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Journal articles on the topic 'Student advocacy'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Wodika, Alicia B., and Wendi K. Middleton. "Climate change advocacy: exploring links between student empowerment and civic engagement." International Journal of Sustainability in Higher Education 21, no. 6 (2020): 1209–31. http://dx.doi.org/10.1108/ijshe-03-2020-0091.

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Purpose This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics. Design/methodology/approach Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on “learning about climate

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Gazarian, Priscilla K., Lauren M. Fernberg, and Kelly D. Sheehan. "Effectiveness of narrative pedagogy in developing student nurses’ advocacy role." Nursing Ethics 23, no. 2 (2014): 132–41. http://dx.doi.org/10.1177/0969733014557718.

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Background: The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. Objective: To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. Design: We tested the hypothesis that use of a narrative pedagogy assignment related to ethics would improve

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Galemore, Cynthia A. "State-level Collaborations Among School Nurse Organizations: A Year in Review." NASN School Nurse 32, no. 4 (2017): 228–34. http://dx.doi.org/10.1177/1942602x17712021.

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The passage of the Every Student Succeeds Act provides an impetus for school nurse organizations to advocate for student health and climate goals at the state level. Collaboration between state agencies and associations is a starting point for advocacy. Advocacy also includes legislative involvement. This article explores state advocacy and collaboration efforts among school nurse organizations over the past year identifying common themes, with a focus on Every Student Succeeds Act involvement, as well as listing unique activities by state.

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Atnan, Nur. "STRATEGI KOMUNIKASI DALAM ADVOKASI HASIL PENELITIAN (Studi : Mahasiswa Klinik Hukum Anti Korupsi Fakultas Hukum UNPAD)." KANAL: Jurnal Ilmu Komunikasi 3, no. 2 (2016): 147. http://dx.doi.org/10.21070/kanal.v3i2.305.

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This study aims to identify and analyze the preparation phase before a student advocate research results (pre-advocacy research), activities during the students deliver research results to the agency (advocacy research result), as well as post-delivery activities of the research results at the agency (post-advocacy research results). This study used a qualitative method. A qualitative approach through interviews and researcher are involved in every student advocacy activities. The results showed that the main component in the communication strategy for the Anti Corruption Legal Clinic Students

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Gormley, Jenny M. "School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity." Journal of School Nursing 35, no. 6 (2018): 401–11. http://dx.doi.org/10.1177/1059840518814294.

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School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), con

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Polovoy, Carol. "States Model Student Advocacy." ASHA Leader 15, no. 14 (2010): 26–27. http://dx.doi.org/10.1044/leader.an2.15142010.26.

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Sherrie, Lee. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. https://doi.org/10.5281/zenodo.1035971.

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<em>Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer s

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Hardin-Fanning, Frances D., Kimberly Hartson, Galloway Lynette, Rebecca Gesler, and Nancy Kern. "Socioecological Analysis of a Nursing Advocacy Skills-Building Activity." Journal of Nursing Education 62, no. 9 (2023): 509–15. http://dx.doi.org/10.3928/01484834-20230712-07.

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Background: Advocacy is an expectation of the nursing profession. Nursing curricula should include opportunities for advocacy skills building at multiple levels of potential effect. Analyses of student performances during these advocacy exercises provide insight into how well students understand the multifactorial nature of most public health issues. Method: A socioecological model was used to evaluate nursing students' advocacy responses to food-insecurity scenarios during a guided online discussion activity aimed at advocacy skills building. Results: Student recommendations were categorized

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Conrad, Eric J., Mikaela Becker, Elizabeth Brandley, Emilie Saksvig, and Jen Nickelson. "Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students." Health Promotion Practice 20, no. 5 (2019): 730–41. http://dx.doi.org/10.1177/1524839919837619.

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Understanding the advocacy and public policy training needs of our future health promotion workforce is crucial if we are to prepare them to meet their professional responsibilities. The purpose of this study was to examine health promotion students’ advocacy/public policy involvement, training, and perceptions. Electronic surveys were disseminated nationwide to college students in health education and closely related programs. Of 477 student respondents, the most frequently indicated advocacy/public policy activity engaged in was voting (56%). The greatest benefit to advocacy was indicated as

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Miller, Claire C., Min Xiao, Dillon J. Lay, Sierrah N. Miley, Nathan L. Vanderford, and Melinda J. Ickes. "The Impact of a Virtual Tobacco Prevention and Advocacy Training Among Youth in Appalachian Kentucky Communities." Tobacco Use Insights 16 (February 20, 2023): 1179173X2211507. http://dx.doi.org/10.1177/1179173x221150747.

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BACKGROUND Engaging youth is an important component of comprehensive tobacco control programs. PURPOSE: This paper describes the impact of a virtual tobacco prevention training program to encourage and prepare youth in Appalachia to support tobacco prevention policies, to strengthen interpersonal confidence to address tobacco use within their communities and enhance advocacy self-efficacy for tobacco control. METHODS: A two-part evidence-informed peer-led tobacco prevention and advocacy training was implemented among 16 high school students from Appalachian counties in Kentucky. The initial tr

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Glendinning, Irene, Anna Domanska, and Stella-Maris Orim. "Employability Enhancement through Student advocacy." Innovation in Teaching and Learning in Information and Computer Sciences 10, no. 2 (2011): 16–22. http://dx.doi.org/10.11120/ital.2011.10020016.

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Burkhardt, Ross M. "Advisory: Advocacy for Every Student." Middle School Journal 30, no. 3 (1999): 51–54. http://dx.doi.org/10.1080/00940771.1999.11494588.

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Palm, Valerie. "Student Advocacy – A Team Approach." Canadian Journal of Medical Radiation Technology 36, no. 3 (2005): 17–24. http://dx.doi.org/10.1016/s0820-5930(09)60174-2.

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Gill, Harbir, Peter Gill, William Eardley, and Thomas Marrie. "Political Action Day: A Student-Led Initiative to Increase Health Advocacy Training Among Medical Students." Canadian Medical Education Journal 1, no. 2 (2010): e60-e69. http://dx.doi.org/10.36834/cmej.36525.

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Background: Health advocacy is a critical aspect of the competent physician's role. It is identified as a core competency by several national physician regulatory organizations, yet few formal training programs exist. We developed an initiative to teach medical students health advocacy skills.Methods: At Political Action Day, students from Alberta medical schools lobbied the provincial government. A day of training seminars preceded Political Action Day that focused on teaching health advocacy and communication strategies. The following day, medical students met with elected representatives at

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Schreidah, Celine M., Lindsey N. Robinson, Daniel X. Pham, Dhikshitha Balaji, and Meagan S. Tinsley. "The Case for Advocacy Curricula and Opportunities in Medical Education: Past Examples to Inform Future Instruction." Academic Medicine 99, no. 5 (2023): 482–86. http://dx.doi.org/10.1097/acm.0000000000005615.

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Abstract With recent advances in understanding racial, socioeconomic, and mental health issues in medicine and their relation to policy and legislation, medical professionals are increasingly involved in local and national advocacy efforts. At the frontlines of these initiatives are medical students who, in addition to completing required coursework and clinical training, devote themselves to serving patients through civic participation. The burgeoning evidence concerning health care disparities and inequity, along with greater awareness of racial and socioeconomic discrimination, have made ad

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Goodman-Scott, Emily, Emily Brown, Carolyn Berger, and Sarah Blalock. "Experiences With Elementary School Counseling Advocacy." Professional School Counseling 26, no. 1 (2022): 2156759X2110679. http://dx.doi.org/10.1177/2156759x211067958.

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Elementary school counselors are instrumental in student success and well-being; unfortunately, school counselors at the elementary level also have higher caseloads and more tenuous job opportunities. Thus, there exists a need to advocate for elementary school counseling. Previous research has examined school counseling advocacy across K–12 settings and included advocacy as one aspect of larger studies. Given this gap in the literature, we conducted a phenomenological investigation to examine the lived experiences of professionals who reported successfully advocating for elementary school coun

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Lee, Sherrie. "Peer Support for International Doctoral Students in Managing Supervision Relationships." Journal of International Students 7, no. 4 (2017): 1096–103. http://dx.doi.org/10.32674/jis.v7i4.194.

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Doctoral education is based on a pedagogical model of apprenticeship where the expert, the more experienced academic, advises or mentors the student. Scholars have recognized the challenges of doctoral supervision due to the intense and individualized nature of the relationship. Based on the author’s personal experiences as a doctoral student and a student advocate at a university in New Zealand, this article highlights the challenges that international doctoral students face with regard to navigating the supervision relationship. The article discusses how student advocacy and peer support pla

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Proctor, Jessica. "‘Teaching Hope’." Journal of Practice Teaching and Learning 10, no. 3 (2012): 87–101. http://dx.doi.org/10.1921/jpts.v10i3.254.

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This article provides a brief analysis and evaluation of a one-off cross-placement student group based around the theme ‘advocacy’, and presents the views of both the facilitator and the students who took part. It asks the questions: ‘Are cross-setting student groups useful in terms of development of reflective capacity in social work students?’ ‘Do themes from advocacy provide a good starting place for the discussion of social work values?’ and ‘Can advocacy principles be applied across social work settings, and what are the potential benefits and obstacles?’. Some conclusions and recommendat

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Balint-Langel, Kinga, Suzanne Woods-Groves, Derek B. Rodgers, Ashley Rila, and Benjamin S. Riden. "Using a Computer-Based Strategy to Teach Self-Advocacy Skills to Middle School Students With Disabilities." Journal of Special Education Technology 35, no. 4 (2019): 249–61. http://dx.doi.org/10.1177/0162643419864847.

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We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of self-determination. The strategy addressed essential self-advocacy skills including knowledge of self and communication. Results showed significant differences in favor of the treatment group concerning student participation, as measured by student responses to the Sel

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Brinkman, Britney G., and Keely Hirsch. "From Proposal to Action: Supporting Student Advocacy during Graduate Counseling Training." Journal for Social Action in Counseling & Psychology 11, no. 1 (2019): 51–66. http://dx.doi.org/10.33043/jsacp.11.1.51-66.

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Training future clinicians to engage in advocacy is an important element of fostering multicultural competence.We describe the use of an advocacy proposal assignment integrated into a required multicultural counselingcourse to teach students about advocacy work. We offer data from a study that examined the impact of theassignment on students’ perceptions of advocacy/activism. Participants included 74 counseling psychologygraduate students. Students in the advocacy compared to the comparison group endorsed greater importanceplaced on advocacy and greater intentions to engage in advocacy. We als

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Ratts, Manivong J., and A. Michael Hutchins. "ACA Advocacy Competencies: Social Justice Advocacy at the Client/Student Level." Journal of Counseling & Development 87, no. 3 (2009): 269–75. http://dx.doi.org/10.1002/j.1556-6678.2009.tb00106.x.

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Warren-Grice, April. "Advocacy for Equity: Extending Culturally Relevant Pedagogy in Predominantly White Suburban Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 1 (2017): 1–26. http://dx.doi.org/10.1177/016146811711900102.

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Background/Context This article describes Black educators in predominantly White suburban schools who have used advocacy through the lens of culturally relevant pedagogy and serve as Educational Cultural Negotiators to help the students of color in these spaces academically and socially. This article highlights the advocacy needed to address the plight of students of color in suburban schools who disproportionately lag behind their White and Asian counterparts. Purpose/Focus of Study This research focuses on the experiences and reflections of five Black educators who have directed after-school

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Beardsley, Robert S. "Enhancing Student Advocacy by Broadening Perspective." American Journal of Pharmaceutical Education 68, no. 1 (2004): 14. http://dx.doi.org/10.5688/aj680114.

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Beardsley, Robert S. "Enhancing Student Advocacy by Broadening Perspective." American Journal of Pharmaceutical Education 68, no. 1 (2004): 14. http://dx.doi.org/10.1016/s0002-9459(24)01443-8.

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Maru, Gonzalez. "Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences." Professional School Counseling 20, no. 1a (2017): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1a.38.

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A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d)

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Rodríguez-Álvarez, Emilio. "MOOCs and Archaeological Advocacy." Advances in Archaeological Practice 5, no. 1 (2017): 107–9. http://dx.doi.org/10.1017/aap.2016.9.

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This review assesses the capabilities of the technology of Massive Open Online Courses (MOOCs) as tools for increasing the presence of archaeology in our digital society. Instead of focusing on the academic value of the content of these courses, I explore their usefulness as promoters of rigorous archaeological practices and ethics, as well as the protection and preservation of cultural heritage. After enrolling as a student in six MOOCs, I have analyzed whether these courses successfully provided students with an informed and critical understanding of the field, as well as creating networks o

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Winkeljohn Black, Stephanie, Zainab Akef, and Centia Thomas. "Using a Consultation Assignment to Enhance Trainees’ Understanding and Implementation of Consultation and Social Justice in Career Counseling." Journal for Social Action in Counseling & Psychology 14, no. 1 (2022): 106–23. http://dx.doi.org/10.33043/jsacp.14.1.106-123.

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Social justice advocacy and career counseling are foundational competencies for counseling professionals. However, training in advocacy and consultation outside of the classroom (i.e., in the community) is infrequent and career counseling courses, despite conceptualizing systemic issues, often focus on individual-level interventions. There is an opportunity to merge these competencies into a single experience for graduate trainees. Graduate students in a clinical psychology master’s program completed a pilot, semester-long assignment in their career counseling class, which required them to wor

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Morris, Phillip A., and Grant Clayton. "GI Bill students at 2‐year colleges: Enrollment retention, and support trends." New Directions for Community Colleges 2024, no. 206 (2024): 9–21. http://dx.doi.org/10.1002/cc.20624.

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AbstractThis article presents a national snapshot of GI Bill student enrollment through examination of a repository of data on veterans’ education benefits usage, institutional practices to support veterans, and consumer advocacy information (e.g., complaints and caution flags). Through examination of records from 2217 two‐year institutions enrolling 172,453 GI Bill students, our analyses can support decision‐making regarding the extent of support services to consider offering for student veterans on community college campuses. Additionally, we provide insights into consumer advocacy for stude

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Davids, Nuraan. "Democratising South African universities: From activism to advocacy." Policy Futures in Education 19, no. 5 (2021): 568–81. http://dx.doi.org/10.1177/14782103211003421.

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The segregation enforced during apartheid has not only ensured widely disparate South African university landscapes, but also framed constructions of activism in historical discourses of racial disenfranchisement and marginalisation. As a result, activism is implicitly and explicitly associated with disadvantaged universities; with black students; and specifically directed at an apartheid government. If there were expectations – certainly on the side of government – that the transition to a democratic state would allay student activism, this was not the case. Instead, student activism – still

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Sherman, Brandon, Jennifer Renn, and Trish Morita-Mullaney. "Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education." Education Sciences 15, no. 3 (2025): 328. https://doi.org/10.3390/educsci15030328.

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In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we look at one form of professional learning support, instructional coaching. In this comparative qualitative case study, we explore how one experienced

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Zaman, Wahyu Khoiruz. "URGENSI ADVOKASI MAHASISWA TERHADAP KEBIJAKAN PUBLIK DALAM PERSPEKTIF DAKWAH ISLAM." QANUN: Journal of Islamic Laws and Studies 1, no. 1 (2023): 64–70. http://dx.doi.org/10.58738/qanun.v1i1.134.

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The background of this research is student advocacy in defending the weak, over the inequality of policies issued by the government. The purpose of this research is to understand the importance of advocacy by students on public policy. This research uses a library research approach. The method used is descriptive qualitative. The data collection technique uses literature review. While the data analysis technique uses data reduction to draw a conclusion. The results of this study indicate that advocacy by students for a policy issued by the government is quite important, especially when the pol

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Imoro, Abdul-Hakeem. "Approaches to Teaching Self-Advocacy Skills in Specialized Undergraduate Programs For Autistic College Students." Journal of Teaching and Learning 19, no. 2 (2025): 57–79. https://doi.org/10.22329/jtl.v19i2.8691.

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This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.’s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semi-structured interviews, seven themes emerged to address two research questions: (a) improve students’ learning skills; (b) support students’ career development; (c) improve students’ executive functioning skills; (d) improve students’ transition skills, (e) use flexible classrooms to support students; (f) support students’ skills deve

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Sachdev, Kumar Neeraj, and Chetna Gupta. "An Ethical Appraisal of Higher Education: Assessing Teacher-Student Friendship and Autonomy of Students in the Classroom." European Journal of Humanities and Social Sciences 1, no. 3 (2021): 30–33. http://dx.doi.org/10.24018/ejsocial.2021.1.3.55.

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We present in the paper an ethical appraisal of higher education focusing majorly on relevance and requirements of practicing democratic principles in higher education. We assess in this endeavor two ethical issues, namely teacher-student friendship, and autonomy of students in the classroom and argue for ethical infeasibility of teacher-student friendship and need for protection of autonomy of students. In connection with the latter, we argue for ethical restrictions on a teacher’s advocacy of views because advocacy of views may unjustifiably lead to maintaining one’s own position to elicit s

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Hipolito-Delgado, Carlos P., Laura-Elena Porras, Dane Stickney, and Ben Kirshner. "Advocating for Students During Distance Learning: The Role of the School Counselor." Professional School Counseling 24, no. 1_part_3 (2021): 2156759X2110118. http://dx.doi.org/10.1177/2156759x211011895.

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The COVID-19 pandemic forced schools to rush into distance learning, prioritizing academics and limiting consideration of students’ socioemotional needs. Given that distance learning is likely to be a recurring experience, school counselors should understand this unique context to better advocate for student needs. Through this illustrative case study, we sought to understand the distance learning experience of students, specifically examining barriers experienced and desired support, in an urban school district in the Western United States. We conducted classroom observations, interviews, and

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Anida, Ai Siti, Tedi Rohadi, and Ahmad Rifai. "The Implementation of Advocacy Method on Learning English Speaking at Senior High School." English Education: Jurnal Tadris Bahasa Inggris 17, no. 1 (2024): 120. http://dx.doi.org/10.24042/ee-jtbi.v17i1.18524.

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In a classroom learning environment, appropriate learning methods are essential for success. Effective methods help teachers deliver material optimally and enable students to absorb it effectively. The advocacy learning method, which is student-centered and debate-based, fosters critical thinking, increases confidence in speaking English, and deepens students' insights. This study aims to: 1) describe the implementation of advocacy methods in classroom learning, and 2) gather students' opinions on the advocacy method used during lessons. A descriptive qualitative research design with a case st

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Girolamo, Teresa M., and Samantha Ghali. "Developing, Implementing, and Learning From a Student-Led Initiative to Support Minority Students in Communication Sciences and Disorders." Perspectives of the ASHA Special Interest Groups 6, no. 4 (2021): 768–77. http://dx.doi.org/10.1044/2021_persp-20-00299.

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Purpose The Student Equity & Inclusion Workgroup is a student-led initiative at The University of Kansas that aims to advance equity and inclusion. Within this structure, the workgroup is entirely student-led and independent of any institutional initiatives. It has developed three themes— recognizing minority student leadership, ensuring equitable access to opportunities, and meaningfully supporting students—and used those themes to develop comprehensive programming in research, institutional advocacy, mentorship, and fellowship. Research initiatives included creating research opportunitie

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Jenkins, John M. "Structuring Schools for Student Advisement and Advocacy." International Journal of Educational Reform 8, no. 2 (1999): 175–79. http://dx.doi.org/10.1177/105678799900800210.

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Polovoy, Carol. "Ohio, Oklahoma, and Texas Model Student Advocacy." ASHA Leader 14, no. 12 (2009): 32–33. http://dx.doi.org/10.1044/leader.an2.14122009.32.

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Kunkel, C. A., and S. Radford-Hill. "Engaging Advocacy: Academic Freedom and Student Learning." Minnesota review 2011, no. 76 (2011): 97–107. http://dx.doi.org/10.1215/00265667-1222074.

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Chang, Victor. "Advocacy and Creativity in Community: A Social Justice Project for Counseling Students." Journal for Social Action in Counseling & Psychology 14, no. 1 (2022): 2–16. http://dx.doi.org/10.33043/jsacp.14.1.2-16.

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The proven effective teaching of social justice advocacy competencies while recognized as important by the counseling profession and counselor education programs, remains somewhat nascent in its implementation. Evidence suggests that experiential and constructivist approaches to the teaching of multicultural and social justice counseling competencies represent a worthwhile pedagogical foundation and set of tools in furthering multicultural and social justice counseling competencies in counseling students. The author relates, in detail, the implementation of an experiential, client/community-ba

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Kamil, Yusuf. "Efforts to Improve Learning Outcomes in Fiqh Subjects through Advocacy Methods at MTS Al-Huda East Bekasi." ETNOPEDAGOGI: Jurnal Pendidikan dan Kebudayaan 1, no. 2 (2024): 154–65. https://doi.org/10.62945/etnopedagogi.v1i2.511.

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This study aims to improve student learning outcomes in Islamic Jurisprudence learning using the advocacy learning method. The advocacy method is a student-centered learning method that is often identified with the debate process. The research used is classroom action research (CAR) with two cycles. The implementation procedure refers to the model developed by Kurt Lewin where each cycle consists of four components, namely planning, implementation, observation, and reflection. The subjects of the study were 35 students of class VIII-1 MTs Al-Huda Bekasi Timur in the 2014/2015 academic year, co

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Ares, Nancy, and Edward Buendía. "Opportunities Lost: Local Translations of Advocacy Policy Conversations." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (2007): 561–89. http://dx.doi.org/10.1177/016146810710900306.

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Background/Context Policy documents such as Title I of the No Child Left Behind Act [NCLB] (2001) direct schools and school systems to funnel resources to students based on their socioeconomic and linguistic status, as well as according to performance on standardized measures of achievement. Such conversations in the US about serving “at risk” students are powerful influences in schools’ efforts to advocate for the academic and social success of their increasingly diverse student populations. In this sense, advocacy involves organizing curricula, programs, and resources to support the learning

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Largent, Piper. "Advocacy for School Nurses and Student Health and Safety: Highlighting National and State Efforts." NASN School Nurse 36, no. 4 (2021): 188–90. http://dx.doi.org/10.1177/1942602x211019136.

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Annually, the National Association of School Nurses (NASN) sets advocacy goals. The goals include legislative and policy priorities. The COVID-19 pandemic brought attention to the need to heighten advocacy efforts, specifically to provide for additional school nurses and supplies necessary to meet the challenge of safely returning students to school. While advocating at the national level, NASN also encouraged advocacy at the state and local levels. This article provides a brief summary of NASN’s advocacy efforts as well as providing examples from two different state associations demonstrating

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Payne, Phillip D., Frederick Burrack, Kelly A. Parkes, and Brian Wesolowski. "An Emerging Process of Assessment in Music Education." Music Educators Journal 105, no. 3 (2019): 36–44. http://dx.doi.org/10.1177/0027432118818880.

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An effective assessment process can improve student performance, guide instructional decisions, and advocate for a music program. Strategies include designing and administering reliable and valid measures of student learning and using assessments to enhance feedback, longitudinal documentation of assessment results for accountability, and a transparency of assessment processes and findings for increased advocacy. An emerging process of assessment is inherent through the Model Cornerstone Assessments and contributes to an evolving assessment culture within K–12 music education.

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Clithero-Eridon, Amy, Danielle Albright, Clint Brayfield, Nicole Abeyta, and Karen Armitage. "Students of Change: Health Policy in Action." Family Medicine 54, no. 1 (2022): 38–43. http://dx.doi.org/10.22454/fammed.2022.598895.

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Background and Objectives: Health policy is more impactful for public health than many other strategies as it can improve health outcomes for an entire population. Yet in the “see one, do one, teach one” environment of medical school, most students never get past the “see one” stage in learning about the powerful tools of health policy and advocacy. The University of New Mexico School of Medicine mandates health policy and advocacy education for all medical students during their family medicine clerkship rotation. The aim of this project is to describe a unique health policy and advocacy cours

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Wright-Davis, Carrie, Raegan Francis, and Aimee Myers. "Fanning the FLAMEs: Balancing Advocacy and Compliance in an Anti-DEI Era." Texas Journal for Multicultural Education 1, no. 2 (2024): 7–24. https://doi.org/10.70144/cw010202cs.

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FLAME (Fiercely Leading as Multicultural Educators) is a student organization associated with NAME (National Association of Multicultural Education) that fosters diversity and inclusion, particularly for students who aspire to be educators. Through collaboration between faculty, graduate researchers, and undergraduate students, this research explores the role of multicultural student groups such as FLAME in maintaining or enhancing inclusivity and equity in higher education in the wake of SB17, Texas’ newest anti-diversity, equity, and inclusion (DEI) legislation. Through community-engaged sch

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Edwards, Lisa M., Kevin A. Tate, Jennifer M. Cook, Michelle P. Toigo, and Abigail C. Yeomans. "Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees." Journal for Social Action in Counseling & Psychology 9, no. 2 (2017): 79–94. http://dx.doi.org/10.33043/jsacp.9.2.79-94.

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While there has been increased attention to advocacy within counseling and counseling psychology, it has been noted that trainees generally feel unprepared to engage in advocacy and do not participant e in this type of work to a large extent, even with increased age or professional experience). The qualitative study summarizes the findings of a project within a graduate multicultural counseling course designed to increase trainee knowledge and confidence related to advocacy. This project required students (N = 19) to complete individual advocacy projects in the community, with opportunities fo

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Reddy, Paavani, Joo‐Young Lee, Rachel Orbuch, et al. "SPARC: Community advocacy through a student‐led conference." Medical Education 56, no. 5 (2022): 553. http://dx.doi.org/10.1111/medu.14777.

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Kennedy, Samantha. "Challenges and barriers to advocacy: A student perspective." Disability Compliance for Higher Education 23, no. 12 (2018): 7. http://dx.doi.org/10.1002/dhe.30469.

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Bambang Suprianto and Aria Mulyapradana. "Strategi Penguatan Karakter Mahasiswa Melalui Matakuliah Komunikasi dan Advokasi Kebijakan." MIMBAR ADMINISTRASI FISIP UNTAG Semarang 20, no. 1 (2023): 235–40. http://dx.doi.org/10.56444/mia.v20i1.678.

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Describing strategies for strengthening student character through communication and policy advocacy courses is the purpose of this research. This research uses qualitative descriptive. The subjects in this research are lecturers who teach communication and policy advocacy courses and students who have taken these courses at the Candradimuka College of Social and Political Sciences Palembang. The result of this research is that this course has been integrated with character education, but there needs to be development in RPS and there needs to be standardization in learning methods in order to

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