Learning and Leading
A Pirate Looks at 30: Changes in Attitudes and Latitudes at a Non-Research 1 University Applied Sociology Research Center View Digital Media
Paper Presentation in a Themed Session Jeffry Will
Upon arriving at the University of North Florida in 1993, I began working with two colleagues to develop an Applied Sociology Research Center. Since being formally recognized by the University in 1994, The Northeast Florida Center for Community Initiatives has partnered with dozens of local agencies, non-profits, and state government to study myriad social issues facing this community. Project areas range from partnering with programs to reduce infant mortality and teen pregnancy, neighborhood needs and assets assessments, to examining the extent and consequences of race relations in the broader community, to assessing the extent of hunger and homelessness in the area, and even the economic impact of the arts. In each of these projects, our motto of “Quality Research at Community Prices” has guided our approach. In this paper, we examine a sample of these projects to better understand how academic sociologists’ efforts in the community work to provide local organizations information and expertise on addressing local social issues, yet have to navigate the political and social mine-fields of race, sex and social class. We also look at what was necessary as we coped with the disruptions thrown at us by the COVID-19 Pandemic, including how we refocused our efforts to include new areas of research. We provide experiential suggestions for how applied social scientists need to negotiate the political and interpersonal/interagency relationships inherent in social service delivery and evaluation. Most importantly, we examine where we should go next, and how we can hope to make a difference.
Unlocking Capabilities : Transforming Dyslexia Professional Development Through a Social-emotional Learning Lens View Digital Media
Paper Presentation in a Themed Session Darlene Breaux
Students grappling with dyslexia encounter dual challenges, contending with the intricacies of literacy acquisition while simultaneously navigating issues of diminished self-esteem and social-emotional learning difficulties. This qualitative descriptive study delves into the perceptions of elementary general education teachers regarding the dyslexia training they received, specifically focusing on its efficacy in addressing the social and emotional learning (SEL) needs of children with dyslexia. The guiding conceptual framework for this study comprised the five core competencies for SEL formulated by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Employing a qualitative description research design, the researcher conducted semi-structured interviews with a cohort of 10 elementary general education teachers. These educators were situated in first through fourth-grade classrooms within the southeast region of Texas. The study not only brought attention to the existing gap in the literature concerning teachers' learning needs and the efficacy of dyslexia training but also culminated in the development of a framework to guide training modules. These modules aim to effectively integrate CASEL’s five core competencies. Moreover, the research underscored the imperative for further exploration into strategies that empower teachers to foster social and emotional learning skills in students grappling with dyslexia.
Educators’ Intercultural Competence: A Study of "Intercultural Education and Mediation" Master Program Students
Paper Presentation in a Themed Session Eugenia Arvanitis, Spyridoula Giaki
In today's diverse and interconnected world, educators play a pivotal role in fostering inclusive learning environments that celebrate cultural diversity. This research delves into the critical importance of intercultural competence among educators, highlighting their role in promoting equitable and enriching educational experiences for young learners. Intercultural competence stands as a cornerstone of effective education, enabling educators to navigate cultural differences and create inclusive spaces where every child feels valued and respected. Through the lens of intercultural competence, educators embrace diverse perspectives, practices, and values, fostering a sense of belonging among children from various cultural backgrounds. By cultivating empathy, communication skills, and cultural awareness, educators lay the foundation for young learners to thrive in a multicultural society. Moreover, the cultivation of intercultural competence not only benefits individual educators but also contributes to broader societal goals of social cohesion and cultural understanding. By nurturing the intercultural of educators, we empower them to serve as agents of change in promoting diversity, equity, and inclusion within social and education settings.
