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‘You’re the one that needs help’: Examining racialized bias within a two-way immersion Spanish classroom
No full textThis article draws on qualitative data from a Two-Way Immersion Spanish environment classroom to explore how African American students lived experiences, language, and cultural practices are regulated and/or constrained. Drawing on the theoretical framework of Bahktin’s heteroglossia and raciolinguistics, the authors present two distinct qualitative scenarios where African American students negotiate their roles, identities, and linguistic and cultural voices within their classroom. Findings showed that African American students contributed in the Spanish environment in unique ways that went unaffirmed by fellow students and the teacher. These findings suggest a need to examine how Two-Way Immersion programs, despite their goals for linguistic pluralism and integration, can also reinforce racial inequity. The authors include implications for Two-Way Immersion programs to adopt a critical and anti-racist pedagogical framework
Cognitive behavioral group therapy for social anxiety disorder - A critical review of methodological designs
No full textSocial anxiety disorder (SAD) is highly prevalent with significant lifetime impacts, especially when left untreated. Cognitive behavioral therapy is the current gold standard treatment with successful patient outcomes. Cognitive behavioral group therapy (CBGT) is one form that provides unique benefits to participants including normalization of symptoms and social support, as well as providing increased access to treatment at a lower per-session cost. Research on this mode of treatment has been ongoing for over 20 years, but we still have much to learn about its overall efficacy. The goals of this critical review were to summarize and evaluate the most current research, including an analysis of the overall methodological design quality, and provide recommendations for the enhancement of future studies based on best practices. Recent studies included some best practice design elements used in measuring efficacy such as the use of comparison groups, masking procedures, fidelity assessments, and consideration of clinical significance in outcomes. However, many gaps exist such as a lack of consensus around measures and therapy manuals, as well as baseline competencies of facilitators. Future studies should consider incorporating additional best practice elements aligning with study goals to strengthen designs and provide the field with even more confidence in this mode of treatment
Seed sowing shifts native–exotic richness relationships in favor of natives during restoration
No full textA central goal of ecological restoration is to promote diverse ecosystems dominated by native species, but restorations are often plagued by exotic species. A better understanding of factors underlying positive correlations between native and exotic species richness, a pattern that is nearly ubiquitous at large scales in plant communities, may help managers modify these correlations to favor native plant species during restoration. Across 29 tallgrass prairie sites restored through seed sowing onto former agricultural lands, we examined whether the relationship between native and exotic richness is (1) altered by management, such as seed additions and prescribed fire; (2) controlled instead by environmental conditions and successional processes; or (3) altered by management in certain environments and not in others. As is commonly found, native and exotic richness were positively correlated at large scales (i.e., across sites) in this study. Management actions explained much of the remaining variation in native richness, while environmental conditions explained very little. Sites sown with more species at higher seeding rates, especially forb species, had higher native richness than predicted by the native–exotic richness relationship. In contrast, native richness was lower in older restorations than predicted by the native–exotic richness relationship, because native richness, and not exotic richness, declined with restoration age. We show that management actions such as seed sowing can modify the native–exotic richness relationship to favor native species during restoration. The development of management actions that mitigate native species richness declines over time will further benefit native species restoration
Reciprocal relationships between depressive symptoms and academic amotivation in college students
No full textCollege students face much instability and challenge across multiple spheres of functioning. The transition from late youth into early adulthood with new social, scholastic, and living environments presents heightened risks for destabilising academic motivation and mental health. Using the taxonomy of multidimensional academic amotivation, this study examines the reciprocal within-person relationships between academic amotivation and depressive symptoms over time among early-staged college students. 488 first- and second-year undergraduates reported their amotivation and depressive symptoms at three intervals within a semester. Random-intercepts cross-lagged panel models were applied to evaluate the temporal priority in the interrelations. Results revealed that the paths from depressive symptoms to amotivation were consistent and stable, but the cross-lags from amotivation to depressive symptoms were varied with dimensional characteristics. While the paths from amotivation due to low ability and low effort to depressive symptoms demonstrated strong reciprocal relationships, the ones due to low value and unappealing tasks did not. Findings confirm that there is a complex and dynamic web of interrelationships between amotivation and depressive symptoms. College students’ motivational deficits in learning may not only be causes but also consequences of mental health
Author meets critics: Advertising revolutionary: The life and work of Tom Burrell
No full textIn this roundtable, Dr. Jason Chambers discusses his book Advertising Revolutionary: The Life and Work of Tom Burrell (University of Illinois Press, 2024), which focuses on Tom Burrell\u27s influence on African American representation in advertising. Participants, including scholars and industry professionals, examine Burrell\u27s leadership style, shaped by his experiences at agencies like Leo Burnett and Needham, where he faced imposter syndrome and challenges in getting his creative work recognized. These experiences inspired his approach to nurturing African American talent and fostering cultural sensitivity. Participants also detail Burrell\u27s philosophy of positive realism, which focused on authentic, positive portrayals of Black life versus stereotypical media depictions. Burrell\u27s upbringing, particularly his relationship with his father and his mother\u27s chronicling of his career, also influenced his determination and leadership. The conversation covers the generational shift in leadership at Burrell Communications and the ongoing challenges of diversity and authentic representation in the industry. The discussion concludes with advice for future image-makers focused on resilience, cultural understanding, and meaningful engagement with diverse audiences—all of which were keys to Burrell\u27s success and legacy
Phylogenetic relationships within tribe Hibisceae (Malvaceae) reveal complex patterns of polyphyly in \u3ci\u3eHibiscus\u3c/i\u3e and \u3ci\u3ePavonia\u3c/i\u3e
No full textThe diverse and spectacular Hibisceae tribe comprises over 750 species. No studies, however, have broadly sampled across the dozens of genera in the tribe, leading to uncertainty in the relationships among genera. The non-monophyly of the genus Hibiscus is infamous and challenging, whereas the monophyly of most other genera in the tribe has yet to be assessed, including the large genus Pavonia. Here we significantly increase taxon sampling in the most complete phylogenetic study of the tribe to date. We assess monophyly of most currently recognized genera in the tribe and include three and thirteen newly sampled sections of Hibiscus and Pavonia, respectively. We also include five rarely sampled genera and 137 species previously unsampled. Our phylogenetic trees demonstrate that Hibiscus, as traditionally defined, encompasses at least 20 additional genera. The status of Pavonia emerges as comparable in complexity to Hibiscus. We offer clarity in the phylogenetic placement of several taxa of uncertain affinity (e.g. Helicteropsis, Hibiscadelphus, Jumelleanthus, and Wercklea). We also identify two new clades and elevate them to the generic rank with the recognition of two new monospecific genera: 1) Blanchardia M.M.Hanes & R.L.Barrett is a surprising Caribbean lineage that is sister to the entire tribe, and 2) Astrohibiscus McLay & R.L.Barrett represents former members of Hibiscus caesius s.l. Cravenia McLay & R.L.Barrett is also described as a new genus for the Hibiscus panduriformis clade, which is allied to Abelmoschus. Finally, we introduce a new classification for the tribe and clarify the boundaries of Hibiscus and Pavonia
The impact of performance based funding on institutional financial priorities in public two-year and four-year institutions
Get PDFThis dissertation examines the impact of performance-based funding (PBF) policies on institutional financial priorities at 2-and 4-year colleges and universities. PBF is a policy mechanism used by states to incentivize higher education institutions to achieve specific performance outcomes, such as increased graduation and retention rates, by tying a portion of institutional funding to these outcomes. This research aims to determine the efficacy of PBF policies on institutional change and outcomes. More specifically, this research seeks to find the extent to which colleges and universities subjected to PBF policies change their financial priorities and how, if at all, these changes impact graduation and retention rates. Data for this analysis was collected utilizing multiple secondary sources such as Integrated Postsecondary Data System and state-level policy documents. The sample size includes 368 institutions across the national landscape, representing a broad cross-section of higher education institutions in the United States. Data was analyzed using structural equation modeling, allowing an in-depth examination of the relationships between policy implementation, financial priorities, and institutional outcomes. Data was averaged 5 years pre-and post-policy implementation, providing a robust pre-and post-analysis of the policy\u27s influence. Key findings from this study revealed the implementation of PBF had no direct impact on how institutions reallocated resources across the expense categories analyzed. Secondly, the implementation of PBF policies had no direct impact on graduation or retention rates, suggesting that the policy itself did not lead to measurable improvements in these key outcomes. However, changes in specific areas of institutional spending did have adverse effects. Increased expenditures on student services and institutional/administrative support were found to negatively affect graduation rates, while increased spending on instruction negatively impacted retention rates. The implications of these findings are significant, as they challenge prevailing industry assumptions that increases in certain expenditure categories such as instruction and student support services have a positive correlation with improving student outcomes such as graduation and retention. This study contributes to the ongoing conversation about the efficacy of performance-based funding in higher education and raises important questions about the role of financial incentives in driving institutional change
Trigger events and leadership: Crucible moments in leadership
Get PDFBeing and becoming an educational leader is a process that engages multiple levels of challenge, training, processing, and understanding. The many demands placed on school administrators create many challenges and put a great deal of adversity in the pathway of administrators. The training process involving graduate degrees in educational leadership attempts to support aspiring principals and district leaders by applying technical skills and practices. However, the challenges and adversity that arise in education consistently cause other factors, of which administrators may have some awareness but need more official training and teaching on navigating. Thus, topics frequently discussed, such as emotional intelligence, vulnerability, and shame, coupled with the increasing awareness of the social-emotional needs of students, call on the administrator’s awareness and engagement with such factors. Research around leadership theories such as servant leadership, reflexive leadership, and authentic leadership call on people to apply their self-awareness and skills in their practice. The benefits of such leadership offer hope for making substantive changes and development in how schools are structured and function. In the current state, administrators all adapt to their schools and organizations to assimilate practice with the setting. The status quo persists until adversarial situations arise, creating challenges for individuals and their values and perceptions. Crucible moments, then, offer to break open how one leads, exposing all of the assumed and unexamined aspects in play if reflection on what occurred is engaged. The findings from the research show how schools and leadership are constructed and how leaders learn through imitation, emulation, and application of what they feel they are adept at doing. Moreover, the overall presumption of understanding regarding what a leader does and how one functions leads to a relatively ambiguous definition of an educational leader
The building leader’s role in developing and supporting meaningful student voice at the high school level
Get PDFSchool leaders are the mediators of a school’s culture. At the high school level, students can contribute to, and even co-construct, their schooling experience with school leaders. Yet there is not a significant literature regarding how high-school building leaders develop and support student voice. Through the research method of semi-structured interviews with three high school principals in a district committed to elevating student voice, this study sought to identify the key behaviors, attitudes, and language used by a school leader working to develop and support student voice as an integral part of the high school experience. Additionally, it sought to define “meaningful” student voice and determine if what the three building leaders described rose to the level of being meaningful. Utilizing a conceptual framework that drew on the work of Spillane et al. (2004), Hart (1992), and Toshalis and Nakkula (2012), it was determined that the leadership practice of two of the three principals had elements of meaningful student voice practice. Implications for future work include understanding how meaningful student voice work can be implemented by building leaders who do not have the myriad of supports like those provided by the district in this study, how policymakers and legislatures support building leaders so they are not alone as they are developing their student voice-oriented practice, and how we shift educational leadership preparation programs so that distributed leadership theory and student-voice-oriented practices become foundational to learning to become a building leader
Formation rates of silver metal danoprisms as a function of halide concentration
Get PDFanosystem morphology control is proving to be vital for developing nano technologies. This control allows for the optimization of a nanoparticle’s optical and electrical properties. One form of control is the addition of defects during nanocrystal formation. Nanoprisms are highly responsive to this form of control through halide concentration. However, the rate at which this control occurs has remained relatively unexplored. The formation kinetics of silver nanoprisms were monitored before, during, and after crystal formation as a function of halide concentration. The standard deviations between multiple replicates were found to be too large for this method to reach conclusions about the kinetic control of nanoprism formation. However, the subset of bromide ions in the concentration range (2.00 μM–3.33 μM) showed statistical independence through non-overlapping standard deviation between concentration sample groups. This may indicate that refinement of this method may yield similar results in the other concentration ranges or halide types