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Naturalistic Evaluation of Embedded Social-Emotional Services in Early Childcare and Education Settings: Teacher Outcomes
No full textIn two studies, this dissertation evaluated relations among early childhood education (ECE) teachers’ well-being and embedded social-emotional services. Study 1 focused on occupational stress, burnout, and mental health, exploring the relations among stress and mental health, and the associations with social-emotional services. Study 1 also explored group differences in stress, burnout, mental health, and social-emotional services for teachers who identified as Latinx. Results showed that occupational stress and social emotional services had significant main effects on mental health (burnout, depression, anxiety), with associations varying across mental health measures. Occupational stress was associated with adverse mental health outcomes, while social-emotional support mitigated these effects, with group-based differences highlighting the significance of tailored support across different career stages and cultural contexts.
Study 2 delved into the potential associations of discrimination based on race with occupational stress, and mental health among Latinx Early Childhood Education (ECE) teachers. The study outlined the challenges ECE educators face, their critical role in child development, and the need to explore discrimination, occupational stress, and teacher mental health outcomes in tandem. The findings revealed that reported discrimination, measured by two scales, was significantly associated with anxiety and depersonalization but not directly associated with depression scores or emotional exhaustion scores. However, occupational stress and not discrimination was the primary predictor of mental health outcomes. Hierarchical Linear Modeling revealed complex relationships but did not support a moderation model. This study highlighted the connections among discrimination, occupational stress, and mental health outcomes among Latinx teachers. Nonparametric analyses probed for more nuanced relations, given small sample sizes. Implications and future directions are discussed in light of study limitations
RPL, CRT, & LatCrit: Finding the \u27Me\u27 in the Legal Academy
Get PDFThe idea of a colorblind society and constitution is a dream, not reality. Importantly, the idea of colorblindness has been used to hijack laws and constitutional provisions specifically created to right societal wrongs against minoritized persons, especially Black persons. Take for example, the recent controversy surrounding affirmative action in higher education.The Fourteenth Amendment of the United States Constitution and Title VI of the Civil Rights Act of 1964, both created to secure the rights of Black citizens, have been co-opted to instead deprive them of opportunities. The latest example of this is a Supreme Court case decided this past summer—Students for Fair Admissions, Inc. v. President & Fellows of Harvard College (SFFA)
Implications of Multilingual Students\u27 Stories for Promoting Linguistic Justice in Higher Education: Insights from Oral History Interviews
No full textThis chapter explores multilingual students\u27 experiences and addresses ways that institutions of higher learning can best celebrate and support multilingual learners. Challenging the long-standing deficit model, many researchers have used raciolinguistic and translingual concepts to reframe multilingualism as an asset. The author draws on these frameworks in contextualizing her oral history research collecting multilingual students\u27 stories. This year-long study conducted in 2022-23 was funded by an internal grant at a private U.S. university in the Rocky Mountain region. Eleven multilingual students with diverse native languages and countries of origin were interviewed about their perceptions of their native languages as heritage languages, their academic experiences, and other aspects of their lived experiences. After documenting and analyzing these stories, the author offers suggestions for what institutions of higher learning can do to best institute linguistic justice on their increasingly multilingual campuses
Teaching Law in the Age of Generative AI
No full textWith the rise of large language models capable of passing law school exams and the Uniform Bar Exam, how should legal educators prepare their students for an age of transformative technological change? As text-generating AI is being integrated in legal research platforms and word processing software, which automate the drafting of legal documents based on human prompts, lawyers are increasingly adopting this technology as a standard tool of legal research and writing. This Article explores the implications of these developments for legal education, focusing on pedagogy, curriculum, and assessment.
The Article draws from four key perspectives relevant to the use of generative AI in legal education: a survey of law students who participated in an AI-integrated course; a national survey of law faculty; an overview of the current state and projected future of AI in the legal profession; and a summary of lessons from the global literature exploring the use of ChatGPT in different teaching contexts. These perspectives tend to support the development of an AI-integrated legal education. Yet, most surveyed law faculty, even those who strongly agreed that students should be prepared to use and critically evaluate generative AI, emphasized that they were uninformed about this technology and unsure how to proceed.
This Article provides guidance, recommending that legal educators begin teaching with emerging AI tools, while exploring how implementation might vary across the legal curriculum. These recommendations are based on an analysis of how AI-integrated teaching may affect emerging technological competencies, traditional learning goals, academic integrity, and equity among students. The Article concludes by providing practical suggestions for AI-integrated assignments, exercises, and course policies. This includes detailed examples of exercises where students learn to collaborate with generative AI, evaluate AI-produced research and writing, create their own AI tutors and debate partners, role-play with chatbots in classroom simulations, and reflect on the responsible use of generative AI in the legal profession
