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Peace in The Middle of The Storm
Get PDFThe march towards biblical Revelation and restoration began at Calvary and continues today. A comforter and Basic Instructions Before Leaving Earth (BIBLE) are given to sustain believers in these times. As educators and more so as followers of Jesus the Christ, there are certain truths we hold. Among them is that we are just passing through this life. In our traversing of this life, we accept the command to spread the good news, utilize our gifts, and do all unto the glory of God. So as educators, the main question throughout the COVID pandemic, with political and social unrest in the world, the murder of George Floyd and others at the hands of the police is “Is God still on campus and where is He in all this?” He is likely where He always is; “Fear not, for I am with you; be not dismayed, for I am your God; I will strengthen you, I will help you, I will uphold you with my righteous right hand” (New International Version Bible, 2011, Isaiah 41:10)
Exploring Ableism through Teacher Identity and Empowerment: Teaching about Disability through a Campus Common Reader
Get PDFThis study was conducted to find how teacher candidates at a southwestern regional university understood ableism and empowerment based on their reading and interaction with the campus common reader. This work was important to help future teachers form healthy instructional practices that are inclusive of all students, regardless of ability in their future classrooms. The findings of this study showed evidence that this reading experience was transformative in helping teacher candidates form a teacher identity that was not only inclusive and welcoming of all, but also empowering
Exploring The Use of Witness Testimony in Special Education Due Process Hearings
Get PDFThe Individuals with Disabilities Education Act 2004 (IDEA) protects the rights of parents and/or guardians of children with disabilities to utilize the due process system to settle disagreements with school districts regarding their children’s Individualized Education Program (IEP). In the event that these disputes move before a due process hearing officer, it is common for each side to enlist experts to provide testimony to support one of the parties involved. In the current study, we examined the use of expert witness testimony in due process hearings in five large states throughout the United States. Findings indicated several concerning trends, such as data reporting differences between states, and parents/guardians having less attorney representation and utilizing witness testimony less frequently than school districts. In addition, we found that hearing officer decisions were most often decided in the favor of the districts. We will discuss these findings in the context of a social justice framework and suggest recommendations
Proactive, not reactive: Creating anti-racist policies for child care centers and preschools
No full textEscayg, K.-A., & Faragó, F. (2023). Proactive, not reactive: Creating anti-racist policies for child care centers and preschools. In M. K. Nagasawa, L. Peters, M. N. Bloch, & B. B. Swadener (Eds.), Transforming early years policy in the U.S.: A call to action (pp. 39-46). Teachers College Press
Is This the Best Way? The Impact of Out-of-School Suspension on Middle Grades Students
Get PDFSuspension is a commonly used discipline approach in schools across the country. In particular, out-of-school suspension refers to a student\u27s removal from the school setting for a period of time, typically no more than five school days. Although out-of-school suspensions have been traditionally reserved for major behavioral infractions, they are not being more frequently utilized for repeated misbehaviors and classroom disruptions. Studies show that punitive disciplinary measures are often ineffective in eradicating student misbehavior and contribute negatively to students\u27 life outcomes and success in school. Moreover, suspensions are disproportionately applied to certain groups of students including minorities, boys, economically disadvantaged students, students with exceptionalities, and English language learners. This article presents a summary of recent trends in school suspensions, followed by a thorough analysis, and concludes with policy recommendations for teachers and school leaders
The Behavior Assessment System for Children Third Edition (BASC-3)’s Classification Accuracy for Attention-Deficit/Hyperactivity Disorder (ADHD) in Young Adults
Get PDFAttention-Deficit/Hyperactivity Disorder (ADHD) was established as a condition initially considered to be outgrown; however, research later demonstrated that about one-half to two-thirds of children with ADHD had persistent symptoms into adolescence and adulthood (Resnick, 2005). It was estimated that the percentage of college-aged students with ADHD ranged somewhere between 2 and 8% (DuPaul et al., 2009). Assessing for an ADHD diagnosis determination in college student-aged individuals was a challenge that required strategies not typically used when assessing for other disorders or within different age ranges (Lovett & Davis, 2017). There was a lack of consistent strategies amongst clinicians on how to best evaluate adult ADHD. It was specifically reported that clinicians expressed diminished confidence in their ability to determine accurate diagnostic judgments for adult ADHD cases (Schneider et al., 2019). The purpose of this study was to determine the classification accuracy of the Behavior Assessment System for Children (Third Ed.; BASC-3) Inattention/Hyperactivity composite t-score in predicting the diagnosis of Attention-Deficit/Hyperactivity Disorder among college students who completed a psychological assessment through the Stephen F. Austin State University School Psychology Assessment Center. It was hypothesized that the BASC-3 would be a strong predictor of the final ADHD diagnosis due to high levels of specificity and sensitivity. An exploratory analysis was conducted for misclassified (i.e., false positive or false negative) individuals to determine other effective predictors of the final diagnosis. Finally, for individuals that did not receive an exclusive ADHD diagnosis, common comorbidities and differential diagnoses were determined
Influence of Kaempferol on Noncanonical DNA Structures and Protein Aggregation
No full textTherapeutic potentials of phytochemicals have attracted much attention in medicinal chemistry. Kaempferol (KMP) is a naturally occurring plant flavonoid found in leafy greens such as watercress, kale, and broccoli. Interestingly, KMP has been shown to exhibit anticancer properties by interfering with various cell signaling pathways. Moreover, KMP has been shown to exhibit neuroprotective properties and reduce damage from oxidative stress. It is known that single and double stranded nucleic acid structures can serve as receptors for flavonoids. Noncanonical DNA motifs (such as C4 and G4 tetraplexes) are commonly found in human telomeres and protooncogenes, which can serve as potential targets to treat cancer. Therefore, since KMP has been implicated in crossing the nuclear membrane as well as the blood brain barrier it is of interest to investigate for future natural product therapeutics. The current study found that KMP was able to effectively bind to G4 and C4 structures as well as delay the formation of b-sheet in amyloid-beta peptide (Ab) further eluding to the potential of KMP as a possible natural therapeutic drug
The Impact of the Comprehensive Crisis Plan Checklist-2 on a District Crisis Plan
No full textThis study examined two rural Texas school district crisis teams’ evaluation of their level of preparedness for the event of a crisis. Eight research participants were evaluated using a qualitative exploratory case study design that was employed using a grounded theory while taking a pragmatic theoretical approach. The research questions included the following: (a) To what degree do district crisis team members agree that items on the Comprehensive Crisis Plan Checklist-2 (CCPC-2) are represented in the district crisis plan? (b) How does a school district crisis intervention team utilize the CCPC-2? (c) How does the CCPC-2 facilitate a discussion about the school district crisis intervention plan? (d) How are the results of the CCPC-2 used within the district in relation to the school district crisis intervention plan? It was hypothesized that the CCPC-2 would demonstrate a strong level of interrater reliability agreement (.80 to .90). It was also hypothesized that the school district crisis intervention team would utilize the CCPC-2 results to amend inconsistencies amongst raters for a stronger Emergency Operation Plan (EOP) plan. Furthermore, it was hypothesized that the CCPC-2 would foster and encourage communication amongst raters to develop a more thorough intervention plan that makes sense for the district and, at least in theory, would be more likely to be used effectively in the event of a crisis. Lastly, it was hypothesized that the results of the CCPC-2 would be used to create changes or additions in the district’s crisis intervention plan
The Lesson for the Teacher
Get PDFCulturally relevant educators know their story. Culturally relevant educators share their story. This is the story of an African American female teacher who journeys through single parenting as she continues to teach
Behavioral Skill Training: A Single-Case Meta-Analysis
Get PDFBehavioral skills training (BST), is a commonly used training procedure in Applied Behavior Analysis (ABA) that is designed to improve teaching new and desirable behaviors or skills. Research has demonstrated that BST is effective for training a variety of skills. The purpose of this meta-analysis was to examine the effectiveness of BST across age groups and training topics. Many of the published studies using BST are single-case designs. To evaluate these studies, a single-case meta-analysis was conducted which used percentage of non-overlapping data (PND), percentage of all overlapping data (PAND), and nonoverlap of all pairs (NAP). BST was found to be effective overall