LESSONS LEARNED AROUND THE BLOCK: AN ANALYSIS OF RESEARCH ON THE IMPACT OF BLOCK SCHEDULING ON SCIENCE TEACHING AND LEARNING. Retrieved from https://www.isres.org/books/chapters/Education_Research_Highlights_in_Mathematics_Science_and_Technology_2017_15_21-12-2017.pdf
Shabani, K., Khatib, M., & Ebadi, S. (2010, December). Vygotsky\\\\\\'s Zone of Proximal Development: Instructional Implications and Teachers\\\\\\' Professional Development. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf
Study Document
Early Childhood Education Diverse Learners Project
… furnished with age-appropriate furniture. Other things that were also taken care of include the easy access to books for varying reading levels, positioning learning materials within reach on the shelves, and leaving enough space around the classroom to facilitate the easy movement of kids on wheelchairs. The … evaluation (Slentz, 2010). The school provides a free, full-day pre-school initiative. Every child, despite their demographic or income, are allowed to access high-quality learning encounters. Both regular, as well as blended full-day pre-school initiatives, included breakfast, interest areas, morning meetings, small group teaching, quiet time, lunch, gross … to children aged…[break]…of high-quality personnel. The ECE program principal closely monitors curriculum development and ensures that it is founded on the Illinois Early learning and Development Standards. The role of the principal is to be conversant with the EC regulations. The principal has to understand the administration … learn about new concepts and……
References
References
Avdameg. (2020). Early childhood education. Retrieved from http://www.healthofchildren.com/E-F/Early-Childhood-Education.html
Illinois Early Learning Project. (2020). 2013 Illinois early learning and development standards. Retrieved from https://illinoisearlylearning.org/ields/
Rock, A. (2020). What your child will learn in pre-school. Retrieved from https://www.verywellfamily.com/all-about-preschool-curriculum-2764977
Study Document
Leadership Infrastructure For Special Needs Students
… College Prep is in Southside Chicago. Its student body is 95% African American and 4% Hispanic, and it serves as a school for social justice and the arts (School Performance, 2017). The socio-economic background of the vast majority of the families of students is challenged. 98% of … Illinois Network of Charter Schools (School Performance, 2017) divulged that 94.5% of the students came from low-income families, 16% of the students have learning disabilities, 20.2% of the students were homeless, and 1.5% of the students have limited English proficiency.
70% of staff are people of color … which, ranked from least restrictive to most restrictive, are:
· Honor – no extra support is provided and the student engages in self-directed learning to some extent
· General Education – no extra support and student is guided by the teacher in the classroom
· Co-taught – … collaborating.
Related service options include:……
References
References
Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C.(2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–320.
Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343–364.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
Illinois at a Glance Report Card. (2019). Noble Butler College Prep. Retrieved from http://www.illinoisreportcard.com/
The Japanese Association for Language Teaching (2005). Vocabulary [Special issue]. The Language Teacher, 29(7) .[PDF]
Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press. Retrieved from http://onlinebooks.library.upenn.edu/
School Performance. (2017). Illinois Network of Charter Schools. Retrieved from https://www.incschools.org/about-charters/school-performance/
Study Document
Decision Making And Student Affairs
… extends to the incorporation of extra-curricular activities, infrastructure, and other such elements that foster a conducive, friendly, and supportive environment for an excellent learning experience (Commodore, Gasman, Conrad, & Nguyen, 2018. pp.1-2). While the academic affairs unit of an educational institution is responsible for the design and … of curricular activities, the student affairs units have a better idea of the most effective extra-curricular activities and programmes that can enhance the learning experience of students: student affairs units usually consist of student development professionals, and they also work with organizations focused around that goal (Terri, … focused around that goal (Terri, 2013, p. 139). Considering the impact of these two units and their individual responsibilities, as regards the student learning and development experience in an academic institution, it is imperative for “them” to have an effective collaboration across all facets of academic planning, … educational experience (Blake, 2017, p.65).……
References
References
Blake, J. H. (2007). The crucial role of student affairs professionals in the learning process. New Directions for Student Services, 2007(117), 65–72. doi:10.1002/ss.234. Retrieved from: https://sci-hub.tw/https://doi.org/10.1002/ss.234
Commodore, F., Gasman, M., Conrad, C., & Nguyen, T.-H. (2018). Coming Together: A Case Study of Collaboration Between Student Affairs and Faculty at Norfolk State University. Frontiers in Education, 3. doi:10.3389/feduc.2018.00039. Retrieved from: https://sci-hub.tw/https://doi.org/10.3389/feduc.2018.00039
Kaslow, N. J., Garcia-Williams, A., Moffitt, L. B., McLeod, M., Zesiger, H., Ammirati, R., Berg, J.P., & McIntosh, B. J (2012). Building and Maintaining an Effective Campus-Wide Coalition for Suicide Prevention, Journal of College Student Psychotherapy, (26)121–139. DOI: 10.1080/87568225.2012.659160. Retrieved from: https://sci-hub.tw/https://doi.org/10.1080/87568225.2012.659160
Rohli, R.V., Keppler, K.J., & Winkler, D.L. (2013). Academic Development of First-Year Living-Learning Program Students before and after Hurricanes Katrina and Rita of 2005. Learning Communities Research and Practice, 1(3), 1-16. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1112658.pdf
Spanierman, L. B., Soble, J. R., Mayfield, J. B., Neville, H. A., Aber, M., Khuri, L., & De La Rosa, B. (2013). Living Learning Communities and Students’ Sense of Community and Belonging. Journal of Student Affairs Research and Practice, 50(3), 308–325. doi:10.1515/jsarp-2013-0022. Retrieved from: https://sci-hub.tw/https://doi.org/10.1515/jsarp-2013-0022
Terri, F. B. (2013). Utilizing student affairs professionals to enhance student and faculty experiences and mitigate risk in short-term, faculty-led study abroad programs. Journal of International Education in Business, 6(2), 136-147. doi: http://dx.doi.org/10.1108/JIEB-05-2013-0019 . Retrieved from: https://sci-hub.tw/10.1108/JIEB-05-2013-0019
Study Document
Including Deaf And Hard Of Hearing Students In The General Education
… It discusses whether deaf students are better served in an inclusive environment or whether they are better served in a deaf community based learning environment. It examines the characteristics of hearing loss and how there are different tools and ways to treat hearing loss when it occurs … in hearing, language use and speech
· Deafness—a lack of or deficiency in the sense of hearing
· Deaf Community—members have their own social and behavioral characteristics but do not view themselves as impaired
· Deaf Culture—the set of values, social beliefs, traditions, customs, shared communities, behaviors, art, and history informed by the experience of deafness and in which the participants of that experience … (1960s) and first successfully used in 1978 (Hill, 2019). This technology can help deaf people to hear speech and can assist them in learning to speak, and currently more than 13,000 children use the Bionic Ear……
References
References
Arizona Office for Americans with Disabilities. (2007). Retrieved from https://know-the-ada.com/t4/history-deafness.html
Centers for Disease Control and Prevention. (2019). Retrieved from https://www.cdc.gov/ncbddd/hearingloss/language.html
Curhan, G., & Curhan, S. (2016). Epidemiology of hearing impairment. In Hearing Aids (pp. 21-58). Springer, Cham.
Gallaudet University. (2019). Retrieved from https://www3.gallaudet.edu/clerc-center/info-to-go/national-resources-and-directories/schools-and-programs.html
Hill, M. (2019). Embryology Sensory - Hearing Abnormalities. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Sensory_-_Hearing_Abnormalities
Hyde, M., Nikolaraizi, M., Powell, D., & Stinson, M. (2016). Critical factors toward the Inclusion of deaf and hard-of-hearing students in higher education. Diversity in deaf education, 441-472.
Individuals with Disabilities Education Act. (2006). Retrieved from https://sites.ed.gov/idea/
Padden, C. A. & Humphries, T. (2005). Inside Deaf Culture. Cambridge, MA: Harvard University Press.
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