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Some Thoughts about Doing the Right Thing in Uncertain Times
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Kuh, George D. – Journal of College and Character, 2016
In these uncertain times, it is essential when dealing with student activism that faculty and staff base their actions on foundational assumptions and beliefs representing best professional practice that serve the multiple purposes of higher education. To set a context for his arguments, the author draws on a recent example from the field. The…
Descriptors: Educational Practices, Educational Principles, Best Practices, Activism
Commentary on "Childhood Leukemia Survivors and Their Return to School: A Literature Review, Case Study, and Recommendations"
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Long, Lori A. – Journal of Applied School Psychology, 2011
This is a commentary on the article, "Childhood Leukemia Survivors and Their Return to School: A Literature Review, Case Study, and Recommendations" by D. Scott Hermann, Jill R. Thurber, Kenneth Miles, and Gloria Gilbert in this issue (2011). This article addresses issues related to the compatibility of the suggested practices with contemporary…
Descriptors: School Psychologists, Children, Case Studies, Cancer
Commentary on "Childhood Leukemia Survivors and Their Return to School: A Literature Review, Case Study, and Recommendations"
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Schmitt, Ara – Journal of Applied School Psychology, 2011
This commentary pertains to the article, "Childhood Leukemia Survivors and Their Return to School: A Literature Review, Case Study, and Recommendations" by D. Scott Hermann, Jill R. Thurber, Kenneth Miles, and Gloria Gilbert in this issue (2011) regarding pediatric leukemia. The authors present a literature review regarding leukemia in…
Descriptors: Psychoeducational Methods, Chronic Illness, Special Health Problems, Best Practices
Organization Facilitators: A Key Change Agent for Systemic School and Community Changes
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Center for Mental Health in Schools at UCLA, 2006
It is time for reform advocates to expand their emphasis on improving instruction and school management to include a comprehensive component for addressing barriers to learning. In doing so, they must pursue this third component with the same level of priority they devote to the other two. That is, such an enabling (or learner support) component…
Descriptors: Change Agents, Educational Change, Community Change, School Community Relationship