Body Ethics
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Frieda J. Riley was a science teacher in West Virginia in the 1950s who inspired one of her students, Homer Hickam, to pursue aeronautics engineering despite living in a small mining town. She gave her all to teaching until her death from cancer. In contrast, Mary Kay Letourneau had a sexual relationship with her 13-year old student and served jail time for her crimes. She now has two children from this relationship but violated her position of trust and authority as a teacher. These two teachers had vastly different influences on their students - one inspiring academic dreams, the other engaging in illegal and unethical behavior.
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This document compares Helen Keller and Brittni Colleps and discusses their impacts. Helen Keller was deaf and blind but became an author, political activist, and educator who advocated for people with disabilities. Brittni Colleps was a teacher who had sex with her students and served 5 years in jail. The document outlines their biographies and quotes. It analyzes how Helen Keller exemplified moral qualities and positively impacted society by changing views of disabilities, while Brittni Colleps violated ethics and her impact was smaller, mainly affecting victim's families.
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‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docx
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
Yuming Liu1630005Professor ArthurWrit 2-Essay OneOct 31,.docx
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
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iSCHOOL SOCIAL WORK ii1 iii.docx
i
SCHOOL SOCIAL WORK
ii
1
iii
SCHOOL
SOCIAL WORK
National Perspectives on Practice in Schools
Edited by
Leticia Villarreal Sosa
Tory Cox
AND
Michelle Alvarez
1
iv
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2017
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
Library of Congress Cataloging- in- Publication Data
Names: Villarreal, Leticia, editor.
Title: School social work : national perspectives on practice in schools
edited by Leticia Villarreal Sosa, Tory Cox, Michelle Alvarez.
Description: Oxford; New York: Oxford University Press, 2016. | Includes index.
Identifiers: LCCN 2016017239 | ISBN 9780190273842 (alk. paper)
Subjects: LCSH: School social work.
Classification: LCC LB3013.4 .S363 2016 | DDC 371.7—dc23
LC record available at https://lccn.loc.gov/2016017239
1 3 5 7 9 8 6 4 2
Printed by WebCom, Inc., Canada
v
CONTENTS
About the Editors vii
About the Contributors ix
Introduction 1
Leticia Villarreal Sosa, Tory Cox, and Michelle Alvarez
1. History of School Social Work 7
Gary Lee Shaffer† and Randy A. Fisher
2. The National School Social Work Practice Model 27
Andy J. Frey, James C. Raines, Christine Anlauf Sabatino, Michelle
Alvarez, Brenda Lindsey, Anne McInerney, and Frederick Streeck
3. Changing the Paradigm for School Social Work Roles 39
Martell Teasley and Laura Richard
4. The Evidence Base for School Social Work 55
Kevin Tan, Mimi Mumm, Stefan Battle, and Mary Sheehan
5. The Changing Context of School Social Work Practice 69
Susan Stone and Y. Kafi Moragne- Patterson
6. Contemporary Federal Policy and School Social Work: Implications
for Practice and Opportunities for Leadership 83
Andrew Brake and Benjamin Roth
7. Special Education 99
Joelle D. Powers, Danielle C. Swick, and Janet B. Cherry
8. Ethical and Legal Foundations for School Social Work Practice 113
James C. Raines and Nic T. Dibble
†Gary Lee Shaffer deceased on 04-09-2009.
vi Contents
vi
9. Multi- tiered Systems of Support: Schoolwide Evidence- B.
iSCHOOL SOCIAL WORK ii1 iii.docx
i
SCHOOL SOCIAL WORK
ii
1
iii
SCHOOL
SOCIAL WORK
National Perspectives on Practice in Schools
Edited by
Leticia Villarreal Sosa
Tory Cox
AND
Michelle Alvarez
1
iv
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2017
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
Library of Congress Cataloging- in- Publication Data
Names: Villarreal, Leticia, editor.
Title: School social work : national perspectives on practice in schools
edited by Leticia Villarreal Sosa, Tory Cox, Michelle Alvarez.
Description: Oxford; New York: Oxford University Press, 2016. | Includes index.
Identifiers: LCCN 2016017239 | ISBN 9780190273842 (alk. paper)
Subjects: LCSH: School social work.
Classification: LCC LB3013.4 .S363 2016 | DDC 371.7—dc23
LC record available at https://lccn.loc.gov/2016017239
1 3 5 7 9 8 6 4 2
Printed by WebCom, Inc., Canada
v
CONTENTS
About the Editors vii
About the Contributors ix
Introduction 1
Leticia Villarreal Sosa, Tory Cox, and Michelle Alvarez
1. History of School Social Work 7
Gary Lee Shaffer† and Randy A. Fisher
2. The National School Social Work Practice Model 27
Andy J. Frey, James C. Raines, Christine Anlauf Sabatino, Michelle
Alvarez, Brenda Lindsey, Anne McInerney, and Frederick Streeck
3. Changing the Paradigm for School Social Work Roles 39
Martell Teasley and Laura Richard
4. The Evidence Base for School Social Work 55
Kevin Tan, Mimi Mumm, Stefan Battle, and Mary Sheehan
5. The Changing Context of School Social Work Practice 69
Susan Stone and Y. Kafi Moragne- Patterson
6. Contemporary Federal Policy and School Social Work: Implications
for Practice and Opportunities for Leadership 83
Andrew Brake and Benjamin Roth
7. Special Education 99
Joelle D. Powers, Danielle C. Swick, and Janet B. Cherry
8. Ethical and Legal Foundations for School Social Work Practice 113
James C. Raines and Nic T. Dibble
†Gary Lee Shaffer deceased on 04-09-2009.
vi Contents
vi
9. Multi- tiered Systems of Support: Schoolwide Evidence- B.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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The document summarizes the lives and accomplishments of five pioneering women in education: Ella Flagg Young, Marietta Louise Pierce Johnson, Anna Julia Cooper. Ella Flagg Young overcame obstacles to become the first female superintendent of Chicago Public Schools. She reformed school policies to be more democratic and child-centered. Marietta Johnson founded the Organic School with no grades or tests and emphasized learning through experience. Anna Julia Cooper fought for African American women's education rights and advocated that educating black women would improve the whole community.
Keener, Mehta & Strough_Should educators and parents encourage other-gender i...
This article examines the association between gender-segregated peer preferences and sexism in adolescents. It studies 145 adolescents between 15-17 years old, assessing their preferences for same-gender peers in social and school contexts as well as their levels of two types of modern sexism: denial of continuing discrimination and antagonism towards women's demands. The results found gender differences - for boys, antagonism towards women's demands was associated with gender-segregated peer preferences in school and home, while for girls, denial of continuing discrimination was associated with gender-segregated peer preferences at home. The study provides insight into how gender segregation relates to sexist attitudes in adolescents.
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docx
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
Yuming Liu1630005Professor ArthurWrit 2-Essay OneOct 31,.docx
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
Wynn brown
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Influence of gender, types of school and occupational stress on pupil control...
This document summarizes a study that examined the influence of gender, school type, and occupational stress on teachers' pupil control ideology in India. The study found:
1) Occupational stress had the greatest influence on pupil control ideology, accounting for 51% of the variability. Gender accounted for 9% and school type 4%.
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This document summarizes a research study that examined the beliefs and practices of six high school sociology teachers regarding their teaching of gender issues. The study found that the teachers viewed sociology class as an important way to reduce sexism and address gender inequity. The teachers believed sociology provided a space for students to grapple with these important issues. The teachers' own beliefs about gender and sexism strongly influenced what they saw as the purpose of sociology class and their instructional practices. The study recommends professional development for teachers on gender equity issues.
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This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengtheningSingle-sex education
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
Single-sex education
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
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James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011‘’I'm the mum. I don’t leave her’: Choosing care and education settings’
This presentation summarizes research on the roles of gender, class and race in how parents choose and interact with education and care settings. The research found that intensive mothering expectations influence parental choices. Working class parents prefer nursery environments for safety and regulation, while middle class parents favor home environments. Race adds complexity, as Black parents expressed more distrust of unfamiliar childcare providers. Building meaningful dialogue between educators and parents of all backgrounds could help address inequalities and build social trust.
Addressing the Sensitive Topic of Sex Workers in the Classroom
This document discusses addressing the inclusion of sex worker students in college classrooms. It begins with a quote from a former sex worker student who felt like an outsider in her women's studies classes. It then provides background on the presenter and outlines criteria for research participants. The presenter aims to understand how college students involved in sex work identify and what work they do. It also discusses the potential for disclosure and overlap between sexuality studies and discussions of sex work. The presenter provides a conceptual model for understanding sex workers as a diverse population, as sexual minorities, and as sexuality professionals. Strategies are suggested for other students and educators to foster inclusion, such as educator intervention and reflective journaling. The document calls for further
iSCHOOL SOCIAL WORK ii1 iii.docx
i
SCHOOL SOCIAL WORK
ii
1
iii
SCHOOL
SOCIAL WORK
National Perspectives on Practice in Schools
Edited by
Leticia Villarreal Sosa
Tory Cox
AND
Michelle Alvarez
1
iv
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2017
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
Library of Congress Cataloging- in- Publication Data
Names: Villarreal, Leticia, editor.
Title: School social work : national perspectives on practice in schools
edited by Leticia Villarreal Sosa, Tory Cox, Michelle Alvarez.
Description: Oxford; New York: Oxford University Press, 2016. | Includes index.
Identifiers: LCCN 2016017239 | ISBN 9780190273842 (alk. paper)
Subjects: LCSH: School social work.
Classification: LCC LB3013.4 .S363 2016 | DDC 371.7—dc23
LC record available at https://lccn.loc.gov/2016017239
1 3 5 7 9 8 6 4 2
Printed by WebCom, Inc., Canada
v
CONTENTS
About the Editors vii
About the Contributors ix
Introduction 1
Leticia Villarreal Sosa, Tory Cox, and Michelle Alvarez
1. History of School Social Work 7
Gary Lee Shaffer† and Randy A. Fisher
2. The National School Social Work Practice Model 27
Andy J. Frey, James C. Raines, Christine Anlauf Sabatino, Michelle
Alvarez, Brenda Lindsey, Anne McInerney, and Frederick Streeck
3. Changing the Paradigm for School Social Work Roles 39
Martell Teasley and Laura Richard
4. The Evidence Base for School Social Work 55
Kevin Tan, Mimi Mumm, Stefan Battle, and Mary Sheehan
5. The Changing Context of School Social Work Practice 69
Susan Stone and Y. Kafi Moragne- Patterson
6. Contemporary Federal Policy and School Social Work: Implications
for Practice and Opportunities for Leadership 83
Andrew Brake and Benjamin Roth
7. Special Education 99
Joelle D. Powers, Danielle C. Swick, and Janet B. Cherry
8. Ethical and Legal Foundations for School Social Work Practice 113
James C. Raines and Nic T. Dibble
†Gary Lee Shaffer deceased on 04-09-2009.
vi Contents
vi
9. Multi- tiered Systems of Support: Schoolwide Evidence- B.
iSCHOOL SOCIAL WORK ii1 iii.docx
i
SCHOOL SOCIAL WORK
ii
1
iii
SCHOOL
SOCIAL WORK
National Perspectives on Practice in Schools
Edited by
Leticia Villarreal Sosa
Tory Cox
AND
Michelle Alvarez
1
iv
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2017
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
Library of Congress Cataloging- in- Publication Data
Names: Villarreal, Leticia, editor.
Title: School social work : national perspectives on practice in schools
edited by Leticia Villarreal Sosa, Tory Cox, Michelle Alvarez.
Description: Oxford; New York: Oxford University Press, 2016. | Includes index.
Identifiers: LCCN 2016017239 | ISBN 9780190273842 (alk. paper)
Subjects: LCSH: School social work.
Classification: LCC LB3013.4 .S363 2016 | DDC 371.7—dc23
LC record available at https://lccn.loc.gov/2016017239
1 3 5 7 9 8 6 4 2
Printed by WebCom, Inc., Canada
v
CONTENTS
About the Editors vii
About the Contributors ix
Introduction 1
Leticia Villarreal Sosa, Tory Cox, and Michelle Alvarez
1. History of School Social Work 7
Gary Lee Shaffer† and Randy A. Fisher
2. The National School Social Work Practice Model 27
Andy J. Frey, James C. Raines, Christine Anlauf Sabatino, Michelle
Alvarez, Brenda Lindsey, Anne McInerney, and Frederick Streeck
3. Changing the Paradigm for School Social Work Roles 39
Martell Teasley and Laura Richard
4. The Evidence Base for School Social Work 55
Kevin Tan, Mimi Mumm, Stefan Battle, and Mary Sheehan
5. The Changing Context of School Social Work Practice 69
Susan Stone and Y. Kafi Moragne- Patterson
6. Contemporary Federal Policy and School Social Work: Implications
for Practice and Opportunities for Leadership 83
Andrew Brake and Benjamin Roth
7. Special Education 99
Joelle D. Powers, Danielle C. Swick, and Janet B. Cherry
8. Ethical and Legal Foundations for School Social Work Practice 113
James C. Raines and Nic T. Dibble
†Gary Lee Shaffer deceased on 04-09-2009.
vi Contents
vi
9. Multi- tiered Systems of Support: Schoolwide Evidence- B.
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Body Ethics
- 1. Character Study in Body Ethics FREIDA J. RILEY AND MARY KAY LETOURNEAU TWO TEACHERS AND THEIR EFFECTS ON ONE STUDENT
- 2. Frieda J. Riley Frieda Riley was a science and math teacher in Coalwood, West Virginia, in the 1950’s (Missriley, 2014, para. 1). During the short time that she taught she had an impact on her students. One in particular, Homer Hickam, wrote many books, one detailed the influence that Miss Riley was in his life, called “Rocket Boys” (Missriley, 2014, para.1). Freida Riley passed away from Hodgkin's disease at the age of 31. The book that Homer Hickam wrote went on to become the move “October Sky.” Mr. Hickam achieved his goal and became an space aeronautics engineer for NASA. (Frieda J Riley, n.d.) Frieda Riley taught until she could no longer teach having her students carry her into the classroom on a stretcher (Coalville, 2006, para. 1). The Frieda J. Riley Teacher Award is given to a teacher who is working with an illness or adversity, who makes a positive difference in the lives of his/her students. (Missriley, 2014, para. 1).
- 3. Mary Kay Letourneau Mary Kay Letourneau was an teacher who had an affair with her thirteen year student, Vili Fualauu (Mary Kay Letourneau, 2015, para. 1). At the time that the affair began, Ms. Letourneau was married with four children. This marriage ended, and Ms. LeTourneau gave birth to two more children, both whose father was Vili Faulauu (Mary Kay Letourneau, 2015). Ms. Letourneau spent time in jail for her crimes (Mary Kay Letourneau, 2015). When she left prison, she and Mr. Faulauu were married (Mary Kay Letourneau, 2015, para. 8). “. . .I knew if there was a relationship while I was his teacher that it was really against, I don't know, kind of a code of ethics and I thought, you know, this really -- this can't happen. . .there wasn't anything in my mind that thought this is a felony and you're risking your children. There wasn't anything.” - Letourneau (Interview, 2006). (Mary Kay Letourneau, 2015)
- 4. Frieda J. Riley was a teacher who totally gave herself for her students. She inspired her students to reach beyond the mining town where they lived. Her pupil, Homer Hickam, did just this becoming an engineer. In my mind, Miss Riley was a great teacher, doing what teachers are meant to do. She gave herself 100% to teaching, caring more for others than herself. Mary Kay Latourneau is a teacher who gave herself totally to one student in a sexual way. She was more interested in satisfying her personal needs. I consider this a great violation of teaching or any relationship where someone is in charge of another. Ms. Letourneau now has two children from the relationship with Vili Faulauu. I wonder how these children will grow up in the shadow of their parents infamy. My feelings on the influence of these two women on two students from their lives.
- 5. http://jchemed.chem.wisc.edu/Journal/Issues/2009/Feb/abs177.html Teaching Chemistry Using "October Sky“ Goll, James G.; Wilkinson, Lindsay J.; Snell, Dolores M. Source: Journal of Chemical Education, 86(2) 177-180 Feb 2009. 4 pp. Crossing the Line: When Pedagogical Relationships Go Awry Author(s): Johnson, Tara Star Source: Teachers College Record, 112 (8) 2021-2066 2010. 46 pp. http://www.tcrecord.org.cupdx.idm.oclc.org/Content.asp?ContentId=15922 Articles of interested pertaining to the influence of these two women. Mary Kay Letourneau Frieda J. Riley
- 6. References Coalville, WV – The rocket boys – Miss Frieda Riley. (2006). Homer Hickam online. http://www.homerhickam.com/coalwood/riley.shtml (retrieved 5/11/2015). Frieda J Riley. (n.d.) AZ quotes. Retrieved 5/11/2015 from http://www.azquotes.com/quote/765649 Interview with Mary Kay Letourneau and Vili Faulauu. (2006). CNN Larry King live. Retrieved 5/11/2015 from http://www.cnn.com/TRANSCRIPTS/0606/05/lkl.01.html Mary Kay Letourneau. (2015). The Biography.com website. Retrieved 10:49, May 11, 2015, from http://www.biography.com/people/mary-kay-letourneau-9542379. Missriley. (2014). National museum of education . . . In partnership for America’s future, Inc. http://nmoe.org/riley/missriley.htm (retrieved 5/11/2015).