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PREDICTORS AND MEDIATORS OF EATING DISORDER PATHOLOGY IN INDIVIDUALS WITH EATING DISORDERS
Get PDFOver the past decade there has been accumulating evidence that attention-deficit/hyperactivity disorder (ADHD) and eating disorders frequently co-occur, but little is known about the possible mechanisms that might account for their co-occurrence. Likewise, relatively little research has examined the ways such comorbidities impact the maintenance of or recovery from eating disorder (ED) symptoms after treatment. In this cross-sectional study, we recruited 95 adult participants who had received an ED diagnosis and 24-hour treatment for an ED in the past 10 years, and obtained measures of ADHD symptoms and ED symptoms to explore their association and possible mediators thereof. In particular, we examined the possibility that the connection between ADHD symptoms and ED symptoms is mediated by internalizing symptoms (social phobia and depression). Although results did not show significant correlations between ADHD symptoms and ED symptoms or ED behaviors, there were significant relations established between ADHD and internalizing symptoms, as well as between internalizing symptoms and ED symptoms and behaviors. Thus, and in partial support of our hypothesis, we were able to test and confirm that symptoms of social phobia and of depression independently, and significantly, partially mediated the relations between ADHD symptoms and ED symptoms and behaviors. We also tested the hypotheses that personality dysfunction is a predictor of ED symptoms, with ADHD symptoms and irrational beliefs as mediators. However, results were unable to support these hypotheses. Exploratory analyses examining relations between past and current weight and weight change and symptomatology were also conducted. Implications for treatment and conceptualization of ED pathology are discussed
A PHENOMENOLOGICAL CASE STUDY OF TEACHER PERCEPTIONS ON THE EFFECTIVENESS OF PROJECT-BASED LEARNING
Get PDFThis qualitative phenomenological case study explored the experiences of three middle school social studies teachers as they implemented a unit of instruction using project-based learning (PBL) in their eighth grade, social studies classrooms. Middle school is often where we see student engagement significantly diminishing and national scores on reading, writing and mathematics declining; the COVID-19 pandemic has exacerbated this. PBL, as an instructional methodology that promotes hands-on learning and a strong connection between the classroom and the outside world, and first introduced in the early 1900s by John Dewey and William Kilpatrick, may help to stem the pandemic’s effects that have compounded a further loss in student engagement and overall learning loss. The participants in this research study teach at three different schools in a large, urban school district in the Northeast in which achievement and student engagement are low. The study was conducted as students and teachers returned to school during the second year of the COVID-19 pandemic. This research study is provides a phenomenological case study of teacher perceptions about the effectiveness of project-based learning in an urban, middle school environment. The study’s participants implemented a unit of study in their U.S. History classes using PBL as the main instructional methodology over the course of four weeks. This study focused on the participants’ perceptions before, during and after implementation. The results of this study can be used to inform researchers, education policy makers, and school district leaders on the effectiveness of PBL in increasing student engagement
HYDROXYUREA GLOBALLY INHIBITS RNA SYNTHESIS, DESTABILIZES mRNAs, AND TRIGGERS MEC1-OPPOSED RNAPII ACCUMULATION AT 3’ ENDS OF GENES
Get PDFMy dissertation includes two projects. The first project is focused on the regulation of glycolysis and oxidative metabolism by inducing heme synthesis in cancer cells. The second project deals with the effect of hydroxyurea on RNA synthesis. Heme is an essential cofactor for enzymes of the electron transport chain (ETC) and ATP synthesis in mitochondrial oxidative phosphorylation (OXPHOS). Heme also binds to and destabilizes Bach1, a transcription regulator that controls expression of several groups of genes important for glycolysis, ETC, and metastasis of cancer cells. Since many cancers are characterized by a high glycolytic rate regardless of oxygen availability, targeting glycolysis, ETC, and OXPHOS have emerged as a potential therapeutic strategy. Here, we report that enhancing heme synthesis through exogenous supplementation of heme precursor 5-aminolevulinic acid (ALA) suppresses oxidative metabolism as well as glycolysis and significantly reduces proliferation of both ovarian and breast cancer cells. ALA supplementation also destabilizes Bach1 and inhibits migration of both cell types. Promoting heme synthesis by ALA supplementation may thus represent a promising new anti-cancer strategy, particularly in cancers that are sensitive to altered redox signaling. In the second project, we investigated transcription changes triggered by DNA damage response (DDR). These changes depend on the on the nature of DNA damage, activation of checkpoint kinases, and stage of cell cycle. The transcription changes can be localized and affect only damaged DNA, but they can also be global and affect genes that are not damaged. While the purpose of localized transcription inhibition is to avoid transcription of damaged genes and to make DNA accessible for repair, the purpose and mechanisms of global transcription inhibition of not damaged genes is less well understood. We show here that a brief cell treatment with hydroxyurea (HU) globally inhibits RNA synthesis and transcription by RNA polymerase I, II, and III (RNAPI, RNAPII, and RNAPIII). HU triggers RNAPII accumulation at the 3’ ends of genes, indicating defect in transcriptional termination and pre-mRNA 3’ end processing. Interestingly, we observe destabilization of mRNAs after HU treatment. Experiments with cells defective in individual stages of mRNA decay pathway suggest that mRNAs produced in the presence of HU contain shorter poly(A) tails that do not require deadenylation for subsequent degradation, or that a decay step subsequent to deadenylation is activated by HU. The HU-triggered RNAPII accumulation at the 3’ ends of genes is exacerbated when the checkpoint kinase Mec1p is inactivated, suggesting involvement of DNA damage checkpoint in transcriptional terminatio
CULTURALLY RESPONSIVE INSTRUCTION AND INTRINSIC MOTIVATION TO READ AMONG UNDER-REPRESENTED ADOLESCENTS IN AN URBAN SETTING
Get PDFThe purpose of this mixed-methods explanatory sequential design study was to examine whether a culturally responsive pedagogy could influence intrinsic motivation to read among urban under-represented adolescents. The study was grounded in the expectancy-value theory as a framework because students’ prospects for success and the value they place on certain activities are connected, thereby encouraging stakeholders to better understand the value of culturally responsive instruction and the influence on diverse student populations. Quantitative data were collected using the revised version of the revised version of the revised version of the Adolescent Motivation to Read Profile (AMRP). Specifically, this tool served to measure the perceived value of reading and self-concept of study participants (N = 33). Qualitative data were collected using the revised version of the AMRP Conversational template. Interviews were conducted so the participants could express whether they felt their teacher incorporated a variety of cultural backgrounds and experiences when teaching the curriculum or choosing resources. Limitations, recommendations for future research, and recommendations for practice are identified. The conclusions of this study follow the research question, and the findings are reported in the following key areas: (a) the value study participants placed on reading, (b) perception of participants’ reading abilities, and (c) the potential impact of a culturally responsive pedagogy. A common thread among the participants related to how they struggled with vocabulary and their attempts to navigate difficult words. Reading books students can connect to based on real life and decision making was also a common theme among the participants. These findings can serve to help stakeholders better understand marginalized adolescents and a how a culturally responsive pedagogy could potentially influence their intrinsic motivation to read
THE IMPACT OF CHANGING ENGLISH LANGUAGE ARTS CURRICULUM ON THE READING GROWTH OF FOURTH-GRADE STUDENTS
Get PDFThe purpose of the current research is to determine the effect of changing the English Language Art curriculum on the reading growth of fourth-grade students who attended a public school district located in a suburban community in the Northeastern part of the United States. This ex-post facto study is designed to evaluate the effectiveness of the Teachers College, Units of Study for Teaching Reading curriculum (commonly referred to as Reading Workshop). The study was conducted, with quantitative data collected, to compare the reading growth of students in the year prior to the curriculum change (N = 405) to that of students in the first year of the curriculum change (N=323). This analysis used data for all students, and further, compared reading growth by gender and by reading level. It drew on archival data, including student gender and beginning and end of fourth grade Fountas and Pinnell BAS scores from the 2017-2018 and 2018-2019 school years. Based on their Fountas and Pinnell BAS scores at the beginning of their fourth-grade year, each fourth-grade student was identified as a below, on, or above grade-level reader. The findings indicated whether or not there is significance for the main effects of curriculum, gender, and reading ability on students’ reading achievement. The information gained from this study can be used to influence districts’ decisions on the evaluation of the implementation of the Teachers College, Units of Study for Teaching Reading curriculum, reading intervention programs as well as teacher training and professional development
STUDENTS’ EXPERIENCES: AN EXAMINATION OF THE ACADEMIC SUCCESS OF DEVELOPMENTAL EDUCATION STUDENTS IN COREQUISITE COURSES
Get PDFA significant number of students enter community colleges with developmental education (DE) needs in reading, writing, and mathematics. Many of these students are typically referred to more than one level of DE courses before they can enroll in a college-level course. This has led to lower than desired success rate of DE students over the years. As administrators look for ways to improve DE student outcomes, many institutions have now adopted the corequisite model on account of results of several quantitative studies, which reveal high success rates of DE students enrolled in corequisite courses. With the corequisite model being widely accepted across different states, it is important to understand how the model promotes the academic success of students, specifically from the students’ perspectives. The purpose of this qualitative case study was to explore the experiences of (DE) students enrolled in a corequisite course at an urban community college in New York State. The study also examined the factors that facilitated or impeded their academic success in the corequisite course. For this study, academic success is defined by a student who successfully completes the DE course with a grade of P and successfully pass the gateway course with a grade of A, B, C, or D, and enroll in the subsequent semester. Participants included a purposeful sample of eight students who completed a math or English corequisite course in fall 2021 and re-enrolled in spring 2022, as well as two faculty members who have taught DE courses for more than ten years. The researcher conducted virtual semi-structured individual interviews and focus group interview, and reviewed relevant documents. The data analysis employed inductive coding which provided themes and sub-themes interpreted through the theoretical lens of Student Integration, (Tinto,1993) and Student Involvement (Astin, 1999). The findings from this study contribute to the expansion of the literature reviewed and have significant implications for DE policy and practice
MANDINGO PARENT EXPERIENCES AND LANGUAGE USE: A PHENOMENOLOGICAL STUDY
Get PDFThis study examined first-generation Mandingo parents’ lived experiences in maintaining their native language with children 3–7 years old. A review of previous studies showed parents of dual language learner students had a positive attitude toward maintaining their native languages (M. Lee et al., 2015) and supporting bilingual programs in elementary school (Morgan, 2015). A phenomenological analysis method was used to gain an understanding of the participants’ lived experiences concerning language use with children ages 3–7 years inside and outside the home. The participants were selected using three criteria: they had to be first-generation Mandingo-speaking immigrants, they had to be willing to participate, and they had to use Mandingo with their children at home. Results showed the Mandingo-speaking parents positively perceived language use and experiences with their children inside and outside the home. At the center of language learning within the Mandingo community was the broad worldview of the African philosophy of personhood (Fairfax, 2017). This philosophy is a moral code demonstrated through a person’s character and actions. Based on the study’s findings, I propose a study to compare the experiences of first-generation parents with those of second- or third-generation Mandingo-speaking immigrants. Such a study would establish more insight into the universal and unique factors surrounding learning and maintaining a native language within the immigrant community
Sugarcoated History: Turning the Spotlight on Woke Books to Expand the Narrative
Get PDFOpponents of books in schools that depict racial and LBGTQ+ histories and narratives argue that education should be raceless and avoid political advocacy. These sentiments are succeeding in states across the country. The result of their success is the loss of an empowering and comprehensive education for all the children in the United States. Educators, who are well informed on the diverse histories of our nation and are armed with a plethora of well-written and factually sourced information, are prepared to face rampant misinformation and culture war rhetoric in our society today. The purpose of this article is to share examples of nonfiction and historical fiction books that teach factual information to students but are not part of the traditional canon. The canon as it is currently established is overwhelmingly filled with dominant White (European) authors, information, and perspective. We specifically chose to recognize historical fiction books, as well as nonfiction, as they should be harder to be challenged. These texts are rooted in historical understanding and perspectives. The texts we share are those that offer diverse perspectives, uncommonly taught in history classes, history texts, educational curriculum or as part of the canon of literature. We hope to share authentic and excellent nonfiction and historical fiction PK-12 trade books that can all be traced to factual historical documents
ELEMENTARY SCHOOL TEACHERS’ ATTITUDES AND CRITERIA FOR SPECIAL EDUCATION SERVICES
Get PDFThis exploratory study examines the correlations between teachers’ attitudes and the disproportionate representation of African American males in special educational services in the United States education system. Using a sample of teachers from two elementary schools with special education student representation proportional to the student body population, the purpose of this study is to examine the attitudes of teachers with regard to student placement in special education programs. Specifically, this study will focus on African American male student placements in special education and their achievement on the Grade 3 English Language Arts (ELA) proficiency test. This study employed a purposive sample of 4 members from two elementary schools with proportional racial/ethnic and gender student representation in the special education program. School faculty eligible for the study include two general and two special education teachers. Scholars have been investigating the problem of African American students who are overrepresented in special education for decades. Research has consistently indicated a multitude of factors that have created this disproportionality. However, limited research has focused on those schools and districts that have effectively maintained proportionate representation of African American males in special education programs. The widespread misuse and unjust implementation of special education practice and assignments to special education programs urgently calls for a paradigm shift. The current special education paradigm needs to reflect practices informed by social justice and equity pedagogy and critical multicultural education
EDUCATING BUSINESS AND MANAGEMENT STUDENTS: USING A CRITICAL MANAGEMENT LENS TO LEARN FROM CHATTEL SLAVERY
Get PDFThe value of business school pedagogy has received increased attention in recent years (Delgado and Stefancic, 1992; Giacalone and Wargo, 2009; Podolny, 2009; Grier & Poole, 2020; Prieto & Phipps, 2021). This qualitative study examined the ability of higher education business faculty to include chattel slavery in the history of American business (Katznelson, 2005; Baptist, 2014;). Traditionally, the fundamentals of management teaching have been aligned with the belief that conventional management theories were developed separate and apart from the institution of chattel slavery and the management of race (Aufhauser, 1973; Cooke, 2003; Blackmon, 2008; Roediger & Esch, 2012). An interpretivist perspective using a collective case study method enabled the researcher to observe, ask questions, look for patterns, to come to an understanding of human ideas, actions, and interactions in specific contexts or in terms of the wider culture (Glesne, 2011, p. 8). By using a Critical Theory paradigm, the researcher challenged those ideologies that encourage a misrepresentation of reality (Glesne, 2011, p. 9). The population from whom data was collected was instructors in higher education whose pedagogy frames the discipline of business and management, with participants selected through purposeful sampling and snowball sampling. Data was collected through document analysis and semi-structured interviews. Content analysis is of participants’ syllabi, published works, and news articles. The study contributes to research and practice in many areas. By introducing the topic of chattel slavery as a starting point, faculty will be encouraged to enhance their research knowledge to include the true origins of business and management concepts. This enhanced knowledge will provide a throughline to the current management practices of today that include harassment, coercion, and even brutality as part of a routine management dictum. Future faculty will gain the tools sufficient to acknowledge that the origin of management tenets is historically connected to the practice of chattel slavery (Aufhauser, 1973; Cooke, 2003)