bluuebunny/crossref_metadata_2025 huggingface dataset:
Farming on the Front Lines
Authors: Krone Adrienne
Published: February 2022

The Jewish community farming movement began in 2004 with the founding of Adamah and it now comprises over twenty farming organizations bound together by a shared sense that the best way to face the climate crisis is by drawing on the well of Jewish tradition. These Jewish farmers put environmental ethics into practice as they face the realities of our time. The multispecies theorist Donna Haraway refers to this era as the Chthulucene, which she describes as “a kind of timeplace for learning to stay with the trouble of living and dying in response-ability on a damaged earth.” In this article, I draw on Haraway’s work and on my ethnographic fieldwork conducted at Jewish community farming organizations all over North America to describe the ways in which Jewish farmers are “staying with the trouble” in this era.
The Glasgow Climate Conference (COP26)
Authors: Lennan Mitchell , Morgera Elisa
Published: February 2022

After over a decade of international efforts to include the ocean in the policy discussions at the United Nations Framework Convention on Climate Change (UNFCCC) annual Conference of the Parties (COP), the ocean has finally been included by, inter alia, a reference to ‘ocean-based action’ in a series of COP outcomes, notable among which is the cover decisions known as the ‘Glasgow Climate Pact’. This article provides the necessary background to the inclusion of the ocean in COP26 outcomes, including the Pact, and examines key issues, impacts and shortfalls of the Pact and other COP26 outcomes, including mitigation, adaptation, finance and human rights. It concludes with suggestions for priority research areas moving forward.
Enhancing translocation and remobilization of zinc in wheat by the application of plant growth regulators
Authors: Mathpal Bhupendra , Srivastava Prakash Chnadra , Pachauri S.P. , Shukla A.K. , Pant Naveen Chandra , Shankhdhar Shailesh Chandra
Published: February 2022

A pot experiment was carried out to evaluate the impact of plant growth regulators (PGRs) on translocation and accumulation of zinc (Zn) in grains of four wheat varieties of varying Zn sensitivities. Different concentrations of two (gibberellic acid and cytokinin) PGRs viz., control, 10 ppm gibberellic acid (GA), 20 ppm gibberellic acid (GA), 10 ppm cytokinin (kinetin), 20 ppm cytokinin (kinetin), 10 ppm gibberellic acid (GA) + cytokinin (kinetin), 20 ppm gibberellic acid (GA) + cytokinin (kinetin) were applied under different Zn regimes (control), soil application of 5 mg Zn kg-1 soil and soil application of 5 mg Zn kg-1 soil + foliar applications of 0.5% ZnSO4.7H2O + 0.25% lime). Four contrasting wheat varieties i.e., UP262 & PBW175 (Zn inefficient), UP2628 & UP2554 (Zn efficient); were tested for enzyme activities, yield attributes and Zn content in various plant parts. Regarding influence of PGR levels, the maximum CA and SOD activities were recorded under 20 ppm GA and control respectively. The grain yield, straw yield and grain Zn content was found to be the maximum under 10 ppm GA+cytokinin, 20 ppm GA and 20 ppm cytokinin respectively. Among all the methods used, soil along with foliar spray (Zn S+F) was found to be the most effective in improving all the crop parameters. Among varieties, the efficient sets of varieties (UP2628 & UP2554) performed better than Zn inefficient varieties. The use of plant growth regulators along with efficient delivery method could enhance the transport and accumulation of Zn in grains of wheat.
Applying the Role Drama Approaches of die in Teaching English Famous Play: Taking “The Cop and the Anthem” in a High School as an Example
Authors: Chang Hsiao-hua , Jing Shan
Published: February 2022

The teaching of famous English play is generally either for the comprehension of texts or a stage performance in our schools. While considering about an integrated curriculum of Drama and English could enable students to have a deeper, broader, more complete, and interesting course in the learning process, we designed and implemented a curriculum of Role Drama approaches of Drama in Education (die) into the teaching of an English play “The Cop and the Anthem” for the class of students who study English as a second language in a high school.

From observing participant students and evaluating the 5-session teaching process in the class, we found that the effectiveness of the curriculum on Role Drama approaches of die not only lets students to have enjoyable English performing courses but also improves students’ capabilities in English expression and personal literacy.

Depending in this teaching experience, finally, we present our conclusions on the feasibilities of activities for improving teaching.
Variation of Microbial Community in Healthy and Disease-Susceptible Tobacco Soils
Authors: Xia Tiyuan , Tang Zuoxin , Huang Kun , Chen Lulu , Chen Zebin , Ren Zhen , Li Xuhua , Wang Binbin , Ruan Yanan
Published: February 2022

Soil microbes are vital for the development of plant growth. Little is known about how the discrepancy of microbes mediate the microbial community structure of healthy (CK) and disease-susceptible soils with black root rot (BR, Thielaviopsisbasicola) and root-knot nematode (RK,
Meloidogyne incognita; M. javanica) of flue-cured tobacco (Nicotianatabacum L.). In this study, we analyzed the soil and microbial properties, and showed the differences of soil microbial composition and diversity between soils. Specially, soil was more acid with lower diversity,
higher nutrient content with higher abundance of Proteobacteria, Ascomycota, Basidiomycota in the disease-susceptible soils. While, compared with disease-susceptible soils, the protease and urease activities, as well as soil pH, available potassium content, and the relative
abundance of beneficial bacterial and fungal genera (including Bacillus, Micromonospora, Lysobacter, Microvirga, Chaetomium and Arthrobotrys) were higher in CK soils. The variations of soil physiochemical factors and enzyme activities resulted in differences
in microbial community structure and composition between healthy and disease-infected flue-cured tobacco soils. Our results bring novel insights to control the disease-susceptible of flue-cured tobacco fields through management of rhizosphere community struture.
Modification and Application of Walnut Peel Extract as Acidic Corrosion Inhibitor
Authors: Gu Xuefan , Zhang Huani , Zhang Zhifang , Du Weichao , Zhu Shidong , Chen Gang
Published: February 2022

Walnut peel, a natural waste, is proposed as a green corrosion inhibitor because of its unique chemical structure. The walnut peel extract was here modified using Mannich reaction to achieve a relatively stable eco-friendly corrosion inhibitor. The corrosion inhibition of walnut peel
extract (WPE) and its derivatives (mwpes) on A3 steel in 5% HCl solution was studied by weight loss method. The results indicate that both WPE and mwpe have ability to effectively inhibit corrosion, particularly WPE. The antibacterial effect of the extracts varied with the concentration and
reaction temperature. In addition, the best modifier as well as its optimized corrosion inhibition effect are obtained via changing the type and amount of modifier.
Study on Chemical Constituents and Antioxidant Activity of the Flat-European Hybrid Hazelnut (C. heterophylla Fisch. × C. avellana L.) Oil
Authors: Liu Jinwei , Li Xining , Wang Juntong , Gu Le , Lv Guangfu , Lin Zhe , Zhen Xiaowen , Li Yong
Published: February 2022

Hazelnut oil, extracted from hazelnuts, can be used as a functional food with many nutritional benefits. To completely assess its chemical constituents in hazelnut oil, one main cultivar of a flat-European hybrid hazelnut (C. heterophylla Fisch. × C. avellana L.)
cv. ‘Dawei’ was taken as the material, and a new optimized silyl-etherification derivatization was established by being followed with Gas chromatography-mass spectrometry (GC-MS). Meanwhile, an electron spin resonance (ESR) method was used to elucidate the scavenging capacity of
free radicals. In result, the filbertone (exclusive marker), 16 fatty acids (8 saturated and 8 unsaturated), 4 sterols and 5 other components were identified at once. Furthermore, hybrid hazelnut oil, filbertone and two sterols that contained in hazelnut oil were used to test the scavenge
free radical activities. The results showed that the hybrid hazelnut oil expressed meaningful IC50 values (DPPH: 66.39, hydroxyl: 66.64, alkyl: 118.82 and O2¯: 75.38 μg/mL). In conclusion, this study selected an effective derivatization method for the chemical
constituents detection, and provided detailed data, which laid an experimental foundation for quality control of a hybrid hazelnut oil. In addition, the free radical scavenging activity was observed, which provided a basis for the development of antioxidant products in hybrid hazelnut oil.
Relationship Between Soil Moisture Content and Superoxide Dismutase Activity in Soybean Leaves in Northeast China
Authors: Wang Xiyue , Jiang Junxue , Wu Zihao , Li Xiaomei , Dong Shoukun
Published: February 2022

Soybean is a crucial source of plant protein and oil; However, a decline in yield has been observed. In this study, spring soybean varieties (Heinong 44 and Heinong 65) were selected to determine the effects of different soil moisture levels on changes in superoxide dismutase (SOD)
enzyme activity. A water-cut treatment was conducted on potted soybean plants from the beginning of their flowering stage. The soil moisture content under different water-cut days was recorded, and the SOD activity of soybean leaves was determined. The results showed that the SOD activity
of soybean leaves first increased and then decreased with a decrease in soil relative water content. The SOD activity under moderate drought stress was significantly higher than that under suitable water and mild drought conditions, and there was no significant difference between suitable
water and mild drought conditions. The relationship between soil moisture content and SOD activity of the two soybean varieties was consistent with the Gaussian curve. When the relative soil moisture content was 34.7%–49.8%, the SOD activity was higher than that under suitable water
and mild drought stress conditions. The SOD activity of soybean leaves was highest when the relative soil water content was 42.1%–42.8% under moderate drought stress. This research provides a theoretical basis for the rapid diagnosis of soybean drought stress.
Life unites us: A novel approach to addressing opioid use disorder stigma
Authors: Bonnevie Erika , Kaynak Övgü , Whipple Christopher R. , Kensinger Weston S. , Stefanko Matthew , McKeon Courtney , Mendell Gary , Smyser Joe
Published: February 2022

Introduction:

Opioid use disorder (OUD) is a critical health issue in the USA. Pennsylvania has the third highest number of drug overdose deaths per year, with the COVID-19 pandemic worsening these trends. Stigmatising beliefs towards OUD are associated with negative health outcomes, and there is a need for a larger evidence base on OUD stigma reduction strategies. This study reports on the creation and implementation of Life Unites Us, a digital media campaign which uses a collective impact framework to address OUD stigma reduction across Pennsylvania.

Method:

Life Unites Us consists of various components, including a general public media campaign which uses education and contact-based strategies; engagement with stakeholders and advocates in community-based organisations across the state; and a data sharing website to inform the public of previously unavailable OUD stigma statistics. Each campaign component contributes to the overall collective impact framework.

Results:

Digital metrics showed 755 followers across the Life Unites Us social media pages, and 2,826 total website users with an average of 565 users per month. The campaign has partnered with 60 community based organisations, 921 individuals receive the monthly email and 11 influencers have posted 23 times and achieved over 13,000 engagements and a reach of 661,000. The campaign hosted 5 webinars with 520 attendees and an overall 64.1% attendance rate.

Conclusion:

This study fills a gap in the need for evidence-based digital interventions to address OUD-related stigma. The positive process metrics from the first 6 months suggest that this model may be an important addition to research on approaches to reduce OUD stigma.
Moving Forward in Nursing Education Using the Backward Design
Authors: Maldonado Sandra
Published: February 2022

Teaching models are essential to provide nursing students with efficient ways to learn. One such model of teaching is the Backward Design (BWD). The aim of BWD is to recognize desired outcomes and then have the student work backward to draw on what was done to reach the desired outcome. BWD facilitates the understanding of a concept by using students’ ability to explain, interpret, apply, perceive, and self-evaluate. It requires students to learn how to explain concepts and how they apply in practice. Since BWD may facilitate student-centered-learning, its use in academia should be recommended, especially for nursing students.
Teachers’ Beliefs and Their Students’ Progress in Professional Development
Authors: Rodgers Emily , D’Agostino Jerome , Berenbon Rebecca , Mikita Clara , Winkler Christa , Wright Mollie E.
Published: February 2022

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.
Perceived Changes in Social Connectedness Across the Life Course: A Mixed Method Approach
Authors: Weaver Raven H. , Sano Yoshie , Lanigan Jane , Parker Louise , Eddy Linda , Power Thomas G. , Houghten Myah
Published: February 2022

Social connection is important across the life course, but overall levels have been declining. The COVID-19 pandemic presented a unique context to examine social connectedness and adaptive capacity in times of social adversity. We used a parallel mixed method design to collect online survey data from a representative U.S. sample (N  =  359). Applying an exploratory sequential approach, we used a general linear model multivariate approach to repeated measures to test for differences in participants’ perceptions of social connectedness by time and age category and qualitative analysis to gain insights about disrupted social contexts. Results indicated that social connectedness decreased after mitigation restrictions for all age groups, but individuals in emerging and late adulthood felt the greatest impact. Two themes emerged: differing emotional responses to altered communication and intentionality of maintaining and/or creating social connections. Experiences of social connectedness need to be understood as a function of life stage and developmental timing.
“Sometimes Bureaucracy Has Its Charms”: The Working Conditions of Teachers in Deregulated Schools
Authors: Johnson Susan Moore , Landman Jonathan
Published: February 2022

Various reform strategies that deregulate schooling grant different degrees of autonomy to individual school sites. In an effort to understand how these policies affect the teacher's workplace, we studied the experiences of teachers in six deregulated schools—two state-sponsored charter schools, two in-district charter schools, and two public school-based management schools—all located in Boston and serving similar groups of students. Based on intensive interviews with teachers and principals supplemented by document analysis and informal observations, we concluded that the most autonomous schools—charter schools—are not necessarily the schools that enterprising teachers favor. All respondents agree that the most important feature of charter schools is their power to recruit and retain like-minded staff who commit themselves to a common mission. Working with others who share values and practices leads to considerable satisfaction among teachers. However, teachers in these schools also voiced concern about several important features of their workplace—the scope and definition of their responsibilities, their role in school design and governance, their right to raise complaints and resolve problems, and assurances of job security and predictable pay. We concluded that, of the three policy models, the in-district charters best combined the features that provide school autonomy while meeting the basic concerns of teachers. These findings lead to recommendations for both policy and practice.
Governing America's Schools: The Shifting Playing Field
Authors: Murphy Joseph
Published: February 2022

This essay argues that the landscape of educational control is being reshaped in the post-industrial era. It reviews the current governance problems in education and details the range of possible governance models for post-industrial schooling. The analysis begins by describing the problems that governance must address and identifying the professional-statist domination of school governance and the reliance on bureaucratic mechanisms to exercise control as the two most serious contemporary governance problems. The discussion then moves to a description of the various possiblilities for school governance in the future. Five types of control processes are considered: state control, citizen control, professional control, community control, and market control. The paper concludes by outlining the design principles that form the basis for rethinking school governance in a post-industrial world: localism, direct democracy, lay control, choice, and democratic professionalism.
Probing Educational Management as Gendered: An Examination through Model and Metaphor
Authors: Enomoto Ernestine K.
Published: February 2022

This paper explores the proposition that educational management is a gendered construction. The author utilizes Scott's analytic model, which distinguishes gender as sexual difference, denoted by cultural symbols, signs, and representations; and gender as a signifier of power, identified by four different types of social relationships. Against this model, the author casts a gender-specific metaphor (“leader as mother”) and a gender-neutral one (“leader as visionary”). Applying model to metaphor offers a mechanism to expose gendered assumptions about educational management. Such an analytic device forces an examination of educational management with women at the center, rather than at the periphery, of the construction.
What does it Take to Break the Mold? Rhetoric and Reality in New American Schools
Authors: Hatch Thomas
Published: February 2022

In 1991, the New American Schools Development Corporation (NASDC) was created in order to create “break-the-mold” models for a “new generation of American schools.” NASDC sought to achieve this goal by funding eleven different design teams including the ATLAS Communities Project—a collaboration of the Coalition of Essential Schools, the School Development Program, Harvard Project Zero, and the Education Development Center. While schools associated with ATLAS and the other design teams showed some signs of progress in the first few years of their work, there has been little evidence that these positive outcomes have been achieved by “breaking the mold.” In fact, the NASDC strategy and the ATLAS collaboration may have exacerbated basic conditions that make it difficult for schools and organizations to explore new ideas and develop innovative practices. By drawing on studies of innovation in business organizations, this paper argues that rather than trying to create “break-the-mold” school designs, reformers should aim to create the conditions that allow for a better balance between efforts to explore new ideas that may be successful in the future and the further expansion of practices that have been successful in the past.
The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes
Authors: Ancess Jacqueline
Published: February 2022

This article discusses the reciprocal and dynamic relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing public secondary schools for at-risk students. Student outcomes include improvement in student graduation rates, course pass rates, college admission rates, and academic course-taking rates. The article describes each school's context and the inquiry process that stimulated teacher learning; triggered changes in teaching practice, school organization, and student outcomes; expanded teacher learning; and extended improved outcomes to a wider population of students. It describes how the interaction of these variables produced practitioner knowledge that teachers used to the benefit of student outcomes. It discusses how in each of the three schools teachers’ learning was initially driven by their aspirations for specific student effects, which led them to develop and implement practices that drew on their school's culture, and their knowledge of their students, successful practice, and their content area. In each case teachers made changes in their teaching practice and in school and curricular organization. The article also identifies a set of contextual conditions that support this change process. Lastly, the article presents implications for researchers, reformers, and practitioners who aim to improve student outcomes by changing teacher practice and school organization. The article is based on findings from a five-year multiple-case study of how three high schools connect disenfranchised students to their future.
“To be Part of the Story”: The Literacy Practices of Gangsta Adolescents
Authors: Moje Elizabeth B.
Published: February 2022

Despite a recent emphasis on conceptualizing literacy as a tool for changing thought and experience, when people—whether the popular media, school personnel, or educational scholars—speak of the literacy practices of marginalized adolescents, they rarely talk about such literacies as tools. Instead, the literacy practices of marginalized adolescents are often referred to in terms of deviance or resistance. Gang-connected youth, in particular, are routinely represented as engaging in acts of villainy or resistance, but are rarely represented as meaning makers, people who are expressing their beliefs, values, and interests. If literacy theorists want to claim that literacy is a tool for transforming thought and experience, however, then we need to extend that theoretical claim to all literacy practices by asking what unsanctioned literacy practices do for adolescents. Are these simply acts of resistance? Or do adolescent gang members, who are often placed outside the possibility of school success on the basis of physical characteristics and social affiliations, also use literacy as a way of exploring possible worlds, claiming space, and making their voices heard?

This study uses data from three years of research with five gang-connected youth to illustrate how they used their literacy practices as meaning-making, expressive, and communicative tools. The data show how these youth used literacy practices “to be part of the story,” or to claim a space, construct an identity, and take a social position in their worlds. The paper concludes by arguing that literacy theorists, researchers, and practitioners need to acknowledge the power of unsanctioned literacy tools in the lives of marginalized youth and develop pedagogies that draw from, but also challenge and extend, these practices.
The Two Faces of Deweyan Pragmatism: Inductionism versus Social Constructivism
Authors: Prawat Richard S.
Published: February 2022

Dewey is widely acknowledged as the intellectual force behind the progressive movement in the United States. With justification, he is viewed as a staunch advocate of what has been variously termed an activity-based, problem-centered, or hands-on approach to education. Recently, however, some scholars have pointed out that there is a discipline-centered, social constructivist side to Dewey—both as an educator and a philosopher. This paper deals with this divergence of views, building a case for the fact that Dewey underwent a major shift in thinking at mid-career. Around 1915, I demonstrate, Dewey finally and firmly rejected James's extreme subjectivism in favor of Peirce's brand of pragmatism, which Dewey recognized integrates the biological and sociological aspects of knowledge and mind in a way that is unique and powerful. The educational implications of Dewey's Peircean shift are discussed.
On Public Support for Religious Schools
Authors: Feinberg Walter
Published: February 2022

I explore arguments about the fairness of the present arrangement barring public support for religious instruction in separate schools. I show that the arrangement is based on a consensus formed during the 1920s that established a strong conceptual separation between the notions of public and private, where religious schooling is relegated to the private sphere.

I ask whether this conceptual separation forged in the 1920s is still viable. I explore different proposed reasons for altering this conception of the private-public divide when it comes to supporting religious schools, and show that there are reasons, both from the point of view of religion and from the point of view of the state, to be cautious about a radical change in the present configuration of support. One implication of this argument is that fairness is not a matter of public support for separate religious schools. Fairness depends on the quality of public education available for poor children. I conclude by suggesting that the terms for arguing the issue of public support for religious schools needs to be reoriented to take into account the future autonomy interests of the child.
Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist
Authors: Obidah Jennifer E.
Published: February 2022

Despite the ongoing debate about the nature, goals, and politics of multicultural education, the discipline has taken hold in the minds and hearts of educators— prekindergarten through graduate school. However, for some of us who teach multicultural education, we approach our classrooms far more confident about what we want to teach, than about how we will teach it. Moreover, an examination of the assumptions underlying a multiculturalist discourse leads to questions about pedagogy; that is, what kind of pedagogy is necessary to teach multiculturalism, and how is pedagogy informed by a reconceptualization of the discipline's underlying assumptions. This article presents one professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course.
An Uncertain Lever: Exploring the Influence of State-Level Testing in New York State on Teaching Social Studies
Authors: Grant S. G.
Published: February 2022

In this paper, the author presents case studies of two high school social studies teachers and the influence of state-level testing on their teaching practices. Based on classroom observations of a unit on the U.S. civil rights movement and teacher interviews before and after that unit, he examines the role the eleventh grade New York State Regents test in U.S. History and Government plays in each teacher's instructional planning, delivery, and assessment. His analysis suggests that while the state test figures into each teacher's instruction, it does so by interacting with a range of other factors, especially the teachers’ views of subject matter and learners. From these findings, he argues that state tests may be an uncertain lever and that, while reformers continue pinning their hopes on new tests, faith in tests as a means of instructional change may be hard to sustain.
Mismatch: Historical Perspectives on Schools and Students who Don't Fit Them
Authors: Deschenes Sarah , Cuban Larry , Tyack David
Published: February 2022

There have always been students who do not meet the educational expectations of their time—students outside the mainstream mold who do not fit dominant notions of success. The differences between schools and these students can be thought of as a “mismatch” between the structure of schools and the social, cultural, or economic backgrounds of students identified as problems. In this essay we examine the history of these students who have not been able to do what educators wanted them to do. We look at how educators have labeled poor school performers in different periods and how these labels reflected both attitudes and institutional conditions. We then summarize four major historical explanations for why children fail in school—individual deficits or incompetence, families, inefficiency in schools, and cultural difference. Finally, we explore what implications this history has for students in the current standards-based reform movement, including implications for social promotion and the age-graded school. To avoid a mismatch in the standards movement, we argue that educators should focus on adapting the school better to the child, addressing social inequalities that extend beyond the classroom, and undertaking comprehensive changes that take no features of current schools for granted.
Redefining “Public” Education: Charter Schools, Common Schools, and the Rhetoric of Reform
Authors: Lubienski Chris
Published: February 2022

Virtually every definition of charter schools asserts that they are a form of public schooling. This article poses the question: In what way? Charter school advocates, observers, and opponents all note that the schools are publicly funded, are open to all, and are chartered by public entities. This analysis pursues the question by comparing the rhetoric regarding the definition of public education employed by charter school reformers in one state, Michigan, with that of the common school reformers of the 19th century, particularly Horace Mann. The analysis finds conflicting definitions of what constitutes public schooling. Although both reforms support tax-funded schools and open access, the common school reformers emphasized political-democratic forms of control. Charter school advocates actively challenge such control, and elevate market mechanisms of consumer choice and competition between providers as the primary means of authority. To advance such a program, proponents of charter schools explicitly seek to “redefine” popular conceptions of what constitutes public and private education. In doing so, they frame education principally as a consumer good, and, this article theorizes, effect a privatization of the purpose of public education that contrasts with the common school reformers’ stated concern for democracy and the public good.
Dewey and Peirce, the Philosopher's Philosopher
Authors: Prawat Richard S.
Published: February 2022

Three arguments are presented in this article that point to discontinuity rather than continuity in John Dewey's philosophical views. First, the author examines and critiques the most comprehensive current account of the development of Dewey's thinking early to late based on the assumption of continuity. Contrary to this account, it is argued, Dewey dramatically changed his views about the role of action, language, and quality in knowledge construction from mid-career on. In the second and third sections of the paper, numerous examples are presented showing how closely Dewey's later ideas map onto those of the brilliant but less known originator of pragmatism, Charles Sanders Peirce. The intent in all three sections of the paper is to demonstrate the magnitude of Dewey's debt to Peirce.
The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School
Authors: Alexander Karl L. , Entwisle Doris R. , Kabbani Nader S.
Published: February 2022

From a life course perspective, high school dropout culminates a long-term process of disengagement from school. The present paper uses data from a representative panel of Baltimore school children to describe this unfolding process. Over 40% of the study group left school at some point without a degree, but this high overall rate of dropout masks large differences across sociodemographic lines as well as differences involving academic, parental, and personal resources. A sociodemographic profile of dropout for the study group shows how dropout rates vary across different configurations of background risk factors including family socioeconomic status (SES), family type, and family stress level. Dropout risk factors and resources in support of children's schooling then are examined at four schooling benchmarks: the 1st grade, the rest of elementary school (years 2–5), the middle school (years 6–8), and year 9 (the 1st year of high school for those promoted each year). Academic, parental, and personal resources condition dropout prospects at each time point, with resources measured early in children's schooling forecasting dropout almost as well as those from later in children's schooling. Additionally, evidence is presented that resources add on to one another in moderating dropout risk, including risk associated with family SES. These patterns are discussed in terms of a life course view of the dropout process.
Education after Foucault: The Question of Civility
Authors: Mourad Roger
Published: February 2022

It is commonly believed that mass public education is fundamentally concerned with the advancement of Western civilization and national strength through the dissemination of knowledge and skills. The ways that we think about and conduct educational practices are also related in no small way to basic rights such as individual freedom. Individual rights in the West are themselves grounded in beliefs about human nature, rationality, and behavior. This philosophical work identifies and critiques these beliefs as they were developed and established during the formative period of individual rights. It explores how these beliefs are embedded in educational practices, using some of Michel Foucault's ideas to provide a contemporary critical context. An alternative interpretation of these foundations is offered that challenges basic ideas about the purposes of education. A direction is provided for further work.
Small Districts in Big Trouble: How Four Arizona School Systems Responded to Charter Competition
Authors: Hess Frederick , Maranto Robert , Milliman Scott
Published: February 2022

How do district schools respond to competition from charter schools? To explore this question, we examine four small Arizona school districts which lost from a tenth to a third of enrollment to charter schools in a short time period. Districts lost market share to charter schools because they did not satisfy significant constituencies, thus providing demands for education alternatives. District responses to market pressure depend on overall enrollment trends, the quality of the charter competition, the quality of district leadership, and the size of the district. Districts respond to competition in various ways, including reforming curricula, changing leadership, vilifying charter competitors, and attempting to absorb those competitors. Responses suggest that competition improves schools, but that markets do not work quickly or without friction and must be understood in context.
Reforming Faculty Work: Culture, Structure, and the Dilemma of Organizational Change
Authors: Wong Michael Paul A. , Tierney William G.
Published: February 2022

The authors present findings from an ethnographic study of faculty work at the Charter School of Education at the California State University at Los Angeles (CSULA). Much like the K–12 version of this innovation, this unique higher education organization is a school within a larger public state university that has created a charter relationship with the system chancellor and the university president that releases the school from most system and state requirements in return for increased performance. At the time of the writing of this article, Charter School of Education at CSULA is the only higher education charter school in the nation. This study addresses the dynamics of organizational change in higher education institutions and whether chartering a higher education organization leads to increased faculty responsiveness and involvement in reform efforts. The authors present three themes that define the culture of the Charter School of Education and discuss theoretical and practical implications for this reform. They suggest that the changes that matter are as much cultural in nature as they are structural, which in turn implies where change agents ought to focus their energies as they try to develop a more engaged, responsive faculty.
Dewey's 1906 Definition of Art
Authors: Jackson Philip W.
Published: February 2022

This paper contains an appreciative exegesis of a single sentence extracted from a speech that John Dewey delivered to an audience of teachers in 1906. The sentence was selected for analysis because of the extraordinarily concise manner in which it tacitly connects to a wide variety of Deweyan doctrines, particularly those having to do with Dewey's vision of human flourishing. The overall goal of the analysis is simply to bring the sentence to the attention of a wider audience. By displaying the hidden richness of this small string of words, delivered almost nonchalantly, one suspects, and on such a relatively inauspicious occasion, my hope is to prevent a tiny gem from remaining lost and forgotten within the vastness of Dewey's published works.
“Lost at Sea”: New Teachers’ Experiences with Curriculum and Assessment
Authors: Kauffman David , Johnson Susan Moore , Kardos Susan M. , Liu Edward , Peske Heather G.
Published: February 2022

To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, we interviewed a diverse sample of 50 1st- and 2nd-year Massachusetts teachers working in a wide range of public schools. We found that, despite the state's development of standards and statewide assessments, these new teachers received little or no guidance about what to teach or how to teach it. Left to their own devices, they struggled day to day to prepare content and materials. The standards and accountability environment created a sense of urgency for these teachers but did not provide them with the support they needed. The absence of a coherent curriculum has implications for student achievement and teacher retention in that students may learn less than they otherwise might, and many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom. This suggests an urgent need to reconsider the curricula and support provided to new teachers.
Historical Context, Professional Authority, and Discourses of Risk: Child Guidance and Special Education
Authors: Richardson John G.
Published: February 2022

This paper compares the problem of social maladjustment addressed during the child guidance movement of the 1920s and 1930s with the issue of minority overrepresentation revealed in the late 1960s and persisting to the present. Both exhibit similarities as discourses of educational risk that shaped the conception of problems facing youth and influenced the mode of professional intervention. The specific focus of the paper, however, is the contrast in the directional fate of each: Although child guidance became increasingly narrowed to a portion of the middle-class, school-age population, special education broadened its jurisdiction and has helped to shape a view of full inclusion in public education. The contrast in response to challenges that threatened professional authority is identified as the critical difference that accounts for the divergent paths taken.
Reform of and by the System: A Case Study of a State's Effort at Curricular and Systemic Reform
Authors: Cusick Philip A. , Borman Jennifer
Published: February 2022

The article tells the story of Michigan's effort to create a language arts curriculum. Our story is embedded in an attempt by the governor, legislature, Department of Education, and (sometimes) the State Board of Education at state systemic reform. The focus of the article is that part of the overall effort that was directed toward the language arts curriculum. Although funded by the U.S. Department of Education (USDE) and initiated by the state, the language arts work was undertaken by a loosely connected but long-associated set of language arts professionals who, although suspicious of the state's motives and authority, cared a great deal about what they called best practice in language arts and embraced the state initiative to push their views. Working from Parsons's (1949) conception of a system as “a network of collectivities, side by side, overlapping, and larger-smaller” (p. 101), we describe the overlapping of this group with the state and with other collectivities that emerged as the effort went along. Finally, we argue that although the state's educational system remains loosely linked, democratic, contentious, and noisy, this language arts effort heightened the mutual awareness and interdependence of the system's separate parts and so served the purposes of systemic reform.
Teaching for Transformative Experiences in Science: An Investigation of the Effectiveness of Two Instructional Elements
Authors: Pugh Kevin J.
Published: February 2022

This small-scale, exploratory study examines the effectiveness of two teaching elements (the artistic crafting of content and the modeling and scaffolding of perception and value) at fostering transformative experiences. The construct of a transformative experience was derived from Dewey's work and is defined as an expansion of perception and value resulting from active use of a concept. The elements were used in teaching a unit on adaptation and evolution in a high school zoology class. Student outcomes were compared with those of students in a roughly equivalent (as determined by a preintervention survey) class in which the same unit was taught using a case-based model of instruction. Results indicate that a significantly greater percentage of students in the experimental class (52.9%) than students in the control class (22.7%) engaged in some degree of transformative experience. Further, it was found that students from both classes who engaged in at least some form of transformative experience scored significantly higher than other students on a follow-up assessment of understanding but not on a postintervention assessment of understanding.
Can Groups Learn?
Authors: Cohen Elizabeth G. , Lotan Rachel A. , Abram Percy L. , Scarloss Beth A. , Schultz Susan E.
Published: February 2022

This is a study of assessment of the work of creative problem-solving groups in sixth-grade social studies. We test the proposition that providing students with specific guidelines as to what makes an exemplary group product (evaluation criteria) will improve the character of the discussion as well as the quality of the group product. To assess the group's potential for successful instruction, we examine the character of the group conversation as well as the quality of the group product. We present a statistical model of the process of instruction that connects the use of evaluation criteria, group discussion, creation of the group product, and average performance on the final written assessment.
Rewriting Race and Gender High School Lessons: Second-Generation Dominicans in New York City
Authors: LÓPez Nancy
Published: February 2022

At high school graduation ceremonies across the country, a curious gender gap has emerged—more women graduate than men, particularly in Latino and Black communities. This trend begs several questions: How do formal and informal institutional practices within high schools “race” and “gender” students? How do racializ(ing) and gender(ing) processes intersect in the classroom setting? How can principals, school administrators, and teachers work toward dismantling race, gender, and class oppression in their schools? Drawing on 5 months of participant observation in a New York City public high school that is 90% Latino, mostly second-generation Dominicans, I found that both formal and informal institutional practices within schools, “race” and “gender” students in ways that significantly affect their outlooks on education. Young men are viewed as threatening and potential problem students, whereas young women are treated in a more sympathetic fashion. If our goal is to improve the education attainment of all students, we must become aware of the invisible race(ing) and gender(ing) that takes place in the classroom, as well as in the everyday institutional practices of schools.
How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development that Districts Provide to Teachers?
Authors: Desimone Laura , Porter Andrew C. , Birman Beatrice F. , Garet Michael S. , Yoon Kwang Suk
Published: February 2022

This study examines the policy mechanisms and processes that districts can use to provide high-quality in-service professional development for teachers. The findings are based on a national probability sample of district professional development coordinators in districts that received federal funding from the Eisenhower Professional Development Program. We found that certain management/implementation strategies, such as aligning professional development to standards and assessments, continuous improvement efforts, and teacher involvement in planning, are associated with the provision of higher quality professional development for teachers. Characteristics of high-quality professional development are taken from the research literature and include active learning opportunities, duration, collective participation (e.g., participation of teachers from the same department, grade level, or school), and type of activity (e.g., traditional workshop vs. a more reform-oriented approach, such as teacher networks or study groups.) Thus, in the context of an evaluation of the nation's largest investment in teachers’ professional development, this study provides empirical support, from a national probability sample of Eisenhower district coordinators, for the link between federal policies and strategies of support, implementation, and the quality of teachers’ professional development.