bluuebunny/crossref_metadata_2025 huggingface dataset:
GLP1R Attenuates Sympathetic Response to High Glucose via Carotid Body Inhibition
Authors: Pauza Audrys G. , Thakkar Pratik , Tasic Tatjana , Felippe Igor , Bishop Paul , Greenwood Michael P. , Rysevaite-Kyguoliene Kristina , Ast Julia , Broichhagen Johannes , Hodson David J. , Salgado Helio C. , Pauza Dainius H. , Japundzic-Zigon Nina , Paton Julian F.R. , Murphy David
Published: February 2022

Background:

Aberrant sympathetic nerve activity exacerbates cardiovascular risk in hypertension and diabetes, which are common comorbidities, yet clinically sympathetic nerve activity remains poorly controlled. The hypertensive diabetic state is associated with increased reflex sensitivity and tonic drive from the peripheral chemoreceptors, the cause of which is unknown. We have previously shown hypertension to be critically dependent on the carotid body (CB) input in spontaneously hypertensive rat, a model that also exhibits a number of diabetic traits. CB overstimulation by insulin and leptin has been similarly implicated in the development of increased sympathetic nerve activity in metabolic syndrome and obesity. Thus, we hypothesized that in hypertensive diabetic state (spontaneously hypertensive rat), the CB is sensitized by altered metabolic signaling causing excessive sympathetic activity levels and dysfunctional reflex regulation.

Methods:

Using a hypothesis-free RNA-seq approach, we investigated potential molecular targets implicated in energy metabolism mediating CB sensitization and its regulation of sympathetic outflow in experimental hypertension. Identified targets were characterized using molecular and functional techniques assessing peripheral chemoreflex sensitivity in situ and in vivo.

Results:

We discovered GLP1R (glucagon-like peptide-1 receptor) expression in the CBs of rat and human and showed that its decreased expression is linked to sympathetic hyperactivity in rats with cardiometabolic disease. We demonstrate GLP1R to be localized to CB chemosensory cells, while targeted administration of GLP1R agonist to the CB lowered its basal discharge and attenuated chemoreflex-evoked blood pressure and sympathetic responses. Importantly, hyperglycemia-induced peripheral chemoreflex sensitization and associated basal sympathetic overactivity were abolished by GLP1R activation in the CB suggesting a role in a homeostatic response to high blood glucose.

Conclusions:

We show that GLP1 (glucagon-like peptide-1) modulates the peripheral chemoreflex acting on the CB, supporting this organ as a multimodal receptor. Our findings pinpoint CBs as potential targets for ameliorating excessive sympathetic activity using GLP1R agonists in the hypertensive-diabetic condition.
Associations among Household and Neighborhood Socioeconomic Disadvantages, Resting-state Frontoamygdala Connectivity, and Internalizing Symptoms in Youth
Authors: Ip Ka I. , Sisk Lucinda M. , Horien Corey , Conley May I. , Rapuano Kristina M. , Rosenberg Monica D. , Greene Abigail S. , Scheinost Dustin , Constable R. Todd , Casey BJ , Baskin-Sommers Arielle , Gee Dylan G.
Published: February 2022

Exposure to socioeconomic disadvantages (SED) can have negative impacts on mental health, yet SED are a multifaceted construct and the precise processes by which SED confer deleterious effects are less clear. Using a large and diverse sample of preadolescents (ages 9–10 years at baseline, n = 4038, 49% female) from the Adolescent Brain Cognitive Development Study, we examined associations among SED at both household (i.e., income–needs and material hardship) and neighborhood (i.e., area deprivation and neighborhood unsafety) levels, frontoamygdala resting-state functional connectivity, and internalizing symptoms at baseline and 1-year follow-up. SED were positively associated with internalizing symptoms at baseline and indirectly predicted symptoms 1 year later through elevated symptoms at baseline. At the household level, youth in households characterized by higher disadvantage (i.e., lower income-to-needs ratio) exhibited more strongly negative frontoamygdala coupling, particularly between the bilateral amygdala and medial OFC (mOFC) regions within the frontoparietal network. Although more strongly positive amygdala–mOFC coupling was associated with higher levels of internalizing symptoms at baseline and 1-year follow-up, it did not mediate the association between income-to-needs ratio and internalizing symptoms. However, at the neighborhood level, amygdala–mOFC functional coupling moderated the effect of neighborhood deprivation on internalizing symptoms. Specifically, higher neighborhood deprivation was associated with higher internalizing symptoms for youth with more strongly positive connectivity, but not for youth with more strongly negative connectivity, suggesting a potential buffering effect. Findings highlight the importance of capturing multilevel socioecological contexts in which youth develop to identify youth who are most likely to benefit from early interventions.
Concept of motherhood as dependent on the moral structure of personality in young men and women
Authors: Merzlyakova Svetlana V. , Golubeva Marina G. , Bibarsova Nadia V.
Published: February 2022

Background. Th e urge to solve practical problems of overcoming family and demographic crisis, of increasing the authority of parenthood in modern society evokes the relevance of research on socio-psychological factors determining the development of marriage and family concepts in the framework of information socialization of young people. Objective. Current research aims to analyze the characteristics of the concept about motherhood among young men and women who diff er in the structure of moral orientation of personality. Design. An empirical study involved 490 students (126 young men, 364 young women). It was conducted with the use of a set of psychological assessment methods: “Th e Moral Self-Determination” by A.E. Vorobieva, A.B. Kupreychenko, a modifi ed version of the semantic diff erential method by I.L. Solomin, projective techniques “Incomplete Sentences”, the questionnaire “Role Expectations and Claims in Marriage” by A.N. Volkova. On the basis of the correlational analysis with the subsequent ranking the hierarchy of content characteristics in the concept of motherhood among young men and women diff ering in the moral structure of the personality was determined. Results. It has been shown that moral structure of personality is a signifi cant diff erentiating factor in the development of concepts about motherhood among young men and women. Th e image of the ideal mother is distinguished by cognitive distortions among young women with egocentric (negative attitude towards joint family recreation: r = –0.46 at p = 0.009) and group-centered (setting for low activity in taking up household responsibilities in the family: r = –0.425 at p = 0.012) orientations. Conclusion. Th e materials of the conducted research indicate the need for changes in the concepts of marriage and family and for promotion of a positive moral position among students. Th e development of a humanistic and worldcreating orientation of the personality will contribute to the development of complete, adequate and harmonious ideas about the concepts of parenthood in modern young men and women.
PARENTAL TRAINING PROGRAM GUIDED BY GALPERIN’S THEORY OF THE DEVELOPMENT OF HUMAN MENTAL ACTIVITY: A NEW EFFECTIVE APPROACH WHEN CHANGE BECOMES A REAL CHALLENGE
Authors: Quintino-Aires Joaquim , Rua Adriana , Rodrigues Tâmara , Medeiros Patrícia
Published: February 2022

Introduction. Parent training programs developed in the late ‘60s of the last century are those recognized as an important component in work with children and adolescents in a psychiatric or social dysfunction context. Th e cases in which its application would be most necessary oft en have poor results, sometimes causing an insurmountable challenge for professionals. Th erefore, new methodologies are needed, which will allow for greater effi ciency. Methods. We started by reviewing the unsuccessful processes in classical methodologies parent training programs at our institute, considered “unsuccessful” when aft er nine months of the program, parents’ attitudes towards their children remained unchanged, continuing to show diffi culty in being aware of the guiding role that parents play in their child’s psychological ontogenesis. We designed an experimental methodology guided by Galperin’s Th eory of the Development of Human Mental Activity, which we tested in a series of 12 cases drawn randomly from those previously identifi ed. Results. Th e program’s main objective was achieved in 11 of 12 cases in a reduced number of sessions. Th ere was an average session count of 5.25, SD of 2.42, a minimum of 2 and a maximum of 8 sessions. Discussion and some concluding remarks. Th e excellent results observed in this fi rst study suggest that the used methodology can promote the quality of parental guidance carried out in psychiatric clinic processes and social cases. Th us, Galperin’s Th eory of the Development of Human Mental Activity can show in parent training as important results as those that over the years have already been shown in pedagogy.
The Sensitivity of Superrotation to the Latitude of Baroclinic Forcing in a Terrestrial Dry Dynamical Core
Authors: Zurita-Gotor Pablo , Anaya-Benlliure Álvaro , Held Isaac M.
Published: February 2022

Previous studies have shown that Kelvin–Rossby instability is a viable mechanism for producing equatorial superrotation in small and/or slowly rotating planets. It is shown in this paper that this mechanism can also produce superrotation with terrestrial parameters when the baroclinic forcing moves to low latitudes, explaining previous results by Williams. The transition between superrotating and subrotating flow occurs abruptly as the baroclinic forcing moves poleward. Although Kelvin–Rossby instability weakens when the baroclinic zone moves away from the equator, the key factor explaining the abrupt transition is the change in the baroclinic eddies. When differential heating is contained within the tropics, baroclinic eddies do not decelerate the subtropical jet and the upper-tropospheric flow approximately conserves angular momentum, providing conditions favorable for Kelvin–Rossby instability. In contrast, when baroclinic eddies are generated in the extratropics, they decelerate the subtropical jet and prevent the Kelvin–Rossby coupling. Due to this sensitivity to baroclinic eddies, the system exhibits hysteresis: near the transition parameter, extratropical eddies can prevent superrotation when they are initially present.
Synchronous Variation Patterns of Monthly Sea Ice Anomalies at the Arctic and Antarctic
Authors: Yu Lejiang , Zhong Shiyuan , Sun Bo
Published: February 2022

Sea ice variability in the opposite polar regions is examined holistically by applying the self-organizing map (SOM) method to global monthly sea ice concentration data over two periods. The results show that the variability modes of sea ice decrease in the Arctic correspond to an overall sea ice increase in the Antarctic, and vice versa. In particular, the monthly sea ice anomaly patterns are dominated by in-phase variability across the Arctic that is stronger in the marginal seas particularly the Barents Sea than the central Arctic Ocean. The corresponding Antarctic sea ice variability is characterized by a zonal wavenumber-3 structure or a dipole pattern of out-of-phase variability between the Bellingshausen/Amundsen Seas and the rest of the Southern Ocean. The frequency of occurrence of these dominant patterns exhibits pronounced seasonal as well as decadal variability and the latter is closely related to the Pacific decadal oscillation and Atlantic multidecadal oscillation. Other less frequent patterns seem to be associated with the central Pacific El Niño and spatially heterogeneous interannual variability of sea surface temperature (SST) in the Indian and the Atlantic Oceans. The dominant modes explain 57% of the four-decade domain-averaged trends in the annual polar sea ice concentration, with more explained in the eastern than western Arctic Ocean and in the Weddell Sea and the Amundsen Sea in the Antarctic. The spatial patterns of the leading modes can be largely explained by the dynamic (sea ice drift) and thermodynamic (sea ice melt) effects of the anomalous atmospheric circulations associated with SST and sea level pressure anomalies.

Significance Statement

The purpose of this study is to extract the main modes of monthly global sea ice concentration variability in the past four decades, explain the mechanisms behind the occurrences of these modes, and examine the contributions of these modes to the trend in annual global sea ice concentration. Sea ice extent in the past four decades has shown a significant declining trend in the Arctic and a slight, but significant increasing trend in the Antarctic. By jointly analyzing the sea ice variability and trends in the two polar regions, the results here provide a reference for what might have contributed to the opposite sea ice trends in Arctic and Antarctic and highlight the important influence of large-scale sea surface temperature anomalies on the trends in the two polar regions.
What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales
Authors: Burke Paul F , Buchanan John
Published: February 2022

Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas.
Whom to Ask for Feedback: Insights for Resource Mobilization From Social Entrepreneurship
Authors: Drencheva Andreana , Stephan Ute , Patterson Malcolm G.
Published: February 2022

Social entrepreneurs need resources to develop their organizations and catalyze social impact. Existing research focuses on how social entrepreneurs access and use resources, yet it neglects how they search for resource holders. This issue is particularly salient in social entrepreneurs’ decisions about whom to approach for interpersonal feedback as a valuable resource. The current literature offers lists of individuals whom social entrepreneurs approach for feedback and implies these individuals can be easily accessed. Thus, it offers little insight into how social entrepreneurs select whom to approach for feedback and why, or why they struggle to access feedback. We conducted an in-depth inductive study based on 82 interviews with 36 nascent social entrepreneurs to investigate how they search for and select individuals to approach for feedback within and outside their social networks through an iterative appraisal process. Our findings start to open the black box of searching for resource holders in the resource mobilization process and offer insights on power and stigma in social entrepreneurship.
The youth HIV policy advisors programme: Creating change agents and policy leaders
Authors: Grose Rose Grace , Halden Brown Emily , Roth Bayer Carey , Paulk Eric
Published: February 2022

Background:

In 2018, Georgia ranked fourth in the USA for the number of people living with HIV/AIDS (PLWHA) and first for rate of new HIV diagnoses. Structural barriers to HIV prevention and care include homelessness, inadequate access to healthcare, insufficient sexual health education, HIV criminalisation and incarceration.

Objective:

Georgia Equality created the Youth HIV Policy Advisors (YHPA) Programme in 2015 to increase the meaningful involvement of young PLWHA in health policy and leadership.

Design, setting and method:

The YHPA Programme trains young PLWHA in the structural and social determinants of HIV risk and imparts HIV policy advocacy knowledge and skills. The programme typically involves weekend training events held between June and December, the creation of a policy agenda, and facilitation of a culminating World AIDS Day event. We conducted a mixed-methods survey of 29 alumni (91%) to understand programme engagement, benefits and skills gained.

Results:

Quantitative results showed average gains of 1.4 in HIV-related skills and 2.4 in policy-related skills (6-point scales). Qualitative analysis revealed important increases in knowledge and skills, self-awareness, social capital, political connections and social support that equipped youth to become change agents.

Conclusion:

Policy advocacy and leadership programmes are a unique and important mechanism to promote the meaningful involvement of young PLWHA in critical decisions about the structural changes necessary to end the epidemic. YHPA alumni engagement in future integrated strategies to address HIV prevention and care is essential.
Event-triggered passivity and synchronization of coupled reaction–diffusion neural networks with and without time-varying delay
Authors: Lin Shanrong , Liu Xiwei , Huang Yanli
Published: February 2022

This paper is devoted to deal with the event-triggered passivity and synchronization problems for two types of coupled reaction–diffusion neural networks (CRDNNs). In the first type, several passivity and synchronization criteria for CRDNNs are acquired through designing suitable event-triggered controllers, combining some inequality techniques and Lyapunov functional approach. In the second type, the problems of event-triggered synchronization and passivity for coupled delayed reaction–diffusion neural networks (CDRDNNs) are investigated. Finally, two numerical examples are provided to illustrate the effectiveness of the derived passivity and synchronization conditions.
Collaborating with the “Other”: Arab and Jewish Teachers Teaching in Each Other's Company
Authors: Glazier Jocelyn Anne
Published: February 2022

This article describes the collaborative work of three teachers—two Arab and one Jewish—as they taught first grade together in a then new bilingual/bicultural school in Israel. The article is based on an ethnographic study the author conducted at the school during the school's first year (1998–1999), examining in particular the interactions between the teachers to determine how working collaboratively inside and outside of the same classroom context influenced each teacher's understandings about themselves and each other as Arab and Jew. Together, these three teachers negotiated their classroom work, entered into planning conversations, held discussions with parents and others, and shared teaching episodes. As they discovered and worked through the dilemmas of this collaborative work, they learned more about themselves as Arab and Jew, ultimately reshaping how they taught their students. As three teachers with different cultural histories, they were forced to reflect on their beliefs and actions from a number of perspectives as they engaged in the work of the school. They began to develop—or further develop in some cases—a critical consciousness in each other's company. This was particularly true for the Jewish teacher who is central in this article. It is her learning—as a member of the culture of power in Israel—that most closely resembles the potential learning that could be realized by today's teaching cohort in the United States if teacher educators create structures and opportunities that enable meaningful cross-cultural learning to take place. The author posits that a more collaborative and cross-cultural model of teaching and teacher learning is worth thinking about as teacher educators work to prepare teachers everywhere, particularly in the United States, to address the needs of the diverse students in today's schools.
Standards Gaps: Unintended Consequences of Local Standards-Based Reform
Authors: Sandholtz Judith Haymore , Ogawa Rodney T. , Scribner Samantha Paredes
Published: February 2022

In response to the establishment of standards by states and professional organizations, many local school districts have adopted a standards-based curriculum. The expressed purpose of standards is to improve student academic performance by providing teachers with a common sequence of targets at which to aim instruction. In this study, we examine unintended consequences of a school district's standards-based reform effort. Though the district intended to enhance student achievement and equalize educational opportunities for students, it instead caused the evolution of what can be called standards gaps, which resulted in differentiated curriculum and instruction along lines of students’ academic ability.
Instructional Uses of Computers for Writing: The Effect of State Testing Programs
Authors: Russell Michael , Abrams Lisa
Published: February 2022

Over the past two decades, the presence and use of technology in the workplace and in schools has increased dramatically. At the same time, the importance of test-based educational accountability has also increased. Currently, formal testing programs are used in 49 states. Some observers have raised concerns that the testing programs that make high-stakes decisions about students and/or schools have adverse impact on instructional practices. This study examines the extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs. Through a national survey of teachers, the study finds that a substantial percentage of teachers believe they are decreasing instructional uses of computers for writing as a result of paper-based state tests. This study also reports that computing skills of students in urban and poor performing schools are reported by teachers to be less developed than students in suburban schools. The combined effect is that those students who most need opportunities to develop skills in using computers for writing in school may not be acquiring those opportunities as a result of teachers’ responses to paper-based state tests.
Teaching after the Market: From Commodity to Cosmopolitan
Authors: Luke Allan
Published: February 2022

This essay is a philosophical and sociological reconsideration of the nature of teaching and work. It draws broadly from the sociology of Pierre Bourdieu and materialist models of the economic subject. It begins from an acknowledgment and review of the critiques of current policy orientations to testing and accountability in the United States, Australia, and the United Kingdom. One of the principal effects is the reconstruction of the teacher as commodity fetishist. The case is made that reassertions of definitions of teaching as craft and profession are of limited value in responding to new economic and policy conditions. A proposal is made for the reenvisioning of teachers and teaching in relation to cosmopolitan, transcultural contexts and conditions.
The New Common Sense of Education: Advocacy Research versus Academic Authority
Authors: Shaker Paul , Heilman Elizabeth E.
Published: February 2022

Current education policy is increasingly controlled by partisan politicians and the corporate interests that speak through them. Attacking American education and blaming economic troubles on failing schools and low standardized test scores coalesces the rhetoric of the right and draws attention away from fundamental social and economic problems. Add to this political opportunity the economic fact that attacking K–12 education leaves this market of $732 billion vulnerable to development by corporate America. Though such attacks have been with us since A Nation at Risk, an increasingly broad array of cultural and institutional forces are at work creating a new “common sense” of education that maligns or manipulates the corpus of educational research and attacks promising practices and reforms. In addition, a new type of education scholarship has emerged that is delivered in alternative ways, funded through unorthodox sources, motivated by nonacademic purposes, and supported through direct access to media and political organizations, including the federal government. This article examines the details of the new commonsense policy and rhetoric and considers what is being lost and what educators need to do to restore to public education its position of civic and moral leadership in our society.
Civics Lessons: The Color and Class of Betrayal
Authors: Fine Michelle , Burns April , Payne Yasser A. , Torre Maria E.
Published: February 2022

This article draws from research conducted with poor and working-class youth in California attending schools that suffer from structural disrepair, high rates of unqualified teachers, high teacher turnover rates, and inadequate books and instructional materials. Arguing that such schools accomplish more than simple “reproduction” of class and race/ethnic inequities, the authors detail the penetrating psychological, social, and academic impact of such conditions on youth and educators, accelerating schooling for alienation. The evidence suggests that these schools not only systematically undereducate poor and working-class youth, and youth of color, but they taint pride with shame, convert a yearning for quality education into anger at its denial, and they channel active civic engagement into social cynicism and alienation. The consequences for schools, communities, and the democratic fabric of the nation are considered.
Opportunity at the Crossroads: Racial Inequality, School Segregation, and Higher Education in California
Authors: Teranishi Robert , Allen Walter R. , Solórzano Daniel G.
Published: February 2022

This article addresses the stubborn and persistent underrepresentation of African American and Chicano/Latino in California higher education by examining the academic resources, performance, and postsecondary outcomes of students from public high schools with different racial compositions. The results from this study provide evidence for the degree to which social stratification in California public higher education is associated with racial segregation and inequities in educational resources and postsecondary preparation during high school.
Student Segregation and Achievement Tracking in Year-Round Schools
Authors: Mitchell Ross E. , Mitchell Douglas E.
Published: February 2022

Twenty-five percent of California's elementary schoolchildren attend schools operating on nontraditional, staggered, overlapping attendance calendars collectively referred to as multitrack year-round education (MT-YRE). This case study reveals substantial differences in the characteristics of students and teachers across the four attendance tracks of eight MT-YRE schools in one large California school district. Analyses of Stanford Achievement Test data, controlling for student and teacher characteristics, reveal strong association of achievement with student demographic, programmatic, and teacher segregation within these MT-YRE schools. These findings suggest that MT-YRE readily (re)segregates students within schools and thereby inhibits access to equal educational opportunity relative to traditional and nontraditional single-track school calendars.
Teacher Empowerment: Concepts, Strategies, and Implications for Schools in Hong Kong
Authors: Wan Eric
Published: February 2022

The education profession in Hong Kong has been experiencing waves of educational reforms since the early 1990s. A system of school-based management has been imported from Western countries without undergoing thorough discussion about the roles that teachers might play in facilitating it. The purpose of this article is to suggest a strategic mix for school leaders toward effective implementation of teacher empowerment. This mix is divided into three levels: the teacher, administrator, and school levels. At each level the foundations of empowerment have been identified and actions for empowerment discussed. The suggested strategies attempt to balance the human and operational factors in the reform initiative. This article also presents certain contextual considerations when implementing the Western-born concept in the local society where Confucian traditions prevail.
Expertise, Credibility, and Influence: How Teachers Can Influence Policy, Advance Research, and Improve Performance
Authors: Hatch Thomas , White Melissa Eiler , Faigenbaum Deborah
Published: February 2022

While many efforts to foster teacher leadership focus on the power, authority, and control that can come with teachers’ formal positions in organizational hierarchies, case studies of 4 teachers document how expertise, credibility, and influence can come together in teachers’ activities regardless of the formal positions they hold. These teachers’ expertise emerged from investigations of issues that were of concern to them in their own classrooms and schools. Through these investigations, they developed representations that both helped them to articulate their own ideas and facilitated the sharing of their work in a variety of different contexts. The connections these teachers made provided them with new perspectives, helped them to build their credibility, and enabled them to gain access to individuals who served as translators, advocates, and amplifiers for their work. Despite conditions that provided little support for—and often significant discouragement from—sharing their work and ideas, their experiences suggest some of the ways that schools, school systems, and reform networks can build on the ideas, energy, and influence of teachers both in the classroom and out.
Virtual Schooling Service: Productive Pedagogies or Pedagogical Possibilities?
Authors: Kapitzke Cushla , Pendergast Donna
Published: February 2022

This article reports on an evaluation of a virtual schooling innovation in an Australian context. The Virtual Schooling Service Pilot uses online technologies to deliver senior school subjects in both synchronous and asynchronous modes of delivery. The purpose of the study was to analyze the organizational, pedagogical, and technological efficacy of the innovation for the purpose of exploring the feasibility of main-streaming virtual delivery for secondary schooling. Although the Virtual Schooling Service was important in maintaining curricular provision, application of the Productive Pedagogies framework showed that the innovation held pedagogical potential that remained unrealized.
To Teach or Not to Teach “Social” Skills: Comparing Community Colleges and Private Occupational Colleges
Authors: Deil-Amen Regina
Published: February 2022

This article examines the approach to teaching social skills in two kinds of colleges: community colleges, and private for-profit and nonprofit “occupational” colleges, with a focus on college credit programs that lead to applied associate's degrees in a variety of business, health, computer, and technical occupational programs. Nearly all occupational faculty at both types of colleges believe that employers in these fields require certain social skills relevant to professional support occupations. Community college staff—with the exception of health programs—provide three reasons that they neither demand nor teach these social skills. In contrast, the ways in which private occupational colleges make these skills an explicit part of their curriculum is discussed. This study suggests that schools differ in whether they teach and cultivate social skills, which suggests a potentially important way that schools may shape students’ opportunities in the labor market and their social mobility. Contrary to Bowles and Gintis, these findings raise the disturbing possibility that community colleges may be actively contributing to the social reproduction of inequality by avoiding instruction in the cultural competencies and social skills required in today's workplace.
Teachers’ Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts
Authors: Shkedi Asher , Nisan Mordecai
Published: February 2022

This study sought to reveal teachers’ personal cultural ideologies as reflected in their conceptions of the curriculum for, and in their actual teaching of, culturally valued texts. The concept “teachers’ personal cultural ideologies” refers to their value orientation toward the curricular and teaching contents relating to, in this particular case, teaching texts associated with their national group identity. The study is based on an investigation of 50 Israeli teachers of the Hebrew Bible working in ordinary public schools. It revealed six different patterns of teachers’ conceptions of the curriculum and teaching for this culturally valued text. Teachers displayed conflicting attitudes toward the expression of personal cultural ideology during the teaching process. Nonetheless, when describing what actually happened in their classrooms, they expressed teaching conceptions that were mostly congruent with their personal cultural ideologies. Although that these teachers taught the same obligatory national curriculum, with its defined cultural-ideological slant, their personal cultural ideologies did not necessarily mesh with the official ideological directions of the written curriculum. This study revealed that during the actual process of teaching, the teacher's personal cultural ideology became dominant, outweighing other types of teaching and curriculum ideology.
Our Impoverished View of Educational Research
Authors: Berliner David C.
Published: February 2022

This analysis is about the role of poverty in school reform. Data from a number of sources are used to make five points. First, that poverty in the United States is greater and of longer duration than in other rich nations. Second, that poverty, particularly among urban minorities, is associated with academic performance that is well below international means on a number of different international assessments. Scores of poor students are also considerably below the scores achieved by white middle-class American students. Third, that poverty restricts the expression of genetic talent at the lower end of the socioeconomic scale. Among the lowest social classes environmental factors, particularly family and neighborhood influences, not genetics, is strongly associated with academic performance. Among middle-class students it is genetic factors, not family and neighborhood factors, that most influences academic performance. Fourth, compared to middle-class children, severe medical problems affect impoverished youth. This limits their school achievement as well as their life chances. Data on the negative effect of impoverished neighborhoods on the youth who reside there is also presented. Fifth, and of greatest interest, is that small reductions in family poverty lead to increases in positive school behavior and better academic performance. It is argued that poverty places severe limits on what can be accomplished through school reform efforts, particularly those associated with the federal No Child Left Behind law. The data presented in this study suggest that the most powerful policy for improving our nations’ school achievement is a reduction in family and youth poverty.
Reassessing the Role of Ethnographic Methods in Education Policy Research: Implementing Bilingual Education Policy at Local Levels
Authors: Stritikus Tom T. , Wiese Ann-Marie
Published: February 2022

In this article, we address the ongoing call for research to be more relevant to educational policy and practice by focusing on the public controversy regarding bilingual education. To show how ethnographic research can be relevant, we present findings of two independent but parallel studies of how teachers implement bilingual education policies based on Proposition 227 in California. Findings from both studies indicate that the use of ethnographic methods yields a rich account of various factors that play a crucial role in determining how educational policy is implemented. In reporting on these ethnographic studies, we seek to provide an alternative voice in the ongoing discussion about the role of research in educational policy and practice.
The Contemplative Life and the Teaching of the Humanities
Authors: Stock Brian
Published: February 2022

Meditation nowadays plays a part in mind/body medicine and in some branches of educational psychology. In ancient and medieval times, these functions formed a part of the humanities curriculum as it was taught in philosophical schools, monastic communities, and universities. This article claims that it is by returning to a holistic view of the functions of the humanities by means of meditative disciplines that the value and usefulness of the humanities can be most successfully integrated into Western life and institutions. In bringing about this perspective, teachers in the humanities have a great deal to learn from research in the cognitive neurosciences.
Rounding up Unusual Suspects: Facing the Authority Hidden in the History Classroom
Authors: Bain Robert B.
Published: February 2022

Educational reform literature is filled with criticism of the omniscient tone that teachers and textbooks assume in history classrooms. Such widely acknowledged criticism often accompanies calls for more ambitious pedagogy. The focus on teachers and texts essentially ignores the ritualized and traditional deference that students afford to the authority of texts and teachers. Disturbing these rituals is essential for reform pedagogy to take root. However, we lack examples of successful classroom alternatives, namely descriptions of challenging history instruction that treats textbooks and teachers from within the discipline. This article provides such an example by considering activities that encourage students to question the omniscient tones of history text and teacher. Using my high school history classroom as a case study, I consider two questions: What might encourage students to raise disciplined suspicions of the typical sources of scholastic authority? Further, what might we learn about history instruction by trying to situate textbooks and teachers within the realm of historical inquiry—that is, making them the objects of students’ historical study? The article suggests ways to narrow the gap between reform rhetoric and pedagogical predicament when confronting the classroom authority of text and teacher.
Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-illiteracy or Emerging Biliteracy?
Authors: Escamilla Kathy
Published: February 2022

Language differences in the United States are largely viewed as problems that schools must remedy. This paradigm has created the pervasive belief that Spanish is a root cause of underachievement for Spanish-speaking English language learners (ELLs). This article examines teacher beliefs systems with regard to the above paradigm. It also examines informal writing assessments as tools to evaluate children's bilingual writing development. Fourth- and fifth-grade students were given writing prompts in English and Spanish. Teachers at the school read and rated the samples. Findings indicated that children had strengths in writing, particularly in the area of complex ideas. In contrast, teachers’ discussions focused on perceived weaknesses. Findings raise questions about using writing-sample data and teacher judgment to identify ELLs for special education.
The New Educational Privatization: Educational Contracting and High Stakes Accountability
Authors: Burch Patricia Ellen
Published: February 2022

The institutional landscape of K-12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems. These shifts include 1) elevation of test-related services and products, 2) increasing emphases on technology-based solutions. and 3) an expanding role for the state in spurring market activity. Drawing on a case study of district practice, the study provides evidence of how broader changes are influencing local contracting activities, and the dilemmas and responses generated by these pressures. The study suggests the need for new conceptual approaches to studying educational privatization that draw on the institutional analysis of organizations and also identifies critical questions for future research.
Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92
Authors: Konstantopoulos Spyros
Published: February 2022

The impact of schools on student achievement has been of great interest in school effects research the last four decades. This study examines trends of school effects on student achievement, employing three national probability samples of high school seniors: NLS:72, HSB:82, and NELS:92. Hierarchical linear models are used to investigate school effects. The findings reveal that the substantial proportion of the variation in student achievement lies within schools, not between schools. There is also considerable between-school variation in achievement, which becomes larger over time. Schools are more diverse and more segregated in the 1990s than in the 1970s. In addition, school characteristics such as school region, school socioeconomic status, and certain characteristics of the student body of the school, such as students’ daily attendance, students in college preparatory classes, and high school graduates enrolled in colleges are important predictors of average student achievement. The school predictors explained consistently more than 50% of the variation in average student achievement across surveys. We also find considerable teacher heterogeneity in achievement within schools, which suggests important teacher effects on student achievement. Teacher heterogeneity in student achievement was larger than school heterogeneity, which may indicate that teacher effects have a relatively larger impact on mathematics and science student achievement than do school effects.
Beyond Control and Rationality: Dewey, Aesthetics, Motivation, and Educative Experiences
Authors: Wong David
Published: February 2022

Contemporary perspectives in psychology and education characterize ideal students as rational and in control of their thinking and actions. The good student is often described as intentional, cognitive, metacognitive, critical, and reflective. I begin with a brief history of control and rationality to establish how “The Tradition” is deeply rooted in philosophy, religion, and, in general, the story of Western civilization. Although these qualities are indeed important, I suggest that powerful educative experiences can neither be fully explained nor evoked if learners exercise only logical reasoning and self-control. I call on the aesthetic philosophy of Dewey and others to propose that transformative, compelling experiences require not only the rational, intentional processes of acting on the world, but also the non-rational, receptive process of undergoing. Dewey's aesthetic experience, as described in “Art as Experience,” integrates both the rational and non-rational, and self-control and its opposite. In the implications section, I propose that anticipation—the imaginative sensing of possibility—as an important new motivation construct because it captures the aesthetic qualities of engaging educative experiences. I also discuss conditions that could support these kinds of experiences in the classroom. I conclude with a few provocative ideas: a new view of autonomy, the essential role of faith in education, value without work, suffering is passion, and responsibility redefined.
Double Jeopardy: Being African-American and “Doing Diversity” in Independent Schools
Authors: Hall Diane M. , Stevenson Howard C.
Published: February 2022

The experience and responsibility of addressing diversity issues in independent schools is the focus of this article. Open-ended interviews were conducted with diversity coordinators in independent schools in a large urban area in the Northeast. Coordinators were asked about their roles within the schools and about their participation in a study on race within the school. Five major themes emerged around the issue of racial tokenism that described the tensions that diversity coordinators face. They included the marginalized isolation of “being the only one,” school system resistance toward defining diversity, marginalized perception of Blackness, intense and suppressed need for role support, and racial cognitive dissonance. Results indicate that diversity coordinators are often isolated within their schools and may face increased vulnerability due to their tokenized status and roles as diversity coordinators. Recommendations for addressing these issues in independent schools are proposed.
“Institutional Organization of Knowledge”: The Missing Link in Educational Discourse
Authors: Karmon Amnon
Published: February 2022

Background

For over a hundred years, there have been efforts to change the way that schools transmit knowledge. Most of these efforts have failed. The most common explanations found in educational research for this are either: 1) macro-social, according to which social interests and powers hinder these changes. 2) teacher-oriented, according to which the teachers themselves either resist those changes or/and lack the training and qualifications necessary to carry them out. Although these explanations have a lot of truth to them, they ignore a crucial point, a “missing link” between teaching and subject matter, and society. Every educational institution has a special structure for organizing knowledge. This structure is independent in many respects from macro-social factors, as well as from teacher behavior, and it has important effects on the ways educational institutions deal with knowledge. Educational research has not yet provided a detailed and focused examination of “the institutional organization of knowledge” in education.

Focus of Study

The article focuses on “the institutional organization of knowledge” in education. This concept refers to the procedures for arranging knowledge that precede the activity of teachers in the classrooms (teaching) and the subject matter learned (content). It thus encompasses everything that exists in an educational institution that is related to how the learned knowledge is organized before the teacher even begins teaching a particular subject in the classroom. The article examines its vital implications for the field of education.

Research Design

A theoretical essay that presents a conceptual framework for understanding the institutional level of the educational system.

Conclusions

The lack of a focused conceptual discussion and empirical research guided by theory regarding the institutional level of education prevents us from properly understanding the educational system and, no less important, from successfully changing it. The article outlines two main models of organization of knowledge for educational purposes that have taken over the field of education in the modern world. One is the model of inculcating existing knowledge and the other focuses on producing new knowledge. Both of these models have been found to be inappropriate for general education. Therefore, one of the most important challenges facing the world of education today is to create a new model of the institutional organization of knowledge for the benefit of general education.