85 research outputs found
Who teaches where?: evidence from a mixed method study of teacher candidates' preference for an urban school setting
No full textResearchers have demonstrated that schools with low-income and predominantly minority students, especially those in urban districts, have the most difficulty recruiting and retaining teachers. In this study, surveys were collected to describe 697 New Jersey teacher candidates’ perceptions, processes, experiences, and characteristics, and to assess which factors influence teacher candidates’ preferences for teaching in urban districts. A case study of the Newark Public Schools further explored the processes and challenges districts face in their new teacher recruitment and hiring effort. Findings indicate teacher candidates’ perceptions of school working conditions strongly influence where they most prefer to teach. Specifically, results indicated that teacher candidates with less preference for schools with poor, low achieving, and many racially and ethnically diverse students were not likely to prefer teaching in urban districts. These teacher candidates’ desires for resources and convenient conditions were also predictive of their preference for non-urban settings. Instead, these candidates were more likely to want to teach in school settings that were similar to them racially, socioeconomically, and similar to their own K-12 school setting. They were also more likely to be influenced by family and friends. These findings are corroborated by stakeholders in the NPS case study, where convenient and safe working conditions, along with family influence, were the most cited reasons for deterring new teacher recruitment. Conversely, teacher candidates with experiences in various urban settings are likely to prefer teaching in urban schools, particularly candidates with field experiences in urban districts. Additionally, teacher candidates between the age of 25 and 29 are also more likely to prefer teaching in an urban district. Principals in the NPS study explained how influential a teacher candidate’s experience in various urban settings is on their district’s search for an urban educator with the 3 C’s: content knowledge, commitment, and cultural understanding. These findings have implications for policies at the teacher preparation level, city level, and state level: there is a need to emphasize urban field experiences; it is critical to improve conditions in and around schools, and the data suggests a Grow-Your-Own program will benefit urban districts in addressing their staffing challenges.Ph. D.Includes bibliographical referencesIncludes vitaby Deena Khali
Household survey key findings
No full textMackenzie Burton (PSU), Beth Green (PSU), Alicia Miao (ODI), Katherine Pears (ODI), Deena Scheidt (ODI); and Elizabeth Tremaine (PSU).Title from PDF cover (viewed on April 22, 2020).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.This publication was made possible by Grant Number 90TP0020-01-02 from Department of Health and Human Services Administration for Children and Families.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Who we are
No full textWho We Are takes place in both Egypt and America, following the lives of Hannah and Zain, two siblings in their twenties who must deal with the aftermath of their mother’s sudden death. Raised in an Egyptian-American Muslim family, Hannah and Zain work to reconcile the conflicting aspects of their identities and beliefs. Hannah travels to a post-revolutionary Egypt in an attempt to learn more about her family’s culture and religion but instead finds herself veering away from the very culture she hopes to learn more about. She seeks out her own understanding of self and identity as she struggles to comprehend both her mother’s upbringing as well as her own, and she soon becomes involved in the revolutionary strife. Zain remains in Philadelphia and learns that his seemingly religious father has been carrying out an affair with another woman. Zain pushes back against the religious and cultural hypocrisy of his father, but each attempt to become a better person fails, and as a result, his work life and personal relationships begin to unravel. Who We Are explores the cultural difficulties and self-conflict second-generation Americans face in their adult lives. This story focuses on culture, religion, and revolution.M.F.A.by Deena ElGenaid
Family listening sessions
No full textreport to the Oregon Early Learning Division and the Early Learning Council ; authors: Mackenzie Burton, Beth Green, Alicia Miao, Katherine Pears, Nelda Reyes, Deena Scheidt, Elizabeth Tremaine, and Katie Winters.Title from PDF cover (viewed on April 22, 2020).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.This publication was made possible by Grant Number 90TP0020-01-02 from Department of Health and Human Services Administration for Children and Families.Mode of access: Internet from the Oregon Government Publications Collection.Text in English, Spanish, and Swahili
Family listening sessions
No full textreport to the Oregon Early Learning Division and the Early Learning Council ; authors: Mackenzie Burton, Beth Green, Alicia Miao, Katherine Pears, Nelda Reyes, Deena Scheidt, Elizabeth Tremaine, and Katie Winters.Title from PDF cover (viewed on April 22, 2020).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.This publication was made possible by Grant Number 90TP0020-01-02 from Department of Health and Human Services Administration for Children and Families.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
From Columbia to USC, Palestine will be Free: Capturing the Palestinian Student Narrative
No full textIn 2024, student groups across colleges organized encampments demanding their institutions cut financial and academic ties with Israel and the Israeli military, a call rooted in resistance to the ongoing occupation and violence against Palestinians. These student-led actions were met with harsh retaliation from university administrations and state authorities, including graduation deferments, suspensions, censorship, and arrests. Clear attempts to silence dissent and suppress Palestinian solidarity. This study centers the voices of Palestinian college students by examining their lived experiences and counter-narratives in the face of backlash, anti-Palestinian rhetoric, and institutionalized acts of disenfranchisement. Their stories reveal how repression of pro-Palestine advocacy is not only a direct assault on political expression, but also a force that undermines Palestinian students’ social belonging, psychological well-being, and academic progress. By amplifying these narratives, this qualitative analysis challenges higher education institutions to reckon with their complicity in silencing Palestinian resistance and to reimagine a campus climate that affirms justice, solidarity, and the right to speak truth to power
Book Review Symposium: Women Abuse in Rural Places
No full textIn this review symposium, four readers present their views on Walter DeKeseredy’s book, Woman Abuse in Rural Places. These reviews emerged from an author meets critics session at the 2022 annual meeting of the American Society of Criminology (Atlanta, Georgia). The four reviewers were: (1) Venessa Garcia, Criminal Justice Program, New Jersey City University; (2) Deena A. Isom, Department of Criminology and Criminal Justice, University of South Carolina; (3) Jessica Peterson, Department of Criminology and Criminal Justice, Southern Oregon University; and (4) Ralph Weisheit, Department of Criminal Justice Sciences, Illinois State University. Walter DeKeseredy then addresses the various comments of the reviewers with a response titled “If I had to do it again”
A biography of Newfoundland-born author Ron Pollett (1900-55)
No full textThis biographical study of Newfoundland-born author Ron Pollett presents a detailed account of his life, and attempts in its final chapter to assess his literary contribution, particularly as an émigré author, to Newfoundland literature. To date, no extensive study either of Pollett's life or of his works has been undertaken. This thesis attempts to redress this oversight in the area of Newfoundland studies; and to provide, particularly through the use of information obtained from approximately 100 personal interviews and pieces of correspondence, previously undocumented and uncollected materials pertaining to Pollett's life and works. -- Chapter One focuses on Pollett's early years, from 1900 to 1916, in New Harbour, Trinity Bay, a Newfoundland outport where he learned the traditional skills and values of a fisherman-farmer. These sixteen years are presented as a time of preparation for the tasks and ideals which he was to pursue during his young adulthood. -- Chapter Two describes Pollett's experiences from 1917 to 1924 in various professions- outport schoolteacher, record-keeper, and linotype operator- as he migrated to a number of villages and towns within Newfoundland, then emigrated first to Montreal, and finally to New York. Personal and economic circumstances which prompted these changes of profession and residence are explored. -- In Chapter Three Pollett's experiences in New York from 1925 to early 1945 are described. This chapter provides a glimpse into the professional and domestic life of one of the thousands of Newfoundlanders who settled in New York during the 1920s. -- Chapter Four describes Pollett's life between 1945 and his death in 1955, and suggests the circumstances which led him, by 1946, to embark on a second career, as an author. Aspects of the writing he produced, based on his own and other Newfoundlanders' lives at home and abroad, are discussed in relation to his rapidly declining health and precarious finances. -- Chapter Five focuses mainly upon Pollett's three major works: The Ocean at My Door and Other Newfoundland Outport Stories (1947); Peter the Grate: An Outport Character Study (1952); and The Ocean at My Door (1956). This chapter addresses the following topics: the extent of Pollett's oeuvre: the kind of writing he produced; his writing, seen in the larger literary context; and finally, his achievement as a writer.Bibliography: leaves 159-180
Sex differences in social support and substance use disorders: implications for mechanisms of change and treatment outcomes
No full textIndividuals with substance use disorders (SUDs) often draw on support from their social networks to perpetuate gains made during addiction treatment. Sex differences exist in the function of social networks, the ways in which individuals are influenced by their network members, and in substance use behaviors. We examined whether treatment-seeking men and women differed in the nature of their social support at treatment entry and whether individuals with abstinence versus substance using social support networks differed in substance use and work status at 12 months follow-up. This study included 469 women and 1,379 men from the combined Project MATCH (Matching Alcoholism Treatments to Client Heterogeneity) and Project ARC (Rutgers Alcohol Research Center) samples. Latent class analysis was used to identify unique groups of individuals based on the nature of social support for abstinence or use at treatment entry and the frequency of contact with network members. Individuals were then classified based on the probability of their network membership. Regression analyses were used to determine the relationship of social support class membership and sex to substance use and work status at follow-up. Men and women differed in the makeup of their social support networks and all subsequent analyses were therefore performed separately for each. Men and women were classified separately into four and five social networks, respectively, based on the statistical and conceptual meaningfulness of the models. There was a significant difference in the substance using patterns at follow-up among men between the Limited Negative (LN) class and all other classes, with members of this class reporting the fewest days abstinent. Among women, no significant differences between classes in days abstinent were detected. Furthermore, the difference between classes in the quality of life (QOL) outcome measure, work status, was not statistically significant. The results highlight the impact of negative social support on substance use behaviors, particularly among men, and the potential importance of addressing the makeup of social networks in an effort to improve outcomes. Future studies should investigate further sex differences in the impact of social support for abstinence and substance use. This knowledge may offer providers insight into the development and maintenance of the disorders and the most beneficial treatment approaches.M.S.Includes bibliographical referencesby Deena Peyser Falec
Writings of resistance: women's autobiographical writings of the Italian Resistance, 1943-2000
No full textThis dissertation explores the autobiographical writings of three women who participated in the Italian Resistance (1943-1945) during World War II, and whose narratives were written between 1943 and 2000. The narratives considered in detail are: Ragazza
partigiana (written in 1946 and published in1974) and Bortolina. Storia di una donna (1996) by Elsa Oliva, Diario partigiano (written between 1943-1945, revisited/revised from 1950 until its publication in 1956) by Ada Gobetti, and Con cuore di donna (2000) by Carla Capponi. I analyze the methods of and motivations behind their varied methods of self-fashioning. In particular, I articulate how these women fashion, create, and negotiate their own identity for themselves and with respect and in response to a greater national audience that has often misrepresented or not represented their wartime experiences. Such a practice then allows them to contribute to the construction of a national identity and national memory in which their individual experiences are accounted for.
In executing my analysis, I draw from numerous historical sources (Bravo, Bruzzone, Saba, Alloisio, Beltrami, Pavone, Portelli) to contextualize the narratives, as it is imperative to understand the socio-historic, and cultural environment from which these
narratives are generated. In addition to socio-historic considerations, I also approach these texts, to varying degrees, through the use of autobiographical (Bernstock, Friedman, Jelinek, Mason), psychological (Gilligan), and sociological (Rowbotham, Chodorow) theoretical material relating to women to illuminate the ways in which these narratives conform with, differ from, or exemplify noted trends of women’s self representation and to help interpret the narrative choices made by the authors. I also avail myself briefly of Italian feminist difference theory (Muraro and Cavarero). My focus throughout, however, is always on the narratives themselves.
I ultimately argue that these writings are both inspired by Resistance participation and that for each writer, they are a form of continued resistance to gender based societal assumptions and/or personal historical legacy. That is, while it was their involvement in the Resistance movement that is the basis for the production of these narratives, each author uses her narration of these events to further resist easy or popular categorization of her experiences.Ph.D.Includes bibliographical references (p. 164-174)by Deena Ruth Lev
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