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Engaging in youth participatory action research to change our world: Middle school emergent bilingual students
No full textAs the population of the United States continues to change, so do the students in the classrooms and their needs. As a result, dual language bilingual education programs have become very popular and widely implemented in elementary schools. The goals of dual language bilingual education programs are to serve Latinx students. Yet, their growth in popularity has created some inequities in program implementation for Latinx students. Additionally, implementing the standards and literacy curriculum often focuses on a single story that fails to include minoritized students' diverse voices and stories (Adichie, 2009). Literacy goes beyond reading and writing and can serve as a tool that acknowledges and embraces all voices while eliminating inequities.
Additionally, critical literacy and Culturally Sustaining Pedagogies aim to validate students' lived experiences while providing a space to interrogate and reimagine the world they live in and to enact change through action. This study explored how sixth-grade emergent bilingual students enrolled in a dual-language program engaged in a youth participatory action research project in an afterschool setting. Students engaged in the youth participatory action research project through critical literacy practices and culturally sustaining pedagogies. Three themes were identified representing the space created by the youth: space to explore identity, space to interrogate and reimagine, and space cultivated agency
A program evaluation of an academic and behavioral program created for gifted students with autism
No full textA relatively recent phenomenon of interest within the field of twice-exceptionality involves gifted children with autism. A literature search reveals a lack of published works about these individuals and empirical studies exploring the distinctive special educational needs of these children remain scarce (Nicpon et al., 2011; Rubenstein et al., 2013; Wu et al., 2019). In 2019, in an effort to meet the needs of this unique population, a school district in North Texas developed and implemented the Academic and Behavioral Learning (ABLE) program. The aim of this research was to evaluate the effectiveness of the elementary ABLE program as perceived by parent and school staff participants. Additionally, because no formal program logic model existed for the ABLE program, a second purpose of this study was to gain a more thorough understanding of the visions, processes, and outcomes of the ABLE program in order to create a program logic model that could be used to guide future evaluations and improvements. This program evaluation was framed using Bronfenbrenner’s bioecological model of child development (Bronfenbrenner & Ceci, 1994) and Vygotsky’s sociocultural theory of development (Vygotsky, 1978). This study employed the combined frameworks of pragmatic constructivism and the social model of disability (Oliver, 1983) to collect and analyze data. Data were collected via interviews and documentation reviews. Data analysis procedures utilized a program logic framework model and thematic analysis, with an accompanying case vignette, which yielded six prominent themes: (a) increased self-awareness and empowerment; (b) issues related to ensuring program fidelity; (c) scaffolding toward independence; (d) physical environment creates a sense of safety; (e) additional systemic factors; and (f) recommendations for future implementation. A complete logic model for the ABLE program is also proposed. This study has implications for the provision of special education programming for elementary-age gifted students with autism who demonstrate significant maladaptive behaviors due to deficits in the areas of social skills and executive functioning
Factors related to lies within medical context
No full textLying is a nearly universal phenomenon, yet the characteristics, motivations, and reasoning behind deception are quite intricate. For instance, psychological factors such as shame, guilt, embarrassment, and social anxiety all influence one’s likelihood to lie. Additionally, deception is a social occurrence, and it appears in many settings, such as medical environments. While multiple studies have investigated concepts around lying, few have specifically approached deception within medical care contexts. This includes topics such as doctor-patient relationships, medical care-providing relationships, medical questionnaires, and more. I hypothesize that factors such as social anxiety, embarrassment, shame, and guilt will positively correlate with deceptive reporting in medical contexts while self-esteem will negatively correlate with deceptive reporting. Measures of social anxiety, embarrassment, shame, guilt, self-esteem, and dishonesty in medical contexts were distributed through an online survey. Results indicated significant correlations between psychological factors and lying in clinical settings even when controlling for a person’s general tendency to lie
Ergonomic Evaluation of a Local Tool Distribution Facility: A Manual Handling Risk Assessment for the Prevention of Musculoskeletal Disorders
No full textThe Student completed a Manual Handling Risk Assessment at a local tool distribution company to assess potential risks of musculoskeletal disorders, along with curating a safety training module over proper body mechanics for warehouse personnel. A pre and post-test survey was given to 7 employees to illustrate the effects of education on performing tasks safely during warehouse operations, indicating an increase in knowledge on safe practices.TIFCO Industrie
Student-Generated OERs in the Art History Classroom
No full textThis presentation shares the experiences and motivations of Dr. Sara Ishii-Bear, Art History and Visual Culture professor, in guiding undergraduate students’ creation of open educational resources (OERs). The construction of OERs reflects her interest in feminist pedagogy and open educational practices, which aims to create a learner-centered classroom that values accessibility, equity, and cultural responsiveness. Ishii-Bear will discuss a scaffolded assignment that guided students in researching and writing open-access lesson plans, which resulted in the students’ work being published on the OERTX Repository website. Student-generated materials also give students the opportunity to focus on the topics that interest them the most. Such a move is especially valuable given TWU’s diverse demographics. Due to the historical marginalization of women’s and people of colors’ voices in art history, the inclusion of women students of colors’ research is valuable to art history pedagogy. Ishii-Bear will also discuss the results of an anonymous student survey to reveal the students’ opinions on working with a group to author an OER. In the last portion of the presentation, Ishii-Bear will reflect on how the project might be tailored for future iterations of the course
When the bough breaks: Mothers and their children's trauma
No full textChild maltreatment is a serious problem in the United States, and mothers are tasked with the role of protecting their children from harm. Women have strict gender roles in society and performing gender is deeply rooted in women’s identity. Role expectations are perhaps their most prevalent during caregiving responsibilities such as motherhood or caring for children and aging parents. These role expectations include being selfless, quietly strong, and resilient. However, the cost of such expectations can include strain that impacts the physical and mental health of women. What happens when women engage in behaviors that are contrary to their gender role such as being unable to care for others or intentionally harming their own children? How do these gender roles and societal expectations play out within the criminal justice system? This mixed methods dissertation aims to examine gender performativity among women, its intersectionality among mothers from marginalized groups, and whether women experience different consequences within the criminal justice system compared to men. While there are many studies that examine gender performativity, maternal filicide, and offender motivation separately, this three-article dissertation will study the intersection of these phenomena from a postmodern feminist perspective and how they contribute to the understanding of societal reactions to female offenders. This dissertation will contribute to the body of literature on the topics of mothering, gender performativity, social inequalities, and child maltreatment. It will also provide insight and data that can directly impact policy and application for practitioners who engage with female offenders
Caregiver Education Development to Promote Confidence and Skill Generalization in the Pediatric Outpatient Setting
No full textA digital educational resource was created for the parents/caregivers of a pediatric outpatient clinic in order to attempt to increase caregiver confidence in practicing and promoting their child's skill carryover outside of the clinic. Literature shows that caregivers would like to be more involved with their child's therapy goals and outcomes, however they have limited access/pathways currently for training and education. This resource was created to bridge the gap between the known success of family-centered care and a starting access point to it for caregivers.Children's Therafu
The instructional decisions and considerations teachers utilized with the integration of multimodal texts during a global pandemic
No full textThe COVID-19 global pandemic challenged the educational system in unprecedented ways. Teachers were tasked to shift modes of instruction and incorporate new multimodal curriculum with very little preparation time. Obstacles of incorporating technology into teaching were amplified by the lack of teacher preparation. Prior to the pandemic, research and theory clearly illustrated how multimodal texts support students as they employ the affordances to make meaning (Jewitt, 2008; Kress & van Leeuwen, 2001). Although many teachers were not adequately prepared, the pandemic provided a unique opportunity or case where teachers were required to use multimodal texts and multimodal digital texts despite the existing hurdles.
The purpose of this qualitative study was to describe the planning and teaching considerations teachers utilized as they integrated multimodal texts into their instruction during the pandemic. Three individual case studies of teachers resulted in a cross-case analysis. Through surveys, interviews, and observations, the data provided a narrative perspective of their instructional decisions, use of multimodal texts, and their affordances in classroom instruction. Four themes emerged such as professional development, multimodal knowledge, multimodal texts, and instructional considerations. When teachers receive the explicit professional development over the best practices of multimodal texts and their affordances, then their multimodal knowledge grows which will then change how the teachers make their instructional decisions and shift their instructional approaches
Cost-effectiveness of diagnosis and treatment of early gestational diabetes mellitus: Economic evaluation of the TOBOGM study, an international multicenter randomized controlled trial
No full textBackground: A recently undertaken multicenter randomized controlled trial (RCT) “Treatment Of BOoking Gestational diabetes Mellitus” (TOBOGM: 2017–2022) found that the diagnosis and treatment of pregnant women with early gestational diabetes mellitus (GDM) improved pregnancy outcomes. Based on data from the trial, this study aimed to assess the cost-effectiveness of diagnosis and treatment of early GDM (from <20 weeks') among women with risk factors for hyperglycemia in pregnancy compared with usual care (no treatment until 24–28 weeks’) from a healthcare perspective.
Methods: Participants’ healthcare resource utilization data were collected from their self-reported questionnaires and hospital records, and valued using the unit costs obtained from standard Australian national sources. Costs were reported in US dollars (1373 (95% CI: −642)] compared with usual care. Our findings were confirmed by both the CE plane (88% of the bootstrapped cost–effect pairs fall in the south-west quadrant), and CEAC (the probability of the intervention being cost-effective ranged from 84% at a willingness-to-pay (WTP) threshold value of 100,000 per composite adverse pregnancy outcome prevented). Sub-group analyses demonstrated that diagnosis and treatment of early GDM among women in the higher glycemic range (fasting blood glucose 95–109 mg/dl [5.3–6.0 mmol/L], 1-h blood glucose ≥191 mg/dl [10.6 mmol/L] and/or 2-h blood glucose 162–199 mg/dl [9.0–11.0 mmol/L]) was more effective and less costly (dominant) [−7.8% composite adverse pregnancy outcome (95% CI: −14.6%, −0.9%), −6,638, −5548 (95% CI: −1547)] among women diagnosed before 14 weeks’ gestation as well.
Interpretation: Our findings highlight the potential health and economic benefits from the diagnosis and treatment of early GDM among women with risk factors for hyperglycemia in pregnancy and supports its implementation. Long-term follow-up studies are recommended as a key future area of research to assess the potential long-term health benefits and economic consequences of the intervention.
Funding: National Health and Medical Research Council (grants 1104231 and 2009326), Region O¨rebro Research Committee (grants Dnr OLL-970566 and OLL-942177), Medical Scientific Fund of the Mayor of Vienna (project 15,205 and project 23,026), South Western Sydney Local Health District Academic Unit (grant 2016), and Western Sydney University Ainsworth Trust Grant (2019)