bluuebunny/crossref_metadata_2025 huggingface dataset:
Serra dos Cocais: retrato do patrimônio natural ameaçado entre a região metropolitana de Campinas e o aglomerado urbano de Jundiaí
Authors: Bredariol Márcio Adriano
Published: February 2022

Este artigo aborda aspectos relacionados à importância da Serra dos Cocais, uma grande área natural localizada entre a Região  Metropolitana de Campinas e o Aglomerado Urbano de Jundiaí. Não se trata de uma única serra, mas de um conjunto de pequenas serras e picos, sendo a principal a Serra dos Cocais, limite natural entre os municípios de Itatiba, Louveira,Valinhos e Vinhedo. Área de extrema importância do ponto de vista natural e cultural, a região da Serra dos Cocais guarda patrimônio natural único, com presença de vestígios de biomas rupestres com cactáceas e bromélias terrestres; rochas e matacões que nos ajudam a compreender o passado geológico do estado de São Paulo; cavernas graníticas ainda não catalogadas, além de inúmeras nascentes e ribeirões, fundamentais para o abastecimento dos municípios no entorno de Campinas e Jundiaí, que têm enfrentado períodos de grave escassez hídrica. No entanto, nos últimos anos, a Serra dos Cocais vem sendo ameaçada por processos de violenta especulação imobiliária, com a expansão de condomínios e surgimento de novos bairros em seus limites, ameaçando o patrimônio ali existente. Tal especulação imobiliária tem levado a um processo de urbanização intensa, que coloca em xeque odesenvolvimento urbano sustentável das cidades do entorno do conjunto serrano. Foi a partir dessa perspectiva que, em 2011, o Condephaat iniciou estudos a fim de estabelecer a possibilidade de tombamento da Serra dos Cocais, tendo em vista suas peculiaridades naturais e culturais. Ressalta-se, no entanto, que tal processo de tombamento foi arquivado pelo órgão em novembro de 2018, colocando em risco o patrimônio existente na região.
O uso do aço em intervenções no patrimônio cultural edificado: o caso do Cine Theatro Brasil em Belo Horizonte, Minas Gerais
Authors: Abreu Mônica Mendes de Oliveira , Aguiar Tito Flávio Rodrigues de , Arcipreste Cláudia Maria
Published: February 2022

Diante da urgência de valorização de edificações que possuem relevância histórica e cultural, evidencia-se a necessidade de promoção da reabilitação e da restauração de tais construções e de investigação de materiais e processos que contribuam para tal. Este trabalho busca discutir o uso de elementos construtivos em aço em processos de reabilitação e restauração de bens do patrimônio cultural edificado, de maneira que estes voltem a atender às demandas da sociedade, em especial as simbólicas e historiográficas. Considerando as qualidades comumente atribuídas à inserção do aço nessas intervenções, como a agilidade na execução, o baixo peso próprio, a reversibilidade e a facilidade de ser feita a distinção entre novos acréscimos em aço e elementos e partes preexistentes da edificação, discute-se a sua adequação às demandas contemporâneas de novos usos e programas. Relata-se uma pesquisa desenvolvida a partir de estudo de caso que teve como objeto o Cine Theatro Brasil, em Belo Horizonte, construído em 1932, tombado pelo Instituto Estadual do Patrimônio Histórico e Artístico de Minas Gerais em 1999 e restaurado em 2008 com inserção de estrutura metálica. Ademais, a pesquisa indicou a pertinência da inserção de elementos metálicos em intervenções em bens do patrimônio cultural edificado e a sua contribuição para distinguir elementos novos e preexistentes e melhorar a eficácia simbólica e historiográfica desses bens.
Os museus de território enquanto estratégia de mobilização do patrimônio ambiental e cultural
Authors: Reis Gabrielle Alves
Published: February 2022

O uso da memória e do patrimônio são importantes estratégias para a institucionalização de novos discursos e para refletirmos sobre relações em diversas escalas. Um dos principais instrumentos para tal construção são os museus. Os museus, como  instituições de memória constroem uma narrativa que privilegia  determinada história e, por  consequência, ocasionam o esquecimento de outras. Portanto, podemos apontar os museus como instituições com um sistema de relações sociais e um conjunto de ideias e valores. No entanto, atualmente, é possível perceber uma mudança no entendimento do que é museu: o campo da museologia se expande e mesmo os museus tradicionais não ficaram imunes à emergência da pluralidade. A partir da década de 1970, com Varine e Rivière, o modelo de ecomuseu ganha amplitude, em uma integração de projetos museológicos diversificados, associados aos conceitos “museus de comunidade” e “museu de território”. Nestes contextos, estão presentes diversos agentes, que consideram características políticas, culturais, econômicas e territoriais que influenciam na maneira como o dispositivo é utilizado, com valor simbólico atribuído ao local. Portanto, o objetivo desta atividade é compreender de maneira relacional como o patrimônio ambiental e cultural se dialogam e se destoam tendo como objeto de análise os museus de território, em contraposição aos museus tradicionais, especialmente. Apesar de diferentes tipologias nessa categoria de museu, que, aparentemente, separam o ambiental do cultural, entre ecomuseus e museus de  território/desenvolvimento comunitário, é possível perceber como os caminhos se dão juntos, com mais semelhanças que diferenças.
Quando o museu foi à escola e vice-versa: uma construção colaborativa de objetos digitiais de aprendizagem para educação ambiental
Authors: Paes César Moreira , Tomio Daniela , Paes Sabrina Moreira
Published: February 2022

A presente pesquisa articulou um trabalho colaborativo entre um museu universitário e uma escola no desenvolvimento de objetos digitais de aprendizagem para práticas educativas com o público escolar no contexto museal, com foco em educação ambiental. É apresentado o Museu da Terra e Vida – CENPÁLEO, situado na cidade Mafra/Santa Catarina, vinculado à Universidade do Contestado, e uma reflexão sobre práticas educativas na sala temática “Vida Atual”, que possui exposições de dioramas com animais taxidermizados vítimas de atropelamento das rodovias federais da região. Partindo do pressuposto de que a função do museu ultrapassa a memória para preservar e se torna memória para mobilizar, foi realizada uma investigação-ação que previu dois percursos investigativos complementares: “Quando o Museu foi à Escola”, que resultou na construção colaborativa de um objeto digital em realidade aumentada, o e-book Dirija com Educação Ambiental: animal silvestre na pista; e “Quando a Escola foi ao Museu”, que culminou na implementação de um objeto digital no CENPÁLEO para a exposição interativa em realidade aumentada de animais silvestres taxidermizados, vítimas de atropelamentos. Conclui-se que as interfaces museu-escola na produção de práticas educativas potencializaram as especificidades da educação museal com ênfase na educação ambiental contribuindo para o museu, em um tempo presente. Infere-se, portanto, que esta prática é capaz de favorecer experiências que incentivem os visitantes refletirem sobre o passado para mobilizar novos comportamentos em relação aos modos de produção e consumo da cultura, modificando o futuro.
Centro de Divulgação Científica e Cultural em seus 40 anos aproximando a Universidade de São Paulo e a sociedade: um estudo a partir de dissertações e teses
Authors: Colombo Junior Pedro Donizete , Ovigli Daniel Fernando Bovolenta , Lourenço Ariane Baffa
Published: February 2022

Os museus são ambientes de reflexões e interpretações sobre assuntos que fizeram e fazem parte da história da humanidade. Esses espaços têm sido cada vez mais convidados a se reinventarem, propiciando sintonia entre seus objetivos e os anseios da sociedade. Os museus de ciências, em particular, ganham novos contornos à medida que o conhecimento científico avança. Muitos deles se apresentam vinculados às universidades, estreitando os laços entre a universidade e a sociedade. É o caso do Centro de Divulgação Científica e Cultural, vinculado à Universidade de São Paulo. Esta pesquisa buscou levantar e discutir as produções acadêmicas que tiveram o CDCC como ambiente de investigação ao longo de seus 40 anos de história. Trata-se de uma pesquisa de natureza histórico-bibliográfica realizada a partir de dois repositórios nacionais: o Catálogo de Teses & Dissertações da Capes e a Biblioteca Digital Brasileira de Teses e Dissertações. Como resultados, foram identificados 22 trabalhos acadêmicos vinculados que tiveram o CDCC como foco, dos quais 18 foram efetivamente analisados e abrangem diferentes áreas do conhecimento. Destaca-se que as investigações identificadas são de naturezas diversas, congregando diferentes atividades desenvolvidas por esse espaço. A pesquisa evidenciou que, ao longo de seus 40 anos, no papel de museu universitário, além de fortalecer o vínculo entre a universidade e a sociedade por meio de ações de ensino e extensão universitária, o CDCC tem contribuído na vertente de pesquisa, seja em investigações sobre a formação de professores, relação museu-escola, mediação em museus e desenvolvimento de práticas pedagógicas extraescolares.
Editorial
Authors: Marandino Martha
Published: February 2022

Neste volume, que inclui a análise de um museu latino-americano, os textos transitam entre produções e reflexões acerca de museus tradicionais, de centros de ciências, de núcleos de memória e de acervos, sendo que a Covid-19 também aparece como elemento a ser enfrentado na dimensão da conservação das coleções.
Entre o Caos e Cosmos
Authors: Branco Ana Lúcia , Sanchez Elisabete Ferraz
Published: February 2022

O artigo objetiva refletir acerca da linguagem midiática, em especial a cinematográfica de animação, interpretando-a como um dos meios de formação moral do sujeito social. A partir de dois princípios universais – Cosmos e Caos –, o conceito de Lealdade, abordado pelo filósofo Josiah Royce, é evocado como ponto fundamental para o equilíbrio entre essas duas vertentes antitéticas que pontuam a relação do indivíduo consigo mesmo e com a sociedade. Perceber a presença de fundamentos de duas grandes artes (a filosofia e a psicanálise) em um outro plano de composição - a imagem no desenho animado - compreende nossa ênfase analítica discursiva nesse estudo
Os Jovens e as Tecnologias da Informação e da Comunicação: Aprendizado na Prática
Authors: Parnaiba Cristiane dos Santos , Gobbi Maria Cristina
Published: February 2022

O principal objetivo da pesquisa que deu origem a este artigo foi investigar de que forma os jovens utilizam as Tecnologias da Informação e da Comunicação (TICs) para obter conhecimento. Para tanto fizemos uma revisão bibliográfica sobre os assuntos que norteiam o tema e uma pesquisa de campo com alunos e professores do Ensino Médio, no Colégio Metodista de São Bernardo do Campo. Um dos resultados obtidos mostra que com o advento das TICs surge uma nova “modalidade” de jovem, acostumado a interagir e explorar. Porém nem toda a sociedade, inclusive a escola, está preparada para receber esse novo sujeito, precisando assim de algumas adaptações, não apenas infra-estruturais, mas e principalmente, nos paradigmas que norteiam as formas de ensino e aprendizagem
Value of Burr‐Hole Surgery as an Adjunct to Encephaloduroarteriosynangiosis in Treatment of Adult Moyamoya Disease: A Case Series
Authors: Khorasanizadeh MirHojjat , Mizuhashi Satomi , Ogilvy Christopher S. , Moore Justin , Thomas Ajith J.
Published: February 2022

Background

Using a single indirect revascularization technique in adult patients with moyamoya disease has been associated with inconsistent outcomes. Herein, we aimed to describe treatment outcomes following combined encephaloduroarteriosynangiosis plus burr‐hole surgery (BHS) in adult moyamoya disease.

Methods

Encephaloduroarteriosynangiosis combined with 1 anterior and 1 posterior burr hole per hemisphere was performed in 16 adults with moyamoya disease who presented to our center between 2013 and 2019. Patients were followed with clinical reassessments and cerebral angiograms to evaluate for neovascularization.

Results

Combined encephaloduroarteriosynangiosis and BHS procedures were performed on 24 hemispheres in 16 patients. Follow‐up ranged from 9 to 57 months, during which no new ischemic or hemorrhagic events, perioperative or long‐term complications, or deterioration of symptoms was observed. Follow‐up angiography showed evidence of additional neovascularization provided by the burr holes in 18 of the 24 hemispheres. Of 9 hemispheres with poor revascularization response to encephaloduroarteriosynangiosis, 5 achieved neovascularization at the burr‐hole sites. Older age, smoking, and cerebral infarction or hemorrhage on preoperative magnetic resonance imaging tended to correlate with absence of neovascularization following BHS.

Conclusions

BHS is a simple and safe procedure that can be done simultaneously with other indirect or direct revascularization procedures. It can provide additional neovascularization even in patients unresponsive to encephaloduroarteriosynangiosis (EDAS) and can be tailored to improve the blood flow in any vascular territory that may not be properly covered by standard revascularization procedures. We find value in adding BHS as an adjunct to other indirect or direct revascularization techniques such as encephaloduroarteriosynangiosis for treatment of adult moyamoya disease.
HELPING YOUNG CHILDREN JOIN PLAYWORLD: MICROANALYSIS
Authors: Sujetaitė-Volungevičienė Giedrė
Published: February 2022

Relevance. Self-regulation is a key skill that predicts successful life-long learning and fi ne career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021). Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. Th is study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years. Methods. Th is study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. Th e fi ndings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.
ORGANIZATION OF THE LEARNING PROCESS ACCORDING TO ACTIVITY THEORY: METHOD IN PRACTICE
Authors: Solovieva Yulia , Quintanar Luis
Published: February 2022

Introduction. Th e learning process has always been one of the essential objects of psychological study, according to Activity Th eory. Davidov (citation needed) has proposed diff erentiation between the general term of non-specifi c learning as any kind of social experience and the specifi c learning resulting from guiding and organized learning. Talizina (2018, 2019) has proposed a notion of organization of the process of learning according to Activity Th eory, in particular, concerning the psychological notion of action formation by stages. Th is proposal might be understood straightforwardly for consideration of the process of teaching and learning according to Activity Th eory. Th e goal. Th is article aims to discuss the necessity of continuing the psychological study of the educational process as a dialectic and complex relation between the organization of the learning process and the results of this process as achievement in a child’s development. Findings and proposals. Th is article off ers a revision of the notion of organization of the learning process with original proposals. We propose two sub-periods or two methodological possibilities as the organization of the learning process. Firstly, initial primary school (fi rst three grades of primary school), and further grades of primary school (second three grades of primary school), according to Davidov’s (citation needed) psychological notion of the school-age and learning as a leading activity of child’s development. Conclusions. Th is article concludes that activity theory as a general theory with a variety of particular concepts, such as psychological age, leading activity and formation of mental actions are useful for positive solution of current problems which exist in education systems in diff erent countries.
Rosalydia, a new genus of Neocoelidiinae (Hemiptera: Cicadellidae) from Brazilian Amazon, with description of three new species
Authors: GONÇALVES CLAYTON CORRÊA , VIEGAS EDUARDA FERNANDA GOMES
Published: February 2022

A new neocoelidiine leafhopper genus from the Brazilian Amazon, Rosalydia gen. nov., is described based on three new species: R. alvarengai gen. et sp. nov. from the state of Mato Grosso, R. inpa gen. et sp. nov. and R. xavieri gen. et sp. nov. from the state of Amazonas. An identification key to species of Rosalydia gen. nov. is provided.
Communicating Probability Information in Weather Forecasts: Findings and Recommendations from a Living Systematic Review of the Research Literature
Authors: Ripberger Joseph , Bell Andrew , Fox Andrew , Forney Aarika , Livingston William , Gaddie Cassidy , Silva Carol , Jenkins-Smith Hank
Published: February 2022

Probabilistic forecast information is rapidly spreading in the weather enterprise. Many scientists agree that this is a positive development, but incorporating probability information into risk communication can be challenging because communicators have little guidance about the most effective way to present it. This project endeavors to create such guidance by initiating a “living systematic review” of research studies that empirically examine the impact of risk messages that use probability information on protective action decision-making, intentions, and behaviors. In this article, we explain how we began the review, map the current state of the literature, synthesize core findings, provide actionable recommendations to assist forecasters in risk communication, and introduce an online platform that scholars and forecasters can use to interact with the data from the review. We conclude with two key points from the review that necessitate emphasis: the research literature strongly suggests that 1) average people can make sense of and use probability information if consideration is given to information presentation and 2) assuming appropriate presentation, probability information generally improves decision quality.

Significance Statement

Probability information is increasingly common in weather forecasts, but forecasters have relatively little guidance on the most effective way to communicate this information to members of the public. This project synthesizes the research literature to provide actionable recommendations to assist forecasters who are working to include probability information in risk communication messages.
Balint in the time of COVID-19: Participant and facilitator experience of virtual Balint groups compared with in-person
Authors: Samnani Sheliza , Awal Masud
Published: February 2022

Background

Current literature highlights peer and psychological support as important for staff well-being, to cope in pandemic conditions.

Aims

Our organisation increased Balint group provision during unfamiliar challenges of COVID-19. This unique context allowed comparison of multiple new virtual and face-to-face (F2F) Balint experiences.

Method

Following March 2020 lockdown, four existing Balint groups for doctors in psychiatry moved to online, with two new groups established virtually in specific response to the pandemic. All participants and facilitators of these virtual Balint groups were sent a questionnaire to anonymously rate their experience and provide qualitative feedback.

Results

The response rate was 89% for participants (51 respondents) and 100% for facilitators (5 respondents). Participants found both formats supportive; providing a space to talk, feel heard and validated, helping work feel less stressful. Participant ratings slightly favoured F2F, but some prefer to continue virtually. Facilitators felt virtual attendance was easier, but adherence to conventional Balint group structure and format more difficult.

Conclusions

Participant and facilitator responses demonstrate Balint groups, when both F2F and virtual, were experienced as a source of support and connectivity, being valued across different psychiatry grades. Notable virtual benefits seem to be limited to more practical aspects, that is, time, flexibility, logistics and accessibility. There are expressed challenges of virtual Balint; however, some participants still favour this format going forward. Our findings endorse virtual Balint as a welcomed means of emotional well-being, peer support and developing psychotherapeutic competencies during pandemic-related restrictions, with potential to extend beyond COVID-19.
Multiple Intelligences: From the Ivory Tower to the Dusty Classroom— but Why?
Authors: Kornhaber Mindy L.
Published: February 2022

This article draws on research conducted over a 10-year period in an attempt to answer three central questions about the widespread adoption of Gardner's theory of multiple intelligences (MI): Why do educators adopt MI? Once MI is adopted, does anything really change in practice? When educators claim MI is working, what is happening in practice ?
Assessing the 20-Year Impact of Multiple Intelligences on Schooling
Authors: Cuban Larry
Published: February 2022

The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators’ beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices. Based on that analysis, I ask and answer one question: Why has the influence of MI been highest on educators’ beliefs and language and least on classrooms practices ?
(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice
Authors: Achinstein Betty , Barrett Adele
Published: February 2022

Research on new teachers identifies two critical challenges in relation to how novices view their students: “practice shock” that results in an overfocus on controlling students and a cultural mismatch that causes novices to see diversity as a problem. This article explores how mentoring strategies intervene at this critical phase, influencing novices’ beliefs about students and teaching practices. This study examined 15 new teacher-mentor pairs over 2 years in northern California through mentoring conversations, classroom observations, and interviews with mentors and novices working with culturally and linguistically diverse elementary students. Drawing on sociological, organizational, and new teacher educational literature, the study explores how novices and mentors come to “frame” and negotiate student diversity in the classroom. The authors describe three ways of viewing classroom relations that the new teachers and mentors used—managerial, human relations, and political. This article challenges current thinking about novice development by revealing how mentors offer new teachers a repertoire of frames to diagnose challenges and develop alternative approaches to meet the needs of diverse students.
Education's Most Basic Tools: Access to Textbooks and Instructional Materials in California's Public Schools
Authors: Oakes Jeannie , Saunders Marisa
Published: February 2022

This article addresses critical issues regarding students’ access to textbooks, curriculum materials, equipment, and technology. Using California as a case, it reviews the importance of these instructional materials to education, generally, and in the context of current standards-based education policies. Based on data from a variety of sources, we find that textbooks, curriculum materials, and technology are educationally important and that the consequences of not having them are particularly harsh in a high-stakes, standards-based education system. We also find that many California students do not have the numbers or quality of textbooks, curriculum materials, and technology that they require to meet the content standards the state has set. Compounding the problem, shortages and poor quality of textbooks and instructional materials often exist in concert with other problematic school conditions—staffing shortages, facilities in disrepair, and overcrowding. Schools serving English learners and low-income students are most affected by shortages. A third set of findings details how actions by the state have either contributed to or failed to prevent students’ lack of access to textbooks, curriculum materials, and technology. Finally, considering California's own policies and those in other states, we conclude that California does have policy options that would be far more likely to ensure that all students have the texts and materials they need and/or detect and correct problems in the supply and quality of texts and materials when they occur.
Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools
Authors: Ready Douglas D. , Lee Valerie E. , Welner Kevin G.
Published: February 2022

Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
The Mexican American Struggle for Equal Educational Opportunity inMendez v. Westminster:Helping to Pave the Way forBrown v. Board of Education
Authors: Valencia Richard R.
Published: February 2022

Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students’ rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for nearly 60 years. Even though Mendez did not bring about the reversal of Plessy, it did lay some of the important groundwork for the landmark case that would. In this article, I use the lens of critical race theory to examine how Mendez and Brown were strongly connected and how Mendez served as a harbinger for Brown. This linkage can be captured in at least two ways. First, Mendez was a federal, Fourteenth Amendment case grounded in a theoretical argument—known as integration theory—that stresses the harmful effects of segregation on Mexican American students. Secondly, in order to make this Fourteenth Amendment argument, the attorneys in Mendez used social science expert testimony. Such testimony, grounded in similar theoretical arguments, proved very useful in Brown. For these reasons it is important to remember the role of Mexican Americans and the Mendez case, in particular, in the broader struggle for equal educational opportunity in the United States and appreciate how they helped pave the way for Brown v. Board of Education of Topeka.
Tools of Exclusion: Race, Disability, and (Re)segregated Education
Authors: Ferri Beth A. , Connor David J.
Published: February 2022

In this article we explore the dynamic interplay between racism and ableism—or discrimination against someone based on perceived “ability”1—in the resistance to school desegregation and inclusion of students with disabilities in general education. In attending to the workings of power that connect these two histories, we show how racialized notions of ability functioned to uphold segregated schooling and justify the use of special education as a tool of racial resegregation. Moreover, we locate the current problem of overrepresentation of Black2students (and other students of color) in segregated special education classrooms to the connected discourses of segregation and exclusion. Recent efforts to challenge exclusionary practices in special education through the increased “inclusion” of students with disabilities in regular classrooms have resulted in resistance similar to that expressed in response to school desegregation shortly after Brown. In this article we first provide an overview of the complicated and intertwined histories of school desegregation and special education. Then, in the discursive context of a sample of very diverse newspapers, we examine how editors, readers and contributors responded to both court-ordered desegregation in the 1950s and then special education inclusion in the 1980s and 1990s by calling for delays and gradual compliance. We argue that gradualism has functioned to maintain, rather than disrupt, the status quo of racially segregated schooling both within and across schools. Finally, we argue that race and disability should be understood primarily as interactive social constructs and not distinct biological markers.
Black, White, and Brown: The Transformation of Public Education in America
Authors: Willie Charles Vert , Willie Sarah Susannah
Published: February 2022

This article reflects upon changes in U.S. education since the U.S. Supreme Court's 1954 decision in Brown v. the Board of Education of Topeka, Kansas. The authors reject both the naively hopeful and the bitterly cynical interpretations of the efficacy of Brown in favor of a more moderate assessment: Brown has had many positive effects, they argue, but it has been slow going and there is much work yet to be done. Drawing on their research in primary, secondary, and post-secondary educational settings, the authors argue that the concept of justice is a negotiated concept that depends on the “representative viewpoints”; they examine the obstacles that have impeded the full implementation of Brown; they note a few school systems that have achieved more just and equitable school systems; they consult census data that reveal increasing equity between Blacks and Whites when it comes to educational achievement; and finally, they examine the legacy of the Brown decision for other groups of children. Referring to Brown as a “work in progress,” the authors argue that group-specific remedies are not only legally defensible, but also crucial in achieving greater educational equity and student diversity.
Building a Framework for Classroom-Based Multicultural Democratic Education: Learning from Three Skilled Teachers
Authors: Marri Anand R.
Published: February 2022

Recognizing the increasingly racially and ethnically diverse politically disengaged population along with the central role of schools in preparing democratic citizens, this study investigated how 3 skilled secondary social studies teachers taught about and for multicultural democracy to prepare students for active and effective citizenship through a collective case study. The article discusses their pedagogy, the ways in which they provided their students with “codes of power” and skills for effective citizenship, and how they extended the curriculum beyond “official knowledge.” In addition, it presents a framework for classroom-based multicultural democratic education, which incorporates critical pedagogy, building of community, and thorough disciplinary content and skills, based on a combination of the theoretical frame and the practice of these 3 skilled teachers.
Toward an Evaluation Habit of Mind: Mapping the Journey
Authors: Katz Steven , Sutherland Stephanie , Earl Lorna
Published: February 2022

In this article we chronicle a particular professional development initiative designed to promote the acquisition of an evaluation habit of mind within an educational context. After describing the rationale behind this initiative in some detail, we proceed to map the experiences of four of the participants—a principal, a vice principal, a consultant, and a teacher—as they journeyed toward an understanding of evidence-informed decision making. A combination of document analyses and exit interviews allowed us to plot the developmental course by which this evaluation mindset unfolds. Ultimately, the process of using data as evidence for decision making is revealed as one of developing intrinsic motivation by way of personal “meaning making.” The three overarching cognitive themes of preconceptions, frameworks, and reflections given in the National Research Council's synthesized report on how people learn (Donovan, Bransford, & Pellegrino, 2000) are taken as the structural guideposts for the necessary construction of meaning.
Progressive Pioneer: Alexander James Inglis (1879–1924) and American Secondary Education
Authors: Wraga William G.
Published: February 2022

Alexander James Inglis's transformation from an academic traditionalist devoted to Latin pedagogy to an influential progressive-experimentalist and advocate of the comprehensive high school during the early twentieth century has received insufficient attention from educational and curriculum historians. A reconstruction of Inglis's career leads to an exploration of the explanatory power of four accepted historical interpretations when applied to his work. Recognizing the limitations of these interpretations for explaining anomalous aspects of Inglis's career, the possibility of educational biography for revealing nuances obscured by high-level generalizations is broached.
Student Cohorts in Teacher Education: Support Groups or Intellectual Communities?
Authors: Seifert Kelvin , Mandzuk David
Published: February 2022

Recent initiatives in preservice teacher education have experimented with cohorts as a way to create supportive ties among peers, mutual intellectual support, and a sense of professionalism. The initiatives reflect a belief in collaboration, one expressed in educational literature supporting related forms of collaboration in education, such as descriptions of learning communities and of cooperative learning in classrooms. A review of this literature suggests a number of cautions, however, about the value and success of collaboration among colleagues, and in any case does not address the needs of cohorts in teacher education directly. To begin closing this information gap, the authors studied one particular teacher education program organized around cohorts. Sixteen students in a preservice bachelor of education program were interviewed at length about their experiences with cohort peers. Their comments were analyzed for recurring themes. Overall, they expressed a liking for cohort organization, but to varying degrees. Appreciation of the cohorts was focused almost entirely on the immediate social support provided by the cohort as a whole. It had little to do with its potential for academic stimulation, long-term professional ties, or individual personal friendships. Students reported a number of factors that affected their liking for cohorts, such as their age, prior family or job responsibilities, religion, and geographic distance of their home from the university.
Meditation, Creativity, and Consciousness: Charting Future Terrain within Higher Education
Authors: Sarath Ed
Published: February 2022

This article explores the role of contemplative practices within an emerging interdisciplinary area that I refer to as “creativity and consciousness studies.” Within this new area, consciousness is studied from an “integral” perspective that brings together insights from a range of wisdom traditions and modern science. Meditation is presented as an essential first-person modality for investigating consciousness, and formal and nonformal approaches to meditation are delineated to establish important guidelines for the introduction of meditation into an academic setting. The role of “first-person” experience helps to develop new notions of rigor and interdisciplinary learning that can lead to an expanded educational experience, which can help to develop qualities such as mental clarity, inner calm, insight, compassion, and creativity. The article closes with reflections on the importance of expanding our approach to education in light of the demanding challenges and creative opportunities in today's world.
Psychometric Issues in the ELL Assessment and Special Education Eligibility
Authors: Abedi Jamal
Published: February 2022

Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment. Language factors that are not relevant to the content being assessed may also be a source of construct-irrelevant variance and negatively impact the validity of the assessment. More important, the results of these tests used as the criteria for identification and classification of ELL students, particularly those at the lower end of the English proficiency spectrum, may be misleading. Caution must be exercised when the results of these tests are used for special education eligibility, particularly in placing ELL students with lower English language proficiency in the learning/reading disability category. This article discusses psychometric issues in the assessment of English language learners and examines the validity of classifying ELL students, with a focus on the possibility of misclassifying ELL students as students with learning disabilities.
Precarious Space: Majority Black Suburbs and Their Public Schools
Authors: Ascher Carol , Branch-Smith Edwina
Published: February 2022

The fact that a third of all African Americans now live in suburbs might suggest how far we have come since the pre-Hrown days. But most African Americans live in predominantly Black suburbs, where property values are lower than in neighboring White suburbs, and where the public schools are funded by a lower tax base. After presenting a national picture, the authors draw on the experiences of Plainfield, New Jersey, and Prince George's County, Maryland, to describe how strained resources, a history of racialized conflicts resulting in troubled governance, and a perception of students as “inner city” all contribute to low student achievement in public schools in predominantly Black suburbs.
Exploring the Investment: Four Universities’ Experiences with the Spencer Foundation's Research Training Grant Program: A Retrospective
Authors: Neumann Anna , Pallas Aaron M. , Peterson Penelope L.
Published: February 2022

Background

This article serves as a conclusion to a TCR special issue devoted to understanding the impact of the Spencer Foundation's Research Training Grant (RTG) initiative. We examine four case reports prepared by scholars at the University of Wisconsin-Madison, the University of Pennsylvania, the University of California at Los Angeles (UCLA), and Michigan State University, as well as the introductory article prepared by Lauren Jones Young of the Spencer Foundation.

Objective

To identify a set of principles that might guide the construction and ongoing operation of researcher preparation programs in graduate schools of education, both in the four institutions that generously scrutinized the successes and failures of their own efforts, and in other institutions concerned with preparing education researchers.

Research Design

Analytic essay

Conclusions

We recommend that academic leaders not count on researcher preparation programs to drive broader efforts to change their organizations. Second, we place more stock in initiatives that allow students to construct a “personal core” of curricular knowledge that draws on institutional resources rather than a “common core” of knowledge that will carry all students throughout their doctoral studies. Third, we caution that providing some students with differential financial, intellectual, and social resources poses risks for many faculty and students around questions of status and autonomy. And finally, because organizational (bureaucratic) boundaries may not be isomorphic with the boundaries that define meaningful communities of research practice, academic leaders should recognize the strengths and limitations of such boundaries.
Qualities that Attract Urban Youth to After-School Settings and Promote Continued Participation
Authors: Strobel Karen , Kirshner Ben , O'Donoghue Jennifer , Mclaughlin Milbrey
Published: February 2022

Background/Context

Studies carried out over the last two decades have established structured after-school programs as significant contexts for adolescent development. Recent large-scale evaluations of after-school initiatives have yielded mixed results, finding some impact on adolescents’ attitudes toward school but limited impact on their academic performance. One clear conclusion of these studies, however, is that it matters how often and for how long young people spend time in after-school settings.

Purpose/Research Question

This study describes the features of after-school settings that are most appealing and engaging to youth growing up in low-income communities.

Setting

Analyses focus on a network of five after-school centers that serve predominantly racial and cultural minority youth living in low-income urban neighborhoods.

Participants

Participants in the study include 120 youth who varied in their frequency of participation in the after-school centers. Of these participants, 20 were in elementary school, 76 were in middle school, and 24 were in high school. Forty-two percent identified themselves as Asian American, 22% as African American, 13% as Latino/Latina, 7% as European American, and 5% as Filipino, and 10% were categorized as “other” or “unknown.”

Research Design

This study is a qualitative investigation geared toward understanding young people's subjective experiences and meaning making. Data are drawn principally from focus groups and individual interviews with participants over a 2-year period and supplemented with field work conducted by a team of trained youth ethnographers.

Findings

Our analysis of these data points to three features of the youth centers that youth identified as valuable: supportive relationships with adults and peers; safety; and opportunities to learn. Results highlight the meaning and significance youth ascribed to each feature, while also underlining the important function that centers with these features play in adolescent development.

Conclusions/Recommendations

After-school settings have the potential to serve as a unique developmental niche by meeting needs that are not consistently met in other contexts. Young people's descriptions of supports and opportunities also underscore the interrelationships among the positive features they perceived. Researchers, practitioners, and policy makers are encouraged to recognize after-school programs as core contexts of development that should be assessed according to the full spectrum of adolescents’ developmental needs.
Tomorrow's Teachers: Tomorrow's Work
Authors: Zumwalt Karen Kepler
Published: February 2022

Having had the opportunity to read most of the preceding articles in manuscript form and having been a participant in the Holmes Group, Karen Zumwalt is in a position here not only to offer her own reactions to the report as a teacher educator, but also to speak to the general misunderstandings and misgivings that she found voiced in this symposium.
Early Childhood in Public Education: Managing Change in a Changing Field
Authors: Rust Frances O'Connell
Published: February 2022

Using a case study of a community's reaction to an all-day kindergarten proposal, Rust explores impediments and avenues to educational change along the technical, political, and cultural dimensions. She sees the field of early childhood education at a crossroads, needing to go public and appeal to many constituencies, but perhaps compromising its mission and identity in the process.
Risk for Imbalanced Blood Glucose Pattern: Construct Analysis and Nursing Diagnosis Proposal
Authors: Lopes Rafael Oliveira Pitta , Santos Jéssica de Castro , Oliveira Hudson Carmo de , Campos Juliana Faria , Primo Cândida Caniçali , Lopes Camila Takáo , Brandão Marcos Antônio Gomes
Published: February 2022

To identify a clinical judgment of susceptibility referring to the development of glycemic fluctuations in adults with Diabetes Mellitus undergoing treatment. Theoretical study with construct analysis. The exploration of the phenomena of glycemic variations provided clues for the description of the blood glucose pattern construct and the proposal of a new risk Nursing diagnosis as a judgment of susceptibility to the balance of this pattern. The risk factors for “Risk for Imbalanced Blood Glucose Pattern” are cognitive dysfunction; excessive alcohol consumption; excessive daily exercise; inadequate follow through with treatment regimen; increased frequency of self-monitoring of blood glucose; inadequate knowledge of disease process; inadequate management of amount of food; inadequate regularity of meal consumption; obesity; overweight; smoking; underweight. The elaboration of “Risk for Imbalanced Blood Glucose Pattern” Nursing diagnosis contributes to the advancement in the Nursing classifications and to the elaboration of planning actions and specific interventions.