This paper is based on two interrelated themes concerning the problems arising from counseling at-risk youth in the push for world-class education and the unique cultural, social, and political conditions of each country and community.... more
This paper is based on two interrelated themes concerning the problems arising from counseling at-risk youth in the push for world-class education and the unique cultural, social, and political conditions of each country and community. The first theme concerns guidelines for building relationships with at-risk youth. The critical assessment of differing cultural perspectives and social and political conditions can be very useful in development of indigenous helping models that are responsive to emerging global problems. Details are given of ten guidelines that provide direction for the training of counselors and youth workers, guidelines that can be translated into policies and practices for schools and residential youth treatment facilities. These guidelines protect the dignity of even the most troubled youth, and promote the responsible involvement of alienated youth in the creation of just and caring communities. The second theme stresses the importance of transnational caring in...
Personal beliefs about a construct are formed based on individuals’ experiences in sociocultural contexts. Personal beliefs are powerful as individuals tend to plan, take actions, and evaluate their own and others’ actions based on their... more
Personal beliefs about a construct are formed based on individuals’ experiences in sociocultural contexts. Personal beliefs are powerful as individuals tend to plan, take actions, and evaluate their own and others’ actions based on their belief system. In this chapter, we review pervasive creativity myths, followed by an examination of teachers’ implicit theories of creative children and creativity and children’s views of creative people and creativity. Contradictions found between teachers’ conceptions of creativity and classroom practices and discrepancies between teachers’ and children’ creativity conceptions are discussed along with instructional implications. Themes of contradictions include: (a) Yes, developing creativity in students is important, but no, not my priority; (b) I may do it if things are ready for me; (c) I am almost there, but they are not; (d) Creativity is art; (e) Amicable trait, but not in my class; (f) Not in our culture; (g) Anyone can be creative; sounds good, but really?; and (h) Assessment of creativity? I have no clue. We underscore the need for professional development and offer a few items that might help in teacher preparation for classroom instruction.
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Background: In 2006, Governor Arnold Schwarzenegger signed into law $200 million for a new program for California school counseling for grades 7-12-(Assembly Bill [A.B.] 1802, 2006). The program is now included in the state‟s General Fund... more
Background: In 2006, Governor Arnold Schwarzenegger signed into law $200 million for a new program for California school counseling for grades 7-12-(Assembly Bill [A.B.] 1802, 2006). The program is now included in the state‟s General Fund for education, with annual adjustments for cost of living increases. The Middle and High School Supplemental School Counseling Program reversed more than two decades of decline in the provision of guidance and counseling in California schools and was arguably the most significant new funding for school counseling in the United States in decades. The Supplemental School Counseling Program represents a major school reform within the nation‟s largest public education system. The new program was established “for the purpose of providing additional counseling services to pupils in grades 7-12, inclusive” (AB 1802, 2006, p. 1). The Governor‟s office announced that the intent of these funds was to “improve the ratio for middle school students to 500:1 and...
Research Interests: Education and Counseling
This case study illustrates a project conducted in Tijuana, Baja California, Mexico, which is bordered with San Diego, California, the USA. A team of three bilingual graduate students in school counseling and their faculty advisor worked... more
This case study illustrates a project conducted in Tijuana, Baja California, Mexico, which is bordered with San Diego, California, the USA. A team of three bilingual graduate students in school counseling and their faculty advisor worked collaboratively with a teacher at a public secondary school in Tijuana and an official of the Baja State Department of Education. This collaborative project regarded strengthening guidance practice in delivery of a newly adopted guidance curriculum for schools throughout Mexico, the Orientacion y Tutoria (Orientation and Tutorship [OT]) curriculum, utilizing a guidance approach designed by the US school counseling team. The project was part of a Bi-National Action Research Collaborative established in 2006. The chapter illuminates reflection on the experience of border pedagogy and collaborative action research in the borderlands.
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As we near the 100th anniversary of John Dewey’s work Democracy and Education, his ideas continue to resonate with the dispositions of mind that underlie action research. This chapter blends Dewey’s ideas about learning with the work of... more
As we near the 100th anniversary of John Dewey’s work Democracy and Education, his ideas continue to resonate with the dispositions of mind that underlie action research. This chapter blends Dewey’s ideas about learning with the work of contemporary cognitive scientists who have explored novice-expert distinctions and pointed to the importance of a generative-adaptive form of educator expertise. Drawing on these frameworks, the authors describe three pathways that shape teacher-learning throughout their careers and lead to very different forms of expertise. The third pathway leads to adaptive/generative teaching expertise, which, in practice, fits exceptionally well with action research. The authors recommend a wholesale reorganization of teacher education and ongoing professional development in education, with broad curricular, societal, and infrastructural implications.
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Personal beliefs about a construct are formed based on individuals’ experiences in sociocultural contexts. Personal beliefs are powerful as individuals tend to plan, take actions, and evaluate their own and others’ actions based on their... more
Personal beliefs about a construct are formed based on individuals’ experiences in sociocultural contexts. Personal beliefs are powerful as individuals tend to plan, take actions, and evaluate their own and others’ actions based on their belief system. In this chapter, we review pervasive creativity myths, followed by an examination of teachers’ implicit theories of creative children and creativity and children’s views of creative people and creativity. Contradictions found between teachers’ conceptions of creativity and classroom practices and discrepancies between teachers’ and children’ creativity conceptions are discussed along with instructional implications. Themes of contradictions include: (a) Yes, developing creativity in students is important, but no, not my priority; (b) I may do it if things are ready for me; (c) I am almost there, but they are not; (d) Creativity is art; (e) Amicable trait, but not in my class; (f) Not in our culture; (g) Anyone can be creative; sounds ...
In this chapter, we explore the challenge of defining action research given its practice in diverse contexts and settings. We are interested in the juncture of action research definitions and knowledge production with regard to the... more
In this chapter, we explore the challenge of defining action research given its practice in diverse contexts and settings. We are interested in the juncture of action research definitions and knowledge production with regard to the relational aspects of the work being done within what we characterize as the global action research community. Our writing is grounded in a broad and inclusive view of defining action research. We examine our stance against the backdrop of previous research on defining action research and through the lens of some of this Handbook’s authors. We offer four distinctions in defining action research. Our call to action researchers is to create dialogical spaces for constructing shared meanings, generating knowledge flows, and growing our global community.
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Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research networks during times of crisis and then consider our own experiences grappling with our responsibilities as members of the Action Research... more
Against the backdrop of the COVID-19 pandemic, we explore the perceived roles of action research networks during times of crisis and then consider our own experiences grappling with our responsibilities as members of the Action Research Network of the Americas (ARNA) in highlighting and building solidarity through its Knowledge Democracy Initiative and Social Solidarity Project. To critically reflect on our work, we consider the usefulness of Gaventa’s (1991) three strategies for knowledge democratization to action research networks in “perilous” times and the responsibility of action research scholars-advocates-activists-participants to anchor our work in an ethos of knowledge democracy. In conclusion, we issue a call to embrace critical, participatory forms of action research, and creative, new pathways for the work of knowledge democracy.
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... Lonnie L. Rowell is an associate professor with the School of Education, University of San Diego, CA. ... that relates to their academic success while in high school, and to help direct them as they transition out of high school into... more
... Lonnie L. Rowell is an associate professor with the School of Education, University of San Diego, CA. ... that relates to their academic success while in high school, and to help direct them as they transition out of high school into colleges or careers” (Jacobson, Leiser, Lowy, & ...
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EJ655193 - The Role of School Counselors in Homework Intervention.
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This chapter discusses how the future of school counseling is bound to political processes interwoven with the contemporary education reform movement and with the social and economic conditions of the emerging global economy.... more
This chapter discusses how the future of school counseling is bound to political processes interwoven with the contemporary education reform movement and with the social and economic conditions of the emerging global economy. Specifically, 20 years from now, school counseling and guidance will reflect the dynamics at work within three distinct yet overlapping domains: the contemporary school reform movement, the professionalization of school counseling, and the relationship between counseling and the critical, social, and economic issues of the twenty-first century. The chapter offers a brief analysis of the future of school counseling through the dual lens of institutional theory and progressive social commentary. (Contains 73 references.) (GCP)
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ABSTRACT The purpose of this study was to identify distinguishing characteristics of action research within the Action Research Special Interest Group of the American Educational Research Association. The authors sought to delineate the... more
ABSTRACT The purpose of this study was to identify distinguishing characteristics of action research within the Action Research Special Interest Group of the American Educational Research Association. The authors sought to delineate the foundational framework endorsed by this community. The study was conducted during January–April 2012 and employed an emergent simultaneous mixed-methods design utilizing Delphi and learning circles methodologies. The findings include 30 distinguishing characteristics of action research practiced within this knowledge community. The discussion addresses the challenges associated with defining action research, specific definitional issues, and prospects for opening dialogical spaces within which action researchers co-create knowledge. Potential implications for action research include: constructing boundaries of conceptual frameworks in action research; fostering coherence across action research studies; contributing to quality and rigor in critiquing action research; and supporting deeper dialogue on the established boundaries of action research frameworks
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ABSTRACT
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EJ655193 - The Role of School Counselors in Homework Intervention.
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Abstract: Addresses the issue of preventing and countering harassment in schools and the role of school counselors. Defines sexual harassment and gives an overview of evolving legal interpretations concerning peer harassment. Discusses... more
Abstract: Addresses the issue of preventing and countering harassment in schools and the role of school counselors. Defines sexual harassment and gives an overview of evolving legal interpretations concerning peer harassment. Discusses effects of peer sexual ...
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This Update was included as a new feature of the journal Educational Action Research.