bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Alternative Lenses to Examine Effective Teachers’ Use of Technology with Low-Performing Students
Authors: Edmunds Julie A.
Published: February 2022

Background

Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself.

Purpose

This study used two lenses—teachers’ instructional practices and the research on effective technology use—to examine the use of technology by effective teachers.

Population

Short interviews were conducted with 20 teachers (in 13 elementary schools) nominated by their principals as effective at improving the achievement of their low-performing students and as considering technology an important part of their instruction. Three of those teachers were chosen for a more in-depth examination.

Research Design

The study used a collective case study approach to examine the ways effective teachers used technology with their low-performing students.

Data Collection and Analysis

Data sources included screening interviews with 20 teachers; extended interviews with three teachers chosen for the case study; five days of observations in three case study classrooms; and interviews with seven students and their parents. Analysis used the constant comparative approach to develop themes that cut across the classrooms and interviews.

Findings

The teachers in this study used technology in a balanced way that was continuous with their general instructional practices. Their use of technology reflected nine primary roles: to target instruction more effectively; to incorporate a variety of strategies; to support teacher-guided instruction; to increase student involvement in instruction; to facilitate remediation and reinforcement; to promote advanced thinking strategies; to increase access to resources; to motivate students; and to meet the needs of the whole child.

Conclusion

Examining the use of technology in the context of teachers’ instructional practices provides a fuller picture of the different roles technology can play to support the learning of low-performing students.
From International Schools to Inner-City Schools: The First Principles of the International Baccalaureate Diploma Program
Authors: Conner Jerusha Osberg
Published: February 2022

Background/Context

In the past 35 years, the International Baccalaureate Diploma Program has spread to 564 schools across the United States, with an ever-growing share of these schools located in the inner city. These American school sites comprise vastly different contexts than those in which the IB program began-the international schools of Europe.

Purpose/Objective/Focus of Study

To understand the migration of the IB from international schools to inner-city schools, I examine both the intentions and the implementation of two of the most distinctive features of the program: its assessment system and its emphasis on promoting intercultural competence.

Research Design

In this analytic essay, I rely on historical accounts to uncover the first principles that the founders sought to embed in the design of these two curricular components. Drawing on accounts written by journalists and educators about the implementation of the IB, I then consider implications of these first principles in the context of American schools generally, and inner-city schools in particular.

Conclusions/Recommendations

I argue that although the growth of the IB may be due to the broad appeal of its first principles, as the IB continues to spread to new school sites, these first principles remain vulnerable, challenged by the constraints and conventions of the American schooling system. To remain true to its founding ideals and first principles, the program will need to continue to balance interests that in the American context often conflict, such as progressive and standards-based education, and access and prestige.
Angling for Access, Bartering for Change: How Second-Stage Teachers Experience Differentiated Roles in Schools
Authors: Donaldson Morgaen L. , Johnson Susan Moore , Kirkpatrick Cheryl L. , Marinell Will , Steele Jennifer L. , Szczesiul Stacy Agee
Published: February 2022

Background/Context

Increasingly, instructional reforms in US schools place teachers in differentiated roles, such as literacy coach or data analyst. Not only do these roles hold promise for reforming instruction, but they also may make the teaching career more rewarding by offering teachers new challenges over time. In the past, teachers who held roles that distinguished them encountered resistance from colleagues who questioned their distinction and rebuffed their instructional advice (Lortie, 1975; Little, 1988). In doing so, colleagues defended their classroom autonomy and appealed to teaching's traditional egalitarian culture (Little, 1988; Johnson, 1990; Mangin, 2005). As veteran teachers retire, the teachers that take differentiated roles today may be relatively inexperienced and young. Thus, these teachers may violate teaching's allocation of privileges based on seniority (Lortie, 1975) in addition to autonomy and egalitarianism.

Purpose

In this study, we set out to understand how second-stage (third–tenth year) teachers experienced differentiated roles in the current context of accountability, where instructional change is the order of the day.

Participants

We selected 20 second-stage teachers who held differentiated roles that were formal, compensated by time or money, and promised to be ongoing rather than temporary. Our sample included teachers working in several metropolitan areas and in a range of school settings.

Research Design

This is an interview-based, qualitative study.

Data Collection and Analysis

Data were collected through hour-long, semi-structured interviews. Constructing matrices and writing analytic memos, we conducted cross-case analysis.

Findings

Among the second-stage teachers we interviewed, only those whose roles sought to change colleagues’ practice provoked resistance from their colleagues. Teachers who held these roles, which we designated “reform roles,” reported that colleagues resisted their efforts to provide feedback and resented their special recognition, especially given their inexperience. Moreover, teachers in reform roles performed these roles strategically, in order to reduce colleagues’ opposition. In some cases, the teachers in our sample reduced the scope of their role in an effort to avoid provoking their colleagues. We concluded that the norms of autonomy, egalitarianism, and seniority continue to exert great influence among teachers, whether veteran or second-stage.

Conclusions/Recommendations

These findings suggest that instructional reform built on such roles should be designed and implemented with more consideration of the power and persistence of teaching's traditional norms. In this way, these roles might better promote whole-school instructional change and provide appealing career opportunities that retain teachers.
Examining Teachers’ Beliefs and Instructional Practices in Secondary Foreign Language Classes on Honors and Non Honors Tracks: The Role of Teaching for Communication
Authors: Morris Michael
Published: February 2022

Background/Context

Little research to date has examined the honors foreign language classroom or how it differs from its non-honors counterpart. This study examines possible differences between the two kinds of classrooms and what factors may affect these differences.

Purpose

The researcher observed a total of 54 honors and non-honors French and Spanish classes at all levels at a high school in a Midwestern state to ascertain the instructional practices used therein. He also administered questionnaires to and interviewed the seven teachers of these classes regarding the classroom practices he observed and the factors that may have influenced these practices, focusing particularly on any differences between the high-and low-tier classes.

Setting

A high school of 1,900 students in a small town in a Midwestern state.

Subjects

Seven high school teachers of French and Spanish.

Research Design

This study incorporates analysis of the lesson content of the two kinds of classes using the chi-square technique and qualitative techniques to analyze the data yielded by questionnaires and open-ended interviews with each teacher.

Findings

A highly significant statistical relationship exists between the tier of class (honors v. non-honors) and the type of language activity (form-focused v. communicative). Analysis of teachers’ narratives also reveals several factors that enter into play in shaping their instructional practices. These include: (1) students’ preferences for specific teaching styles and instructional emphases; (2) honors students’ desire for the prestige that comes from enrollment in high-tier classes; (3) students’ level of motivation for language learning; and (4) students’ level of engagement in their language learning.

Conclusions

The researcher concludes that foreign language educators must address the issue of reserving communicative teaching for elite students for the profession's future viability.
Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction
Authors: Ellis Mark
Published: February 2022

Background/Context

For the past century, mathematics education in the United States has been effective at producing outcomes mirroring society's historical inequities. The enactment of the No Child Left Behind Act in 2001 was intended to address these differential educational outcomes. Given the scope of this legislation's impact on the way in which states, districts, and schools evaluate mathematics learning and conceptualize reforms in the teaching of mathematics, it is critical to examine the possible effects this may have on how mathematical proficiency is determined and distributed.

Purpose/Focus of Study

This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on “objective” science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the “dividing practices” instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not. The questions guiding this inquiry are: How did these dividing practices first develop? What are the taken-for-granted assumptions under which they operate? How might technologies related to these practices, given renewed status due to the requirements of the NCLB Act, impact mathematics education?

Research Design

This inquiry takes the format of an analytic essay, drawing on both a historical perspective of efforts to improve education in the United States through a reliance on scientific methods, and an examination of recent evidence as to how the No Child Left Behind legislation's policies are bring implemented in relation to the assessment and teaching of mathematics.

Conclusions/Recommendations

Although the intent of the No Child Left Behind legislation is to identify schools in which students are not being educated well and to compel improvement, its approach to doing so is built on a model from which long-standing disparities were constructed in the first place. The use of high-stakes standardized testing and direct instruction (DI) methods of teaching—both likely effects of the policies of the NCLB Act—reify the idea that mathematics is something to be put into students’ heads, apart from their lived experiences and daily lives. This approach to mathematics education provides a rationale for students’ (continued) stratification within an “objective” system of standardized testing and instruction. When considering reforms that aim to reduce inequities in educational outcomes, particularly in mathematics, forms of assessment and instruction must be developed and promoted that get away from the divisiveness of the traditional truth games and move toward a focus on students making sense of mathematics in ways that are meaningful, flexible, and connected to their sense of self.
Life Histories of Latino/a Teacher Candidates
Authors: Gomez Mary Louise , Rodriguez Terri L. , Agosto Vonzell
Published: February 2022

Background/Context

In this article, we explore the life histories of two Latino/a prospective elementary teachers in a large Midwestern university; examine their knowledge, strengths, and needs as teachers; and consider how teacher educators might capitalize on these. We explore how these prospective teachers’ prior family, home, K–12 schooling, and university experiences have forged their identities and affected how they think about campus peers and classroom colleagues, and their obligations to their students.

Research Questions

In analyzing these life histories, we ask: What knowledge, strengths, and needs do Latino/a teacher candidates bring to campus when enrolling in teacher education, and how do prospective teachers negotiate these? What implications do Latino/a teacher candidates’ experiences have for teacher educators?

Conclusions and Recommendations

Our findings suggest that teacher educators turn their attention to five dimensions of teacher education: whom we hire as teacher educators, how we model classroom pedagogy for students, how we help all prospective teachers excavate their identities, how prospective teachers’ language skills and cultural backgrounds are taken into account on campus and in school experiences, and how we deploy experiences with various cultural communities for prospective teachers. Whom we hire as teacher educators is significant because the course content, assignments presented to students, and ways that they take into account the concerns of all students are related to the identity and experiences of the teacher educator. Modeling classroom practices that honor prospective teachers’ prior knowledge, experiences, and questions is significant because how they are taught paves the way for what possibilities they see for including all students in their future classrooms. Our analyses also suggest that all teacher candidates require careful reflection on their identities and standpoints, and what these mean for their interactions with and understandings of the viewpoints of peers, colleagues, families, and students. We also encourage teacher education programs to take into account prospective teachers’ language and cultural knowledge when placing students in classrooms and devising assignments for their teaching. Further, we encourage community experiences for all teachers that include interactions with families of different heritage and social class backgrounds so that they might develop more and deeper understandings of various families and communities.
The Pedagogy of Monsters: Scary Disturbances in a Doctoral Research Preparation Course
Authors: Lesko Nancy , Simmons Jacqueline , Quarshie Antoinette , Newton Nicki
Published: February 2022

Background/Context

Although doctoral education is an important component of research universities, few investigations of doctoral education exist. Furthermore, with the push in education and in other disciplines to help beginning researchers understand multiple paradigmatic, epistemological, and theoretical orientations that define fields of study, few reports explore the attempts and their effects.

Purpose

This study sought to understand the unusually strong student responses to a new doctoral core course that aimed to initiate them into the competing theoretical, epistemological, and paradigmatic complexity of contemporary educational research. This study developed from the authors’ experiences with the course in an attempt to understand students’ conflicted responses.

Setting

A private urban graduate school of education was the setting for this study.

Participants

Participants were doctoral students who enrolled in the core course between 1999 and 2002. By virtue of the action research design, the authors were also participants.

Research Design

The overarching design developed from action research in that we sought to investigate a question that arose from our teaching practice. Our initial research question was, How can we understand students’ highly charged responses to the doctoral core course? The inquiry drew upon three traditions in qualitative interpretive research: action research, collective memory work, and deep interpretation and reflection.

Data Collection and Analysis

Data were collected via three collective memory groups and through the sustained and collaborative sharing of the authors’ own varied experiences of the doctoral core course.

Findings/Results

Students’ stories of turmoil in the doctoral course are interpreted as disruptions that occurred when familiar ideas about knowledge and learning, identities, and social networks were breached. These disturbances—encounters with ambivalence, and the awareness of more than one way to interpret, categorize, and feel about phenomena—were related to instances in which their reading, perceptions, and identities were challenged. These disturbances were frightening, and students defended against the uncertainty and the attendant questions of their own competence by recuperating stable ideas of knowledge, self, and community through talk of authentic learning, noncompetitive peers, caring professors, and a harmonious academic community.

Conclusions/Recommendations

The doctoral core course took on a life of its own, like Frankenstein, achieving effects beyond the original intention and desires of its creators and its students. We now recognize some of the limits to the critical curriculum that we developed, revised, and enacted. We have sought to tame some disturbing aspects of the course and also to admit that teaching that interferes will always produce unpredictable and mixed responses.
Erasure and Survival: Creating a Future and Managing a past in a Restructuring High School
Authors: Galletta Anne , Ayala Jennifer
Published: February 2022

Background/Context

With the growth of the small-school movement, many urban districts have restructured large underperforming high schools into new, small high schools or schools-within-a-school designed to engage adolescents in rigorous and meaningful learning along with strong teacher-student relationships. In the case of this study, the culmination of state and city school system regulation and support, the involvement of the teachers union and persistent community demands led to the closing of this comprehensive high school. Known for its persistent academic failure, it was reopened as a complex of several new schools and a phaseout school to better serve this multiracial, predominantly Latino, poor and working-class community.

Focus of Study

The study findings focus on the multiple dimensions of small-school restructuring, underscoring the fragile balance between creating a future and managing a past in a newly restructured former comprehensive urban high school.

Research Design

This was a qualitative, ethnographic study examining the first year of school restructuring.

Data Collection

Primary data collection methods were semistructured interviews, participant observation, and archival study. We interviewed community leaders, school system officials, and 36 individuals from a representative sample of teachers and parents. Additionally, we conducted six student focus groups.

Findings and Conclusions

Extending the literature on small schools, reconstitution, and organizational change, this study provides a close look at the dilemmas of the opening year of a restructuring high school. Noting how frequent acts of erasure were employed in response to many first-year challenges, we link these acts of erasure to the fundamental desire on the part of schools to survive their first year. Key to the conceptualization of erasure is its relationship with the intent on survival. We note a contradiction evident in our conceptualization: Although we underscore the immense potential for educational change through the process of restructuring, we also suggest that these processes of erasure and survival have the potential to suppress the kind of conflict and turbulence often necessary for productive institutional transformation. The phenomenon of erasure in relation to survival has troubling implications for efforts to preserve a community's legacy of struggle and a history of resistance toward distant, often antagonistic, educational bureaucracies. The study poses questions about the use of school closure in current school accountability policy enactments and, more broadly, emphasizes the complexity of the school restructuring process.
An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California
Authors: Fletcher Stephen , Strong Michael , Villar Anthony
Published: February 2022

Background/Context

Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean that new teachers are effective in helping students learn.

Purpose/Objective/Research Question/Focus of Study

The purpose of the project was to study how variations in new teacher support programs are related to changes in student achievement.

Research Design

Three districts that had participated in the New Teacher Center training program were asked to be a part of a study about program effectiveness. Using data collected from interviews with district officials, the programs of the districts were categorized based on the mentor/novice ratio. This ratio was selected because it has implications for mentor selection, mentor training, and contact time between mentors and new teachers. Districts also provided achievement data for students taught by new teachers in Grades 2–6.

Population/Participants/Subjects

Three school districts in California agreed to participate in the study. The number of participants in the three districts included, respectively, 17 new teachers and 424 students; 31 new teachers and 709 students; and 51 new teachers and 1,288 students.

Data Collection and Analysis

Two types of data were used for the study. First, a numerical score was created for each program based on the mentor/novice ratio. Second, achievement scores from two consecutive spring testing periods were obtained from districts for students taught by new teachers in the elementary grades. Districts were treated as separate case studies, with student achievement being in terms of student and class variables. For one district, we also compared class level achievement for teachers with different years of experience.

Conclusions/Recommendations

Mentor-based induction may have a positive effect on student achievement if the program allows for weekly contact and mentor selectivity is high.
Dueling Banjos: Shifting Economic and Cultural Contexts in the Lives of Youth
Authors: Weis Lois , Dimitriadis Greg
Published: February 2022

Background/Context

As the economy grows ever more tight, the school (K–16) is increasingly important in relation to life choices and outcomes, and researchers who focus on youth culture, often in and out of school contexts, can no longer afford to ignore such traditional educational institutions. If school credentials do not “guarantee” social mobility, they are certainly the sine qua non of such mobility in the New Economy.

Purpose/Objective/Research Question/Focus of Study

In this article, we put these concerns into dialogue with recent work (including our own) that valorizes out-of-school settings and popular texts as sites for the production of authentic and vibrant youth identities. We find ourselves less and less able to read youth practices as removed from the structural realities of schooling and the economic context within which this all plays out. This means that we can no longer valorize youth practices as disconnected from their broader context because the linkage between “success” in school (defined in particular ways such as test scores, attainment, and so forth) and economic and social possibility is becoming tighter than ever. The consequences of what we often theorize as vibrant youth identities as produced in out-of-school sites, then, must be examined and theorized as part of a long-term intellectual project that explores such identities in school spaces and beyond.

Research Design

For this article, we critically interrogated and synthesized extant research in three key areas: the New Economy and globalized capitalism; the production of youth identities through popular culture and out-of-school learning settings; and qualitative research and multi-sited ethnography.

Conclusions/Recommendations

We offer reconceptualized multi-sited ethnographic approaches as one potential set of responses to this central challenge now facing educational researchers: bridging concerns around the attenuation of economic opportunities for youth and current work on the vibrancy of youths’ cultural lives.
Change and Continuity in Grades 3–5: Effects of Poverty and Grade on Standardized Test Scores
Authors: Burross Heidi Legg
Published: February 2022

Background/Context

The question of the influence of Comprehensive School Reform (CSR) on achievement is an important one because many policy makers use achievement scores as the measure of success for schools, classrooms, and students. Research has demonstrated that high-poverty schools have less experienced teachers and access to fewer resources than do low-and moderate-poverty schools. Interest in fourth-grade achievement has been minimal both in research and in legislation.

Research Question

Do these CSR schools make gains that would not be expected without the funding and programs? Another question examined here is whether there is a decrease in performance at fourth grade.

Population

The population consists of third-, fourth-, and fifth-grade student data from 65 schools.

Research Design

Data from the state's norm-referenced TerraNova test and Stanford Achievement Test, and the criterion-referenced Arizona's Instrument to Measure Standards (AIMS) from the years 2000–2007 for the samples were compared over time and between groups.

Conclusions

These limited data indicate that there were occasional, observable performance decreases on student standardized test scores from third to fourth grade that often recovered somewhat in Grade 5. Because of problems with making cross-year and cross-grade comparisons using the AIMS scores, the “fourth-grade window” hypothesis could not be reliably inspected with the data available. Although gains were shown for schools that received CSR funding, their gains were similar to both high- and low-poverty schools that received no funding. Fluctuations in yearly performances may be more of an artifact of changes in test design and scoring than of student improvements.
Some Philosophical Reflections on Teaching and Learning
Authors: Collins Peter M.
Published: February 2022

THE RECORD has seldom, in recent years, published articles dealing with teaching and learning from the classical realist point of view; and we have found this one, building on the thought of Etienne Cilson, to be of particular interest. Professor Collins, who specializes in philosophy of education, emphasizes the personal relationship involved in teaching and learning, the importance of authority and the conception of an active learner. The purpose of teaching, he writes, is to cause “a personal discovery”; and he reviews several methods for achieving that end, with a special focus on the teacher's own rethinking of what he is communicating to his students.
Taking Stock: Renewing Our Research Agenda on the Causes and Consequences of Dropping Out
Authors: Natriello Gary , Pallas Aaron M. , Mcdill Edward L.
Published: February 2022

Gary Natriello, Aaron M. Pallas, and Edward L. McDill provide an assessment of the findings and suggestions presented in this special issue on school dropouts and outline an agenda for the next steps in research on the problem. They argue that a comprehensive program of research should include data on student characteristics, school processes, the act of dropping out, and the economic and cognitive consequences of the failure of large numbers of students to complete high school.
Another View from Abroad
Authors: Judge Harry
Published: February 2022

After viewing through British eyes the problematic state of American graduate schools of education in 1982, Harry Judge now sees in both Holmes and Carnegie the possibility for genuine reform. He argues that the funding of professional development centers and of chairs in the teaching of various school subjects should have high priority.
The Holmes Group Report: A Teacher's Perspective
Authors: Futrell Mary Hatwood
Published: February 2022

After agreeing with the Holmes Group on the need for professional autonomy and school structures that provide the opportunity for truly professional practice, Futrell expresses reservations about the proposals for differential staffing, the teaching doctorate, and the elimination of the undergraduate major in teacher education. She proposes a national teacher certification board cooperating with state boards to certify all teachers prior to their entry into practice.
The Holmes Group Report: Its Latent Political Agenda
Authors: Tom Alan R.
Published: February 2022

As president of the Association of Independent Liberal Arts Colleges for Teacher Education, Alan Tom examines the Holmes Group proposal to eliminate the undergraduate teacher education major and sees more concern with the structure than the substance of reform and finds a deep commitment to a linear form of professional study. This, he contends, was the unconscious assertion by research-oriented universities of their own political interests.
Reforming Teacher Education, Rethinking Liberal Education
Authors: Martin Jane Roland
Published: February 2022

Jane Roland Martin sees the call for a liberal education for teachers as a reflection of the Platonic tradition of emphasis on mind not head, thought not action, production not reproduction, reason not emotion, and asks what kind of education — both for teachers and for our young—does a society with our serious human problems need?
Will the Social Context Allow a Tomorrow for Tomorrow's Teachers?
Authors: Apple Michael W.
Published: February 2022

First asking why schools and teachers should be called on to solve social and economically created structural problems in our society, Apple then raises related economic questions about how minorities and working-class students will pay for additional professional education and whether communities intent on keeping taxes low will maintain a lopsided temporary teacher workforce. He also warns of taking a scientific-technical view of teacher education.
General Education on the American Campus: A Historical Introduction in Brief
Authors: Rothblatt Sheldon , Santayana George
Published: February 2022

May not the ardent humanist still cry (and not in the wilderness): Let us be well-balanced, let us be cultivated, let us be high-minded; let us control ourselves, as if we had passions; let us learn the names and dates of all famous persons; let us travel and see all the pictures that are starred in Baedeker; let us establish still more complete museums at home, and sometimes visit them in order to show them to strangers; let us build still more immense libraries, containing all known books …, and let us occasionally write reviews of some of them, so that the public, at least by hearsay, may learn which are which.
Self-reflection as an Element of Professionalism
Authors: Bowman Barbara T.
Published: February 2022

Bowman argues that a blend of scientific and personal knowledge is essential for sound professional practice in early childhood education. She emphasizes the need for empathy, subjective understanding, compassion, feeling, and self-knowledge in the professional education of reflective practitioners.
Are There Levels of Thinking?
Authors: Schrag Francis
Published: February 2022

This article was prepared at the National Center on Effective Secondary Schools, School of Education, University of Wisconsin-Madison, which is supported in part by a grant from the Office of Educational Research and Improvement (Grant No. OERI-G008690007). The opinions, findings, and conclusions or recommendations expressed in this article do not necessarily reflect the views of this agency or of the U. S. Department of Education.
The Political Dynamics of Opening Participation in Strategy: The role of strategy specialists’ legitimacy and disposition to openness
Authors: Belmondo Cécile , Sargis-Roussel Caroline
Published: February 2022

Practices of open participation in strategy-making share assumptions that enlarging participation outside the traditional circle of strategy specialists ensures a larger set of strategic options and a stronger commitment to strategy implementation. However, a greater variety of participants belonging to different organizational fields implies that different ways of understanding and doing strategy encounter during open participation processes and are likely to generate political struggles. We build on practice theory to conceptualize the enactments of open participation practices as the sites where more or less autonomous and powerful organizational fields encounter and where practices of open participation ‘mesh’ with other strategy, management and occupational practices and the local organizational context. Because ‘opening’ participation suggests that strategy used to be closed, we first focus on the organizational field of strategy and strategy specialists – who are expected to welcome the participation of people from other fields. We explain why strategy specialists’ legitimacy and disposition to openness play a key role in patterning enactments of open participation practices. Then, we build on these two dimensions to stylize the political aspects of opening participation along with four ideal-typical enactments, namely exclusion, domination, conversation and controversy. Eventually, we discuss how management practices – such as dividing labour, coordinating and controlling – and provisional material arrangements orientate ‘actual’ enactments of open participation towards those four ideal-typical forms of enactments and how the participants’ learning during enactments affects subsequent enactments and cumulatively contributes either to the reinforcement or the decline of the strategy field in the organization’s hierarchy of power. Our article then provides a conceptual framework for analysing the political aspects of the enactments of open participation in strategy-making and contributes to a ‘post-processual’ understanding of strategy.
COVID‐19 Tracheostomy Outcomes
Authors: Molin Nicole , Myers Keith , Soliman Ahmed M.S. , Schmalbach Cecelia E.
Published: February 2022

Objectives

(1) Assess overall COVID‐19 mortality in ventilated patients with and without tracheostomy. (2) Determine the impact of tracheostomy on mechanical ventilation duration, overall length of stay (LOS), and intensive care unit (ICU) LOS for patients with COVID‐19.

Study Design

Case series with planned chart review.

Setting

Single‐institution tertiary care center.

Methods

Patients with COVID‐19 who were ≥18 years old and requiring invasive positive pressure ventilation (IPPV) met inclusion criteria. Patients were stratified into 2 cohorts: IPPV with tracheostomy and IPPV with intubation only. Cohorts were analyzed for the following primary outcome measures: mortality, LOS, ICU LOS, and IPPV duration.

Results

An overall 258 patients with IPPV met inclusion criteria: 46 (18%) with tracheostomy and 212 (82%) without (66% male; median age, 63 years [interquartile range, 18.75]). Average LOS, time in ICU, and time receiving IPPV were longer in the tracheostomy cohort (P <. 01). Ability to wean from IPPV was similar between cohorts (P >. 05). The number of deaths in the nontracheostomy cohort (54%) was significantly higher than the tracheostomy cohort (29%, P <. 01).

Conclusions

While tracheostomy placement in patients with COVID‐19 did not shorten overall LOS, mechanical ventilation duration, or ICU LOS, patients with a tracheostomy experienced a significantly lower number of deaths vs those without. One goal for tracheostomy is improved pulmonary toilet with associated shortened IPPV requirements. Our study did not identify this advantage among the COVID‐19 population. However, this study demonstrates that the need for tracheostomy in the COVID‐19 setting does not portent a poor prognostic factor, as patients with a tracheostomy experienced a significantly higher survival rate than their nontracheostomy counterparts.
Psychosocial Interventions for Prisoners with Mental and Substance Use Disorders: A Systematic Review
Authors: Thekkumkara Sreekanth Nair , Jagannathan Aarti , Muliyala Krishna Prasad , Murthy Pratima
Published: February 2022

Purpose of the Review:

The prevalence of mental and substance use disorders is three to five times higher than that of the general population. Psychosocial interventions are effective in identifying and managing mental health and substance use disorders. This article aims to review the randomized control studies which have used nonpharmacological interventions alone or in combination with pharmacological interventions for managing mental and substance use disorders in prison/correctional settings.

Collection and Analysis of Data:

Studies included were randomized control trials and pilot randomized studies that assessed the impact of psychosocial interventions for prisoners with mental disorders and substance use disorders. A comprehensive search for articles was done by the primary author (Sreekanth Nair Thekkumkara) in the following databases: PubMed, ProQuest, PsychArticles, and Google Scholar (search engine), for the period June 1, 2000, to December 31, 2020.

Results and Conclusions:

The 21 studies included in the review had a sample size of 34 to 759. The settings of all the interventions were the prison and different types of psychosocial interventions were provided across the studies. The average duration of intervention ranged between 10 min and 120 min with the frequency of one to six sessions per week for 1 to 36 months. All the 21 Randomized Control Trials (RCTs) were nonIndian studies. Overall, the results of the included studies showed significant improvement postintervention (motivational intervention, interpersonal therapy, cognitive behavior therapy, positive psychology intervention, music therapy, and acceptance and commitment therapy) on primary outcome measures such as symptom severity of depression, anxiety, and substance abuse prisoners. Positive effects were observed on secondary outcome measures such as motivation, aggression, follow up rates, and recidivism. A limited number of studies have focused on evaluating psychosocial interventions in prison settings. Most of the interventions were tested in prisoners with substance use disorder alone or in those with dual diagnoses and in high-income countries.
Immanent sensemaking by entrepreneurs and the interpretation of consumer context
Authors: Niemi Laura , Stenholm Pekka , Hakala Henri , Kantola Jenni
Published: February 2022

Contemporary research has highlighted entrepreneurial sensemaking as a dynamic, socially embedded action undertaken to reduce uncertainty, but scholars have yet to fully address the role of routine-like immanent sensemaking employed when entrepreneurs try to understand their task environment. Defined as a routinised way of making sense of how to proceed in novel situations, we investigate how entrepreneurs use immanent sensemaking as they continuously seek to make sense of their consumer context. Our study reveals that entrepreneurs absorb individual, social and cultural signals from consumers to support their judgement and action. The findings suggest that entrepreneurs use immanent sensemaking not only for unusual events but also construct multilevel frames to understand their customers as individual, social and cultural beings in their everyday encounters.
Using General Transit Feed Specification-Ride to Identify Riders’ Use of Transfer Opportunities
Authors: Hoover Sylvan , Kost Austin , David Porter J.
Published: February 2022

Understanding how riders use a transit agency’s services is central to providing effective service. Although the ideal experience for riders may not include transfers, these may be necessary to connect them from their origin to their destination. Previous methods have identified key hidden transfer locations within transit networks. However, there has been little effort to develop tools that enable small- to mid-sized agencies that typically lack access to sophisticated data sources to conduct this analysis. This research introduces a methodology for identifying transfer opportunities using a combination of statistical analyses of nonindividually identified automated passenger counter data to compute a transfer metric representing the association one service has with another through shared passengers. A unique aspect of this work is the utilization of ridership data compliant with the data standard General Transit Feed Specification (GTFS)-ride, which captures historic states of the transit network with associated ridership levels. GTFS schedule data from an Oregon transit agency were employed to identify transfer opportunities by assessing the probability of a transfer based on transfer time, an upper limit on transfer distance, and a new metric that measures the geographic coverage gains made by a particular transfer. A final transfer metric was calculated and compared against recently collected survey data. The key contribution of this work is the identification of transfer opportunities that lie outside traditional transfer hub locations. The resultant transfer metric will enable transit service planners to conduct regular analyses of their network, identifying key transfer locations and opportunities for further development.
Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing
Authors: Zhang Yan (Olivia) , Hyland Ken
Published: February 2022

The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct their positions in supervisory interactions and in the subsequent revisions of their literature review drafts. Through discourse and intertextual analyses, we propose three dimensions of interpersonal positioning ( cooperative, self-assertive, explorative) that are co-constructed to reinforce local supervisory cooperation and modify conceptualizations of the research work. We highlight scaffolded, responsive, and reflexive types as concrete expressions of mediated positioning which help regulate the ways students orientate to their writing and their discipline.
Betwixt and Between: Trends in Transparency and Secrecy Research
Authors: Albu Oana B.
Published: February 2022

This essay identifies common themes in research on transparency and secrecy and interrogates the intertwined relationship between transparency and secrecy. In this essay, I review four books situated at the intersection of organizational communication (and its related sub-disciplines of information and communication technology and alternative organizing), sociology and cultural studies. These books address different ways of thinking about transparency and secrecy and examine their implications for organizations, institutions and societies. Taken together, these books describe and problematize the dichotomy between transparency and secrecy and their arguments can be used to stimulate a reassessment of secrecy and transparency as ideas, practices and resources in future research. To this end, I discuss in the following some overarching themes of transparency and secrecy, and I conclude with future research directions aimed at understanding the challenges introduced by the transparency secrecy nexus in the present datafied social landscapes.
Torsional vibration response characteristics and structural optimization of shale gas compressor shaft system
Authors: Chen Zhen , Nie Shulong , Li Tao , Lai Tianhua , Huang Qin , Zhang Kehai
Published: February 2022

Due to the complexity of shale gas development formations, high-speed reciprocating compressors must be able to operate in harsh pressurization conditions, such as multiwall operation conditions and changing well conditions, resulting in high shaft system impact loads and poor cooperative matching of the rotation speed, which can easily cause shaft system torsional vibration and significantly reduce the performance and operational safety of shale gas compressors. The vibration test results of the shaft system at the Weiyuan site show that there were 3rd- and 7th-order torsional vibration phenomena in the shaft system. For this reason, in this study, the shaft system of a shale gas compressor at the Weiyuan site was used as the research object, a dynamic model of the shaft system under full-cycle alternating loads was established, and the correctness of the model was verified by the shaft system field vibration test Finally, an optimization study of the shaft system structure based on the response surface method was conducted, and the results show that the optimized shaft system increased the 1st-order natural frequency by 4.5% and reduced the peak velocity of the coupling in the vertical direction by 27.7%, improving the service life and operating reliability of the shaft system.
Stepwise evolution of the Asian summer monsoon during the Holocene revealed by a stalagmite record from Heifeng Cave, Southwest China
Authors: Yan Yingran , Yang Xunlin , Zhang Rui , Zhang Riping , Zuli Saisi , Wang Yong
Published: February 2022

The abrupt changes of the Asian summer monsoon (ASM) during the Holocene have long been of interest to environmental scientists. Here, RAMPFIT and Bayesian Change Point (BCP) analyses are applied to analyze the stalagmite δ18O record from Heifeng Cave in southern China, and the results show that it is characterized by a distinct stepwise pattern of variation which can be divided into six stages (Stages, S) and five transitional phases (Transitions, T). In the early Holocene, when Northern Hemisphere summer insolation (NHSI) was at its maximum, the ASM underwent step-like increases in strength, comprising two stages. With the decrease in NHSI during the middle to late-Holocene, the weakening of ASM intensity was characterized by further step-like changes comprising three stages. The transitional phases of the monsoon are broadly correlative with millennial-scale monsoon weakening events associated with Bond events in the North Atlantic region, suggesting that the stepwise evolution of the ASM during the Holocene was caused by the combined effects of changes in NHSI and Bond events. We propose that Bond events may have acted as triggers that caused the ASM to cross a critical threshold, prompting a shift from one regime to another.