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Allocating Opportunity: The Role and Impact of School Counselors in Promoting Access to AP Coursework
Full text linkIn the K–12 education setting, professional school counselors are uniquely positioned to support high quality educational opportunities for all students. At the secondary level, student participation in Advanced Placement (AP) programming can be viewed as one such example of opportunity. School counselors serve as student advocates by channeling information and creating access to educational opportunity like AP. This important work takes place in the context of a bureaucratic policy environment that necessarily shapes the way AP opportunity is allocated in the local context. Charged with promoting equity and access to educational opportunity for all students, school counselors operate in a space of tension, and even conflict, when district policy, school site policy, and organizational norms related to AP participation signal less-than-open access. In this environment, school counselor advocacy and leadership become increasingly important determinants of opportunity and academic outcomes, particularly for students in the margins. The aim of this qualitative study was to examine the extent to which school counselors (a) are enabled and/or constrained in their ability to create student access to AP coursework, (b) use discretionary decision making as they navigate local AP course-taking policy, (c) consider efficiency and equity as values associated with policy and counseling practice, and (d) identify and perceive justice in their local context of professional work
Cultivating Parental Involvement Through the Lens of Perceived Success and Engagement
Full text linkThis narrative study used theoretical frameworks of Epstein’s overlapping sphere of influence and parental framework to evaluate parental perceptions of success held by parents and guardians of African American males in a southern California public school and to determine whether those perceptions influenced school- and district-based involvement and engagement. The research investigated how parents defined academic success by their children, which instructional measures used by the site and district were most appreciated, and which forms of engagement they were most likely to utilize throughout the school year. The research secured thoughts and desires of parents who are often overlooked as community members and provided an opportunity to give feedback on the instructional integrity and academic attainment of their children.
The research was designed to increase parental involvement by identifying the needs and desires of the participants. In California, district-based funding is predicated on integration of parental involvement, so most schools offer parental engagement activities. However, it is not clear whether parents and guardians of African American males consider those activities as relevant and participate in them.
This research addresses achievement disparities between African American males and their grade-level peers in one urban southern California school district and parents’ concepts of student success measures. Therefore, this research has the capacity to build a strategic collaboration among all members of the learning community through their overlapping spheres of influence
Using Critical Determination in Amplifying Teacher and Principal Voices for Mathematics Professional Development: A Narrative Inquiry
Full text linkThe purpose of this study is to identify the paradigms and practices in mathematics education that shifted as a result of elementary school teacher participation in the California Education Mathematics and Science Professional Learning Initiative (CEMSPLI), Transforming Lives: The Mathematics Leadership Institute professional development program. The purpose of this program was to partner with a school district in Southern California to address historic underachievement within this marginalized community, specifically in mathematics. Through this partnership, the program proved effective in increasing students’ learning of mathematics. The Southern California schools who participated in the CEMSPLI grant experienced disproportionately high levels of positive improvement in mathematics achievement in their community, which is composed of predominately lower socio-economic students of color. This dissertation studies and amplifies the voices of teacher and principal participants in the CEMSPLI grant using qualitative, narrative inquiry methods. To complete this study, I interviewed three teachers and three principals who participated in the grant. I analyzed the collected data through the constructed lens of “Critical Determination,” and then based on the themes that emerged, I crafted a framework of suggestions for the optimal design of mathematics professional learning programs
Makerspace Collaboration as Dialogue and Resistance
No full textCollaboration is central to the work of librarianship, including technological initiatives such as the establishment of a makerspace. Librarians typically understand collaboration as a rational process in which partners reach agreements to yield efficiencies. However, this predominant understanding of collaboration ignores the nature of institutions founded on structural inequities and aligns with neoliberal ideology and objectivist understandings of technology.
In this chapter from an edited anthology that critically examines makerspaces and the Maker Movement, I reframe technology as relational and grounded in the needs of human communities, and I propose an alternative understanding of collaboration as a process of dialogue, drawing on the ideas of Paulo Freire. This alternative understanding of collaboration impacts what motivates us to establish a new partnership, the way we draw up formal documents and generate ideas with our partners, and the methods we choose to learn about our users\u27 needs.https://inspire.redlands.edu/oh_chapters/1190/thumbnail.jp
Introduction to the Special Issue: Religion, Power, and Resistance: New Ideas for a Divided World
Full text linkThe world is currently gripped by pressing environmental, social, and economic challenges. Many people have lost faith that existing power structures can handle them, but they have come to no consensus on solutions. We thus find ourselves in increasingly divided societies, riven by ideological battles for the future of the human and the more-than-human world. In its myriad forms, religion plays many roles in this picture. It can be an underlying source of divisions as well as a powerful means of addressing them
Purification of Cyclic Tetrapeptides: cyclo[Pro-Sar-Phe-D-Trp] and cyclo[Pro-Sar-Phe-D-(4F)Phe]
No full textOpioid addiction is a national epidemic; in 2017, 67.8% of drug overdoses involved opioids.1 To combat this addiction crisis, scientists are seeking to develop therapies that would reduce opioid-seeking tendencies. Previous research by Brice-Tutt et al.2 demonstrated the peptide cyclo[Pro-Sar-Phe-D-Phe] blocks drug-induced and stress-induced morphine seeking behavior in mouse models, making it a promising lead compound. Our research focuses on determining the structure activity relationship of this scaffold at residue four. A series of peptide analogs was synthesized, and the present study reports on the purification of two such analogs, cyclo[Pro-Sar-Phe-D-Trp] and cyclo[Pro-Sar-Phe-D-(4F)Phe]. Normal-phase and reverse-phase flash chromatography techniques were used to isolate pure fractions of the peptides. Each peptide’s purity and peptide identity were confirmed using liquid chromatography and mass spectrometry. Results indicate an oxidation process occurring with cyclo[Pro-Sar-Phe-D-Trp] that could be affecting purity and should be investigated further. Fractions of cyclo[Pro-Sar-Phe-D-Trp] and cyclo[Pro-Sar-Phe-D-(4F)Phe] were 98.7% and 98.0% pure, respectively. These peptides will be sent to the University of Florida for in vivo testing. From these results, structure-activity analysis can be conducted to better determine the importance of position four in receptor affinity and activity
Segregation Within Public Schools Still Exists Today. How Brown v. Board of Education and Proceeding Cases Led to Resegregation Within Public Schools
No full textThis paper focuses on the Brown v. Board of Education of Topeka decision and the subsequent Supreme Court cases that followed the Brown decision that allowed for resegregation to occur within public education. It specifically looks at the rulings made in; Green v. County School Board New Kent County (1968), Swann v. Charlotte-Mecklenburg (1971), Milliken v. Bradley (1974), Missouri v. Jenkins (1990), and Parents Involved in Community Schools v. Seattle School District (2007) with a focus on how these subsequent cases post-Brown have led to resegregation on a De Facto basis within public education. This article also addresses strategies to combat De Facto segregation within public education and further examines the different ways segregation has continued to occur in public education through De Facto methods such has housing polices and within school tracking programs
Open, Just, & Sustainable Project: April 2020 Report
Full text linkIn an increasingly digital and open-access world, libraries and other scholar communities must reconsider what we mean by the term “value”. The open access (OA) movement and sites such as SciHub and Research Gate have increasingly uncoupled access to scholarship from wealth and academic connections, disrupting the traditional value propositions of publishers and libraries alike. In response, dominant publishers (e.g., Elsevier, Wiley) and publisher-adjacent corporations (e.g., Clarivate, Digital Science) are extracting behavioral data and further entrenching themselves in institutional rankings, hiring and funding decisions, and teaching and learning practices. In turn, libraries must reexamine how their relationships with publishers and their relationships with their parent institutions.
The Open, Just, and Sustainable (OJS) Project aims to help the SCELC consortium of libraries explore related concerns, questions, and opportunities. The April 2020 report analyzes publicly-available SCELC documents, a member-librarian survey results, and a November 2019 focus group with the Product Review Advisory Committee
Campus Conversations on Scholarly Communications: May 2020 Report
Full text linkCampus Conversations on Scholarly Communications was created as a mini-grant program to foster institutional dialogue. Funded by the Statewide California Electronic Library Consortium (SCELC) Project Initiatives Fund (SPIF) and managed by the Scholarly Communications Committee, grants of up to $800 were used by member and affiliate libraries to engage diverse constituents on topics about licensing contracts, open access, or other scholarly communication topics. This dialogue is needed to address complex issues such as price increases, library budgets, market dominance, social justice, accessibility, sustainability, and relevance. Grant recipients share their work and reflections, inevitably impacted by COVID-19, in this report
Perceptions of Race and Leadership in Early Childhood Education
Full text linkThe aim of this research is to examine the perceptions of leadership and race by African American current and or former decision makers within Early Childhood Education programs. This phenomenological study will explore African American leaders’ views, attitudes, and beliefs about race pertaining to leadership, children, and themselves. The examination of race within educational leadership is not a new concept; however, with the increased attention now given to early education, it is imperative that issues related to improving learning outcomes for all children are addressed