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Examining the Effect of Block Scheduling on African-American Males\u27 High School Test Performance
No full textOver the last several decades, the United States has seen an increase in the number of high schools implementing block schedules to enhance student learning. Yet, research on the effectiveness of block scheduling has been mixed. Furthermore, many of the existing studies have not considered factors such as gender, race, and socioeconomic status. Taking these factors into account, the present study analyzed the impact of schedule type among African American male students\u27 test performance in a large, urban district of high schools in the southeastern United States. Using a hierarchical linear modeling analysis, test scores in biology, English, and math were examined. Results indicated that schedule type had no significant effect on Black males\u27 test scores in any of the subjects. However, White males performed significantly better in traditional schedules for biology and English, whereas Black males performed similarly across schedules
Applying social movement theories to foster critical media and civic literacy in adult education
No full textThe literature on activism and adult learning is eclectic and draws on several broad traditions of education and social theory. The purpose of this paper is to trouble the poliarization of political rhetoric, and how it takes away from healthy political dialogue in civic sociaety, and to explore some understandings offered in social and political movement theory as analytical tools for critical media and civic literacy. Through the exploration of social movement theories beyond academic literature, we can model how to apply various theoretical understandings to current workd events occurring around us, how to identify and critically think about the framing of political and social issues, and how to recognize the types of collective identities that are being performed and promoted
Exploring the Cycle of Oppression and Whiteness in the Academy Through Currere: Reflections from a Reading-Group-Based Intergroup Dialogue
No full textWhite supremacy is long-standing and pervasive in higher education and it leads to internalized dominance in white faculty and the subjugation of faculty of color in the Cycle of Oppression. To explore this cycle and the power of whiteness and privilege in higher education, a multiracial group of campus community members from a range of institutional roles read What Does it Mean to Be White? Developing White Racial Literacy (DiAngelo, 2016) as a foundational text to foster an intergroup dialogue. Over the course of a semester, the authors shared how their own lives have been inextricably intertwined with the Cycle of Oppression. In this article, the authors employ currere as a method of curriculum inquiry to investigate their lived experiences (Pinar, 1975, 2004) to understand the effects of White privilege, and to explore the Cycle of Oppression within the context of academia (Baszile, 2006a, 2006b; Fine, 1997)
From Diversity to Inclusion: Challenges and Opportunities at an Urban Community College
No full textDiversity is and has been heralded as a cornerstone among high-impact practices within adult education in the United States. It embodies a larger ethos and culture within a campus, including the demography of the student body, staff, and faculty, as well as institutional memory. Yet, diversity is not enough. Inclusion is undervalued, which goes beyond taking solace in bringing together diverse bodies within the room; rather, inclusion requires an institutional response that ensures that these high-impact practices are fully realized. This paper examines the efforts undertaken at an urban community college where the student body reflects racial and cultural diversity in name and number, but where a broad group of faculty and staff confront and openly examine threats to equity and inclusion. It draws upon experiential insight and scholarship while providing recommendations that will allow stakeholders to consider the perpetuation of privilege at their institutions
Adult Education Research: Can It Advance Social Justice?
No full textSocial media as a site of public pedagogy has been attributed with the rise of the Arab Spring, the spread of the #MeToo and Black Lives Matter movements, and the political movements of MAGA and #Resist. If social media platforms are tools that can be used to promote confrontations with a wide variety of social injustices, then it is important to examine the process of learning that occurs when engaging with these platforms. Key to learning is one\u27s ability to reflect, yet the cognitive overload often experienced when using social media platforms questions if social justice causes can be served on these corporate-owned platforms. This reflection essay considers the role of learning through reflection in the dynamic and algorithmically driven context of social media platforms. Further, this essay will consider how reflection to now-accessible amplified fringe ideas and concepts may be influencing and changing the values of social justice
Dissociative Identity Disorder: A Literature Review
No full textDissociative Identity Disorder (DID) is a disorder that has a big burden in the everyday life of the patient, and it’s not well-known because of the often-wrong idea portrayed by the media. To better understand this disorder, in this review we looked at four important questions. First, we looked at the prevalence of DID to have an idea of how many people have it, and we found it is not as rare as it is believed. Second, we looked at how it develops and we found three possibilities: Trauma Model, Fantasy Model, and a severe symptom of Borderline Personality Disorder. Third, we looked at the existent treatments and found that the trauma-focused psychotherapy is the preferred way of treatment, but we also found that quetiapine helps, as well as the use of relational psychoanalytic treatment. Lastly, we concluded that there is not a lot of research done in any area of DID and that is where we should focus on doing more research so we can know more about a forgotten disorder that affects the lives of so many people
Choosing Quality Early Childhood Curricula
No full textThis article summarizes a study investigating the curricula and features of those curricula used by 497 early childhood educators across one Midwestern state. Curricula were identified and coded for quality features derived from the research, theory, and policy literatures. Results indicated that most educators utilized Creative Curriculum or High Scope (over 60%); however, these and many other curricula did not include all the key quality features. Importantly, most educators were utilizing curricula with no evidence of effectiveness for supporting children’s outcomes. Furthermore, limitations in the presence of key curricula features may indicate that curricula generally are not adequately supporting early childhood educators. We conclude with a series of questions for educators and programs to consider when selecting their curriculum
Parents’, teachers’, and administrators’ views on children’s transitions to kindergarten: A research-to-practice summary
No full textThis study documented perspectives from parents, teachers and administrators involved in children’s transitions from public pre-K into kindergarten within a large, diverse county. The purpose was to better understand how these stakeholders experience transitions and how they view their roles in the transition process. Qualitative results indicated a wide range of transition practices were in use, although use of specific practices varied from program to program. Thematic analysis indicated areas of agreement and points of divergence in how stakeholders viewed transitions. Results are discussed in relation to considerations for teachers and administrators interested in streamlining the transition from pre-K to kindergarten
Do Early-Offers Equal Better Teachers?
No full textWe examine the impact of human resource changes in a large urban district that accelerated the hiring timeline for promising teacher candidates. After an initial screening, outstanding candidates were granted early offers and placed into the district’s internal labor market to interview for open positions alongside incumbent teachers. We find that early-offer candidates were more likely to apply, interview and be hired into positions that were less desirable to incumbents. After their first year or two in the classroom, early-offer teachers had higher average scores than their peers who accepted standard offers on student surveys. Value-added and formal observation metrics differences were not statistically significant