18253 research outputs found
Sort by
Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
No full textNewcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners (ELs), and Newcomer students, in particular.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1002/thumbnail.jp
Exploring Catholic Faith in Shakespearean Drama: Toward a Philosophy of Education
No full textBook review on collected essays exploring how and why to use Shakespeare in Catholic educatio
First Gen Voices
No full textLooking back at my first semester, I’ve made some truly fond memories. Starting off with an amazing group of people in the program and going on our retreat helped me find a community I could rely on. This community has remained by my side, even during challenging times, and for that, I’ll always be grateful. Whether it was tackling escape rooms or being part of First Year Seminar, the first-gen community has shown itself to be incredibly strong and tightly connected
The Game of Chance
No full textThrough my first semester at college, I was faced with the capability of not coming back due to being from a low-income family. Being a first-gen, I didn’t have anyone to guide me and I went from place to place begging for something to hold on to. My biggest goal for my family and I is to graduate from college and it is unfair that this opportunity will come short only because of financial problems. In some moments I felt all was lost, some telling me that I couldn’t and should just give up. All the connections I had reached out to were supportive though. I pushed through even when I was giving up, advocating, and alas, my miracle showed up and I will forever be grateful for everyone who took part in this deep struggle my family and I faced
Understanding trends in Zostera research, stressors, and response variables
No full textBackground. Seagrass meadows are ecologically significant habitats that are globally threatened. Thus, there is increased interest in conservation of seagrasses as they face widespread decline. Biotic and abiotic factors that influence seagrass can be classified as stressors, such as rising temperature and eutrophication. Our study met an imminent need to consolidate data from previous studies to discern knowledge gaps and identify trends in studies, stressors, species, and geographic origination of research for the genus Zostera. For our systematic review, the objectives were to (A) qualitatively assess and summarize the current state of literature focused on seagrass species within the Zostera genus and their stressors; (B) utilize data extracted from full-text articles to identify trends and knowledge gaps for the study of stressors, response variable measurements, species, geography, and study designs; and (C) map the distribution, type, and number of these studies globally. Methodology. We included articles that focused on stressors associated with Zostera seagrass species, and excluded studies of other seagrasses and non-stressor related articles. We conducted a Web of Science search of all databases, concluding in January of 2021, followed by a standardized review and data extraction protocol using Colandr (colandrapp.com) as our article screening tool. All 15 review participants were trained on the same set of practice articles and decision trees to minimize variation between individuals. After full text extraction, we analyzed our data by frequency and association between species, stressors, and geographic locations studied. Results. We screened 7,331 titles and abstracts and extracted data from 1,098 full-text articles. We found nutrients, temperature, and light were the most studied stressors. The United States of America produced the most articles in our review, followed by Australia. Zostera marina was most frequently studied, and our review found no stressor studies for five species in the genus. Studies most frequently measured response variables across multiple levels of ecological organization, including the individual plant, biotic community, and environmental conditions. As a part of our review, we made all extracted data publicly available as an interactive map. Conclusion. Undertaking a review of global studies allowed us to assess more seagrass articles for a single genus than any prior systematic review, summarizing a breadth of stressor studies related to the Zostera genus. A team effort and standardized training minimized bias during screening and data extraction. Evidence limitations may exist due to the single database used in our search protocol, as well as species, geographic, and stressor biases in included studies. Our review creates a centralized knowledge base that serves as a foundational information source for Zostera research, while highlighting existing knowledge gaps in the literature
MultiTec: A Data-Driven Multimodal Short Video Detection Framework for Healthcare Misinformation on TikTok
No full textWith the prevalence of social media and short video sharing platforms (e.g., TikTok, YouTube Shorts), the proliferation of healthcare misinformation has become a widespread and concerning issue that threatens public health and undermines trust in mass media. This paper focuses on an important problem of detecting multimodal healthcare misinformation in short videos on TikTok. Our objective is to accurately identify misleading healthcare information that is jointly conveyed by the visual, audio, and textual content within the TikTok short videos. Three critical challenges exist in solving our problem: i) how to effectively extract information from distractive and manipulated visual content in short videos? ii) How to efficiently identify the interrelation of the heterogeneous visual and speech content in short videos? iii) How to accurately capture the complex dependency of the densely connected sequential content in short videos? To address the above challenges, we develop MultiTec, a multimodal detector that explicitly explores the audio and visual content in short videos to investigate both the sequential relation of video elements and their inter-modality dependencies to jointly detect misinformation in healthcare videos on TikTok. To the best of our knowledge, MultiTec is the first modality-aware dual-attentive short video detection model for multimodal healthcare misinformation on TikTok. We evaluate MultiTec on two real-world healthcare video datasets collected from TikTok. Evaluation results show that MultiTec achieves substantial performance gains compared to state-of-the-art baselines in accurately detecting misleading healthcare short videos
Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
No full textBilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding the preparation of preservice teachers preparing to be bilingual teachers. These annotations build on the annotations regarding bilingual teacher preparation in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1006/thumbnail.jp
