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When You’re Disrupting: Challenges Faced by Justice-Oriented Middle Grades Educators in a Predominantly White State

Middle School Research Selected Studies 2025年第6期48卷

作者： Jessica DeMink-Carthew Kristie W. Smith W. Keith Burgess Susan Y. Leonard Bogum Yoon P. Gayle Andrews James F. Nagle Penny A. Bishop a Education University of Vermont Burlington VT USAjdeminkc@uvm.edu b Department of Secondary and Middle Grades Education Kennesaw State University Kennesaw GA USA c Urban Education University of North Carolina at Charlotte Charlotte NC USA d Educational Theory and Practice University of Georgia Athens GA USA d Educational Theory and Practice University of Georgia Athens GA USAe Teaching Learning and Educational Leadership Binghamton University USA f Education Saint Michael’s College Colchester VT USA g Education & Human Development Boston University Boston MA USA

The purpose of our research was to identify challenges middle grades educators face as they strive to disrupt for justice in their predominantly white schools/districts. developmentally and culturally responsive education for all middle grades students calls on educators to embrace justice-oriented teaching. Yet middle grades teachers attempting to disrupt unjust practices and policies are often met with significant challenges that can undermine their efforts. Research illustrating these challenges could help justice-oriented middle grades teachers and leaders prepare for and proactively address these challenges. This article draws on the experiences of a group of middle grades educators to illustrate the numerous challenges they faced while leading and engaging in justice-oriented initiatives in the predominantly white state of Vermont. We describe four categories of challenges faced by the group: (a) institutional challenges; (b) interpersonal challenges; (c) pedagogic challenges; and (d) inner challenges. Drawn from the findings, we offer implications for justice-oriented middle grades teachers, administrators, and teacher educators.

关键词： Middle grades education equity justice-oriented teaching challenges predominantly white schools

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Correction to: The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

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educational Psychology Review 2021年第1期34卷 473-473页

作者： Roberts, Garrett J. Hall, Colby Cho, Eunsoo Coté, Brooke Lee, Jihyun Qi, Bingxin Van Ooyik, Jacklyn Department of Teaching and Learning Sciences Morgridge College of Education The University of Denver Denver USA School of Education and Human Development The University of Virginia Charlottesville USA Department of Counseling Educational Psychology and Special Education College of Education Michigan State University East Lansing USA Department of Educational Psychology The University of Texas At Austin Austin USA Department of Research Methods and Information Science Morgridge College of Education The University of Denver Denver USA

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Establish feedback loops in an electrical engineering core course with adaptive release 125

Establish feedback loops in an electrical engineering core c...

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125th ASEE Annual Conference and Exposition

作者： Jin, Yufang Yuen, Timothy Garcia, Stephanie Ann Nelson, Robin Lynn Jin, Ruitao Department of Electrical and Computer Engineering University of Texas San Antonio United States College of Education and Human Development University of Texas San Antonio United States Department of Interdisciplinary Learning and Teaching University of Texas San Antonio United States

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Catalytic degradation of methyl orange and biomedical efficacy of sustainable silver nanoparticles from Boerhaavia diffusa leaf extract

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Journal of Molecular Structure 2025年

作者： Chinnappan Sudhakar Kandasamy Selvam Thangaswamy Selvankumar Jari S. Algethami Ghadah Shukri Albakri Krishna Kumar Yadav Department of Biotechnology Mahendra Arts and Science College (Autonomous) Kalippatti Namakkal 637 501 Tamil Nadu India Department of Biomaterials Saveetha Dental College and Hospitals SIMATS Saveetha University Chennai 600 077 Tamil Nadu India Department of Biomaterials Saveetha Dental College and Hospitals Saveetha Institute of Medical and Technical Sciences (SIMATS) Saveetha University Chennai India Department of Chemistry College of Science and Arts Najran University P.O. Box 1988 Najran 11001 Saudi Arabia Advanced Materials and Nano-Research Centre (AMNRC) Najran University Najran 11001 Saudi Arabia Department of Teaching and Learning College of Education and Human development Princess Nourah bint Abdulrahman University P.O. Box 84428 Riyadh 11671 Saudi Arabia Faculty of Science and Technology Madhyanchal Professional University Ratibad Bhopal 462044 India Environmental and Atmospheric Sciences Research Group Scientific Research Center Al-Ayen University Thi-Qar Nasiriyah 64001 Iraq

The current study focused on the effective green synthesis of silver nanoparticles (AgNPs) from Boerhaavia diffusa (BD) leaf extract, demonstrating their potential in antibacterial, anticancer, and photocatalytic applications. The formation of B. diffusa silver nanoparticles (BD-AgNPs) was confirmed by an absorption peak at 420 nm using UV-visible spectroscopy. Fourier-transform infrared (FT-IR) spectroscopy represented the presence of bioactive functional groups in BD that were involved in the reduction and capping of BD-AgNPs. The X-ray diffraction (XRD) analysis confirmed the crystalline nature and face-centered cubic (fcc) structure of BD-AgNPs. Further, high-resolution transmission electron microscopy (HR-TEM) results confirmed that the BD-AgNPs were small in size and had an average particle size of 30 nm. The presence of Ag peaks with a significant signal at 3.0 keV was shown by energy dispersive X-ray spectroscopy (EDS). The biosynthesized BD-AgNPs showed the highest antibacterial activity against E. coli (18 ±0.75) and S. aureus (16 ±0.58) and also shows MIC assay shows lowest value of BD-AgNPs against E. coli (7.25 μg/mL) and S. aureus (12.75 μg/mL), respectively. The BD-AgNPs were also found to be cytotoxic against A549 lung cancer cells. Furthermore, BD-AgNPs demonstrated 91.26% photodegradation efficacy for methyl orange (MO) after 200 min of exposure under sunlight irradiation. The findings indicate that these biogenic BD-AgNPs possess significant antibacterial properties and cytotoxic effects on lung cancer cells (A549), suggesting their utility in medical treatments. In addition, the high efficiency in photocatalytic degradation of pollutants underscores their environmental remediation capabilities, making them valuable in healthcare and environmental sectors.

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New directions in socioscientific issues research

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Disciplinary and interdisciplinary Science education Research 2019年第1期1卷 11-11页

作者： Zeidler, Dana L. Herman, Benjamin C. Sadler, Troy D. Department of Teacher Education College of Education University of South Florida Tampa FL United States Department of Teaching Learning and Culture College of Education and Human Development Department of Biology College of Science Texas A & amp M University College Station TX United States School of Education University of North Carolina-Chapel Hill Chapel Hill NC United States

The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning;2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking;and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends. © The Author(s) 2019.

关键词： Informal science education Socioscientific issues Socioscientific perspective taking Socioscientific reasoning

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Understanding healthcare professional’s knowledge and practice regarding malnutrition and dysphagia: insights from Targeted education to Address Malnutrition and Swallowing disorders (TEAMS) international survey

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Nutrition 2025年

作者： Ivy Cheng Nathalie Rommel Stefanie Duchac Julie Regan Renée Speyer Rainer Dziewas Academic Unit of Human Communication Learning and Development Faculty of Education University of Hong Kong Hong Kong Centre for Gastrointestinal Sciences Faculty of Biology Medicine and Health University of Manchester United Kingdom Institute for Biomagnetism and Biosignal Analysis University of Münster Germany Department of Neurology University Hospital Münster Germany Deglutology Experimental Otorhinolaryngology Department of Neurosciences University of Leuven Leuven Belgium Department of Gastroenterology Neurogastroenterology and Motility University Hospitals Leuven Leuven Belgium Department of Therapy Sciences SRH University Heidelberg Germany Department of Clinical Speech and Language Studies Trinity College Dublin Dublin Ireland Discipline of Speech and Language Therapy School of Health Sciences College of Medicine Nursing & Health Sciences University of Galway Galway Ireland Curtin School of Allied Health Faculty of Health Sciences Curtin University Perth Australia Department of Neurology and Neurorehabilitation Klinikum Osnabrueck – Academic teaching hospital of the University of Muenster Osnabrueck Germany

Objective To understand the current knowledge gaps regarding malnutrition and dysphagia among healthcare professionals worldwide. Design An anonymous online cross-sectional survey was developed in English and translated into six languages. It comprised 26 questions divided into three categories: demographics, current clinical practice and educational needs. Data was collected between July 2023 and January 2024. Participants Healthcare professionals and students involved in the care of dysphagia patients worldwide. Analysis Descriptive statistics and qualitative analysis. Results A total of 877 responses, predominantly from dietitians (44.3%) and speech therapists (29.2%) across 54 countries, were analysed. Only about one-third of participants reported consistent nutrition screening and the use of validated tools. Nearly half (46%) indicated that less than 60% of malnourished dysphagia patients received interventions. The most common (22%) knowledge source was work experience whereas clinician’s knowledge was a key challenge in managing malnutrition in dysphagia patients. Conclusions and Implications Knowledge among international healthcare professionals on malnutrition and dysphagia may be inadequate and there may be an underusage of validated tools for nutrition screening. These results call for the need to develop a targeted education program that addresses the current knowledge gap on malnutrition and dysphagia among healthcare professionals. (187 words)

关键词： Dysphagia Healthcare professionals Malnutrition Multidisciplinary Survey

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“The Monkey King Meets the Spiderman”:Narrative Inquiry into Chinese Students’Academic Socialization Experiences in a ***

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Frontiers of education in China 2017年第1期12卷 98-119页

作者： Gang ZHU Department of Teaching Learning and CultureCollege of Education and Human DevelopmentTexas A&M UniversityCollege StationTX 77843-4232USA

This narrative study explores four Chinese students’academic socialization experiences in one research-intensive public university in the *** drawing upon Wenger’s(1998)communities of practice and Gee’s(2000)theorizing on identity as the synthesized theoretical framework,this research uncovers four Chinese students’academic socialization stories nestled in the shifting cross-cultural ***,this study reveals that the Chinese students’academic socialization intersects a matrix of factors,which can be categorized into“personal landscape”and“professional landscape.”Last,this narrative case study concluded that the Chinese students’academic socialization involves the continuous negotiations of their multiple identities embedded in the cross-cultural contexts.

关键词： academic socialization Chinese students communities of practice identity construction narrative inquiry

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Interpreting and Navigating Multiple Representations for Computational Thinking in a Robotics Programming Environment

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Journal for STEM education Research 2018年第1-2期1卷 119-147页

作者： Barth-Cohen, Lauren A. Jiang, Shiyan Shen, Ji Chen, Guanhua Eltoukhy, Moataz Department of Educational Psychology College of Education University of Utah 1721 Campus Center Drive SAEC 3264 Salt Lake City 84112 UT United States Department of Computer Science Carnegie Mellon University Pittsburgh PA United States Department of Teaching and Learning University of Miami 324B Merrick Building 5202 University Drive Coral Gables 33124-2040 FL United States Department of Teaching and Learning University of Miami 312 Merrick Building 5202 University Drive Coral Gables 33124-2040 FL United States Department of Kinesiology and Sport Sciences School of Education & Human Development 1507 Levante Avenue Max Orovitz Building Room 132 Coral Gables 33146 FL United States

Although researchers have proposed different definitions for Computational Thinking (CT), one commonality across these definitions is the emphasis on having students formulate and solve problems in various learning environments, including programming. The continuing attention to CT highlights the need for studies that examine students’, especially elementary students, problem-solving processes. The current study investigates how fifth graders engaged in CT problem-solving activities in a programming environment. Focusing on multiple representations embedded in the CT problem-solving processes, we analyze data of fifth graders who were engaged in a pair-programming robotics interview. In the interview, students navigate multiple representations, such as task instructions, a coding window, and outputs, and in the case of robotics programming activities, a physical robot. The results show that as students were participating in a variety of coding and problem-solving practices, they were interpreting and navigating information within the code window, across the code window and task instructions, across the code window and physical robot, and across all three representations. Informed by these findings, we propose a framework to conceptualize how elementary students interpret and navigate multiple representations in CT problem-solving processes, which could guide future studies in analyzing problem-solving processes in similar contexts. Implications on the importance of multiple representations in programming may apply to other CT learning environments as well. © 2018, Springer Nature Switzerland AG.

关键词： Computational thinking Representations Robotics education

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Meeting the demands of the C3 framework in elementary social studies methods

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Social Studies Research and Practice 2017年第3期12卷 358-371页

作者： Michael Alan Neel Amy Palmeri Department of Leadership Policy and Organizations Vanderbilt University Peabody College of Education and Human Development Nashville Tennessee USA Department of Teaching and Learning Vanderbilt University Peabody College of Education and Human Development Nashville Tennessee USA

Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodology/approach This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education. Findings Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice. Research limitations/implications The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors be

关键词： C3 framework Elementary teacher education Practice-based teacher education Social studies

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Body appreciation around the world: Measurement invariance of the Body Appreciation Scale-2 (BAS-2) across 65 nations, 40 languages, gender identities, and age

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Body image 2023年 46卷 449-466页

作者： Viren Swami Ulrich S Tran Stefan Stieger Toivo Aavik Hamed Abdollahpour Ranjbar Sulaiman Olanrewaju Adebayo Reza Afhami Oli Ahmed Annie Aimé Marwan Akel Hussam Al Halbusi George Alexias Khawla F Ali Nursel Alp-Dal Anas B Alsalhani Sara Álvares-Solas Ana Carolina Soares Amaral Sonny Andrianto Trefor Aspden Marios Argyrides John Jamir Benzon R Aruta Stephen Atkin Olusola Ayandele Migle Baceviciene Radvan Bahbouh Andrea Ballesio David Barron Ashleigh Bellard Sóley Sesselja Bender Kerime Derya Beydağ Gorana Birovljević Marie-Ève Blackburn Teresita Borja-Alvarez Joanna Borowiec Miroslava Bozogáňová Solfrid Bratland-Sanda Matthew H E M Browning Anna Brytek-Matera Marina Burakova Yeliz Çakır-Koçak Pablo Camacho Vittorio Emanuele Camilleri Valentina Cazzato Silvia Cerea Apitchaya Chaiwutikornwanich Trawin Chaleeraktrakoon Tim Chambers Qing-Wei Chen Xin Chen Chin-Lung Chien Phatthanakit Chobthamkit Bovornpot Choompunuch Emilio J Compte Jennifer Corrigan Getrude Cosmas Richard G Cowden Kamila Czepczor-Bernat Marcin Czub Wanderson Roberto da Silva Mahboubeh Dadfar Simon E Dalley Lionel Dany Jesus Alfonso D Datu Pedro Henrique Berbert de Carvalho Gabriel Lins de Holanda Coelho Avila Odia S De Jesus Sonia Harzallah Debbabi Sandesh Dhakal Francesca Di Bernardo Donka D Dimitrova Jacinthe Dion Barnaby Dixson Stacey M Donofrio Marius Drysch Hongfei Du Angel M Dzhambov Claire El-Jor Violeta Enea Mehmet Eskin Farinaz Farbod Lorleen Farrugia Leonie Fian Maryanne L Fisher Michał Folwarczny David A Frederick Matthew Fuller-Tyszkiewicz Adrian Furnham Antonio Alías García Shulamit Geller Marta Ghisi Alireza Ghorbani Maria Angeles Gomez Martinez Sarah Gradidge Sylvie Graf Caterina Grano Gyöngyvér Gyene Souheil Hallit Motasem Hamdan Jonathan E Handelzalts Paul H P Hanel Steven R Hawks Issa Hekmati Mai Helmy Tetiana Hill Farah Hina Geraldine Holenweger Martina Hřebíčková Olasupo Augustine Ijabadeniyi Asma Imam Başak İnce Natalia Irrazabal Rasa Jankauskiene Ding-Yu Jiang Micaela Jiménez-Borja Verónica Jiménez-Borja Evan M Johnson Veljko Jov School of Psychology and Sport Science Anglia Ruskin University Cambridge United Kingdom Centre for Psychological Medicine Perdana University Kuala Lumpur Malaysia. Electronic address: viren.swami@aru.ac.uk. Department of Cognition Emotion and Methods in Psychology Faculty of Psychology University of Vienna Vienna Austria. Department of Psychology and Psychodynamics Karl Landsteiner University of Health Sciences Krems an der Donau Austria. Institute of Psychology University of Tartu Tartu Estonia. Department of Psychology Koç University Istanbul Turkiye. Department of Psychology and Behavioural Studies Ekiti State University Ado-Ekiti Nigeria. Department of Art Studies Tarbiat Modares University Tehran Iran. Department of Psychology University of Chittagong Chattogram Bangladesh. Department of Psychoeducation and Psychology Université du Québec en Outaouais Saint-Jérôme Canada. INSPECT-LB: National Institute of Public Health Clinical Epidemiology and Toxicology Beirut Lebanon School of Pharmacy Lebanese International University Beirut Lebanon. Department of Management Ahmed Bin Mohammad Military College Doha Qatar. Faculty of Psychology Panteion University of Social and Political Sciences Athens Greece. Royal College of Surgeons Ireland-Bahrain Adliya Bahrain. Department of Midwifery Faculty of Health Sciences Munzur University Tunceli Turkiya. Department of Oral Medicine and Diagnostic Sciences Vision College of Dentistry and Nursing Vision Colleges Riyadh Saudi Arabia. Facultad de Ciencias de la Vida Universidad Regional Amazónica Ikiam Muyuna Ecuador. Federal Institute of Education Science and Technology of Southeast Minas Gerais Barbacena Brazil. Department of Psychology Universitas Islam Indonesia Yogyakarta Indonesia. Department of Psychology Aberystwyth University Ceredigion United Kingdom. Department of Psychology Neapolis University Pafos Paphos Cyprus. Department of Psychology De La Salle University Phillippines. Department of Gen

The Body Appreciation Scale-2 (BAS-2) is a widely used measure of a core facet of the positive body image construct. However, extant research concerning measurement invariance of the BAS-2 across a large number of nations remains limited. Here, we utilised the Body Image in Nature (BINS) dataset - with data collected between 2020 and 2022 - to assess measurement invariance of the BAS-2 across 65 nations, 40 languages, gender identities, and age groups. Multi-group confirmatory factor analysis indicated that full scalar invariance was upheld across all nations, languages, gender identities, and age groups, suggesting that the unidimensional BAS-2 model has widespread applicability. There were large differences across nations and languages in latent body appreciation, while differences across gender identities and age groups were negligible-to-small. Additionally, greater body appreciation was significantly associated with higher life satisfaction, being single (versus being married or in a committed relationship), and greater rurality (versus urbanicity). Across a subset of nations where nation-level data were available, greater body appreciation was also significantly associated with greater cultural distance from the United States and greater relative income inequality. These findings suggest that the BAS-2 likely captures a near-universal conceptualisation of the body appreciation construct, which should facilitate further cross-cultural research.

关键词： Body appreciation Body appreciation Scale-2 (BAS-2) Cross-cultural Measurement invariance Multi-group confirmatory factor analysis (MG-CFA) Psychometrics Structural analysis

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