bluuebunny/crossref_metadata_2025_split huggingface dataset:
Strange Frame Fellows: The Evolution of Discursive Framing in the Opt-Out Testing Movement
Authors: Morel Richard Paquin 
Published: November 2021

Background/context In recent years, opposition to accountability policies and associated testing has manifested in widespread boycotts of annual tests—mobilized as the “opt-out movement.” A central challenge facing any movement is the need to recruit and mobilize participants. Key to this process is framing—a discursive tactic in which activists present social issues as problems that require collective action to solve. Such framing often relies on compatible political and ideological commitments among activists and potential recruits. Yet the opt-out movement has successfully mobilized widespread boycotts in diverse communities. How have participants in the movement framed issues relating to testing and accountability? Purpose/objective/research question/focus of study I explore the discursive tactics of participants in the opt-out movement by analyzing how they frame issues related to testing and accountability over time. I ask two research questions: (1) What frames did participants in opt-out-aligned social media groups use to convince others that standardized accountability tests are a problem and build support for the movement? (2) To what extent and how did the deployment of frames change over time? Research design I conducted a mixed-methods study combining qualitative content analysis to identify frames and computational analysis to describe their co-deployment over time. Data collection and analysis I compiled a text corpus of posts to opt-out-aligned social media pages from 2010–2014. I analyzed posts using open coding to identify frames used by participants in online communities. Frames were categorized by their orientation—the general way in which they framed the problem of testing and accountability. I then analyzed the co-deployment of frames using network analysis and hierarchical clustering. Conclusions/recommendations The longitudinal analysis of frames reveals key differences in the frames used by participants. While more politically oriented frames—those characterizing testing as a social issue affecting the public schools at large—were common in early stages of the movement, less overtly political frames—those characterizing testing as an individual issue affecting children and local schools or a technical issue—became more prominent over time. Over time, socially oriented frames became decoupled from other frames, showing independent patterns of deployment. This suggests that the movement may have benefited from de-emphasizing politically oriented frames, but that it lacked an overarching shared narrative, which has the potential to limit how it might affect accountability policies and testing.
Sound and Fury Signifying Something: The Political Consequences of the Opt-Out Movement
Authors: Casalaspi David 
Published: November 2021

Background and Context Grassroots activism is on the rise in American education, leading some scholars to announce the arrival of a “New Politics of Education” in which political elites and grassroots actors clash over foundational questions of policy and power. However, little research has examined just how consequential grassroots education activism might actually be in this new era. This study takes up this area of inquiry by examining the political consequences of the opt-out movement, arguably the largest and most high-profile grassroots education movement in recent history. Purpose The purpose of this study is to examine the political consequences of the opt-out movement in four New York school districts. Specifically, this study addresses the following research questions: What impact has the opt-out movement had on local education politics and policies, and do these effects vary across communities with different levels of opt-out activism? Research Design This study takes the form of a mixed methods, comparative case study analysis of the opt-out movement in four New York school districts purposefully sampled to exploit variation in district opt-out rates and racial demographics. Within each district, five sources of original data were collected, including a survey of Grade 3–8 parents, focus groups with opt-out parents and non-opt-out parents, interviews with district elites, interviews with key activists, and documentary sources. Data analysis was both quantitative (descriptive statistics) and qualitative (inductive simultaneous pattern coding). Findings Results suggest that while the opt-out movement has not yet produced many substantive changes in state or local test-based accountability policies, it has significantly increased and transformed parent engagement with education politics in the four case districts. These engagement effects were particularly pronounced in the high-opt-out districts. Conclusions and Recommendations This study concludes by offering a tempered view of the opt-out movement's impact on education policymaking while simultaneously indicating potentially significant changes in the way parents participate in education politics. In doing so, it produces implications for the study of education politics, policy, and activism more broadly. Principal among these are the importance for grassroots movements to build alliances with institutional actors in order to effect meaningful policy change, and the value of considering alternative definitions of movement “success” in future research on education politics and activism.
Portraits of Protest in Florida: How Opt-Out Makes the Personal Political
Authors: Currin Elizabeth , Schroeder Stephanie , Mccardle Todd 
Published: November 2021

Background/Context Opting out of high-stakes standardized tests, a phenomenon so widespread in the United States as to be regarded as a movement, is nevertheless a misunderstood and often maligned force in educational politics. Purpose This article offers a counternarrative of opt-out activism—a more thorough and vivid account of what we view as an unfairly maligned movement with tremendous potential for improving and preserving our nation's schools. Participants In-depth portraits introduce three members of the Opt Out Florida Network: Cindy Hamilton, an unabashed leader whose children have graduated; Sandy Stenoff, her partner in protest whose children remain in the system; and Susan Bowles, who grapples with conflicting roles of pedagogue and protester. Research Design As a critical ethnography, this study uses a qualitative approach to expose and challenge the unjust treatment of the opt-out movement, guided by the following research questions: 1) How do opt-out activists understand and explain their journeys to activism? 2) What experiences, concerns, and commitments guide them in their daily fight against high-stakes standardized testing? Data Collection and Analysis Using transcript data from focus group and 1-on-1 follow-up phone interviews, the research team composed and analyzed narrative portraits, which offer models of resistance to neoliberal education reform. Conclusions Contrary to their portrayal as passive, anti-test, anti-accountability parents solely focused on their own children, the opt-out movement is an active community of highly informed individuals dedicated to effecting positive change in education. The nuance of narrative captures the messy realities of activism, illustrating how parents and teachers must work together, guided by a view of citizenship as shared fate, to fight for more equitable and educative schools.
Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community
Authors: Sandoval Carlos , Van Es Elizabeth A. 
Published: November 2021

Background and Context Continuous improvement and networked improvement science have emerged as prominent approaches to improving schools. Although continuous improvement approaches have generated promising results in education, how these efforts come to be enacted remains a crucial question that can generate insight into how these approaches can be improved. Purpose and Objective Our study is focused on understanding how improvement is performed by focusing on the process of generating a shared aim statement in a teacher-preparation improvement network. We seek to understand how practitioners within a network a) engage a central tension (between language acquisition and multilingualism), b) negotiate this tension, and c) reach a settlement that results in a shared aim. Setting This study takes place in a teacher-preparation improvement network as part of the California Teacher Education Research and Improvement Network (CTERIN). The focus of the network centered on improving the preparation of candidates to build on multilingual students’ strengths. Participants The improvement network that is the focus of our research consists of 49 teacher educators across eight teacher preparation programs as well as three facilitators who were part of CTERIN, including the two authors of this study. Research Design Our analysis examines the interactions among teacher educators and improvement facilitators to unveil the practices that they engaged in to produce a shared aim. Data for this study include audio and video recordings of three 90-minute videoconference meetings, audio–video of a two-day in-person convening, and improvement artifacts such as fishbone and driver diagrams. Findings Our study highlights the range of practices that practitioners engaged in and how those evolved as they negotiated and settled a tension between language acquisition and multilingualism. As the process of generating an aim unfolded, teacher educators engaged in the practices of aspirationalizing, dualizing, recentering, rerouting, clarifying, tuning, and converting. Conclusions and Recommendations We argue that these practices make visible that the process of generating an aim statement is a complex and complicated process that requires negotiation and a recognition that some perspectives are foregrounded and others are backgrounded. Understanding this process has implications for how improvement facilitators engage practitioners in the process of doing improvement and generates theory of improvement implementation by highlighting how disparate teams, individuals, and organizations reaching sharedness requires negotiating, foregrounding, and backgrounding.
Examining the Relationship Between College Students’ Interworldview Friendships and Pluralism Orientation
Authors: Hudson Tara D. , Rockenbach Alyssa N. , Mayhew Matthew J. , Zhang Lini 
Published: November 2021

Background One of the most influential factors shaping college students’ prosocial development—the development of attitudes and behaviors that involve positive engagement within one's community and larger society—is the peer group. Friends have an especially important influence on students’ learning and development because of the time and emotional investment friendship involves. While ample research documents the association between college students’ friendships across racial differences and the development of prosocial attitudes and behaviors, the question of whether friendships across other social boundaries may also do so remains. Purpose This study was guided by the theory of civic friendship, which posits that friendships that cross social boundaries (e.g., religion, race) can foster positive attitudes toward people of other social identity groups and a commitment to justice because of the solidarity and attention to injustice that develop within such relationships. We focused on friendships across the social boundary of worldview identity. More inclusive of secular and spiritual students than “religious identity,” “worldview identity” is defined as a student's guiding life philosophy based on religious, spiritual, and/or non-religious perspective(s). Specifically, the purpose of our study was to examine the relationship between the number of interworldview friendships in the first year on campus and one particular prosocial attitude, pluralism orientation, which reflects acceptance of and active engagement with worldview diversity. Participants We utilized Time 1 and Time 2 data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a national, longitudinal dataset comprised of 7,194 first-year students of diverse racial and worldview identities at 122 U.S. institutions. Research Design We ran a series of blocked multilevel regression models to examine the relationship between the number of interworldview friendships and pluralism orientation at Time 2, controlling for four domains of variables shown in prior literature to also be associated with pluralism orientation. Results Results revealed that, holding constant other predictors, the number of interworldview friendships in the first year on campus is positively associated with pluralism orientation. Conclusions Our results provide additional support for the particularly powerful relationship between friendship across social differences and students’ prosocial development. It is essential, therefore, that colleges and universities create conditions that will help students develop and solidify these vital relationships early in their collegiate journey. By supporting interworldview friendships among their students, colleges and universities are contributing to the creation of a more just and egalitarian society and a stronger democracy.
Chapter 1: “I piss a lot of people off when I play dwarves like dwarves”: Race, Gender, and Critical Systems in Tabletop Role-Playing Games
Authors: Garcia Antero 
Published: November 2021

Background This chapter explores player interactions and engagement in tabletop role-playing game settings. Objective Particularly focusing on the intersection of gaming systems, virtual settings, and player interactions, this chapter seeks to explore how implicit systems shape individuals’ experiences and behaviors. Through this focus, the chapter intentionally draws parallels between informal gaming settings and classroom-based interactions. Setting Though this study makes specific connections to classroom pedagogies, data were collected from a multiyear ethnographic study of playing tabletop role-playing games with adult participants in informal learning environments. Data were collected from within public gaming cafes and shops. Research Design Participant observation within a role-playing game community served as the primary approach to this ethnographic study. In addition to fieldnote-based observation, interviews with players and archival analysis of gaming artifacts helped triangulate meaning-making at the gaming table. Analysis was conducted through an inductive coding approach that focused on player interactions, systems, and settings. Findings Cultural values, including racism and sexism, shaped player experiences at the table, based on systemic designs and textual guidance from game-related fiction. While games speak to broad possibilities for exploring race and gender, these constructs become limited through the layers of player beliefs, designed rule sets, and depictions within narratives. The emancipatory possibilities of ludic imagination are flattened by cultural norms that may oppress. Conclusions Broadening the findings from this study, this chapter concludes with classroom-based recommendations. If a contemporary approach to critical pedagogy depends on dialogue and cultural understanding, this chapter points to the limitations of confining such work to traditional classroom settings. Instead, it suggests that an interrogation of these systems, alongside youth, is a necessary step in critically oriented classrooms.
Chapter 3: Waking up Woke: Exploring Black Female Youth Critical Consciousness and Sociopolitical Development
Authors: Farinde-Wu Abiola , Young Jemimah L. , Texeira Sam 
Published: November 2021

Background/Context Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. Of the latter, SPD is vital in empowering youth from traditionally marginalized communities to challenge inequities. However, SPD has largely remained absent from U.S. classrooms. Purpose/Objective/ Research Question/Focus of Study Considering the absence of SPD in U.S. classrooms, this case study explores the SPD of Black female preservice teachers and their Black female high school mentees in a two-year tutoring and mentoring school-based program. Our study captures the woke pedagogical experiences that advanced participants’ co-constructed CC. As such, we seek to describe student exemplars of what it means to be awakened and stay woke through an analysis of interviews, journal reflections, and video data. To this end, the research question that guided this study was: What are the perspectives of Black female youth as they co-construct CC toward SPD in a two-year tutoring and mentoring school-based program? Research Design Through the lenses of critical race feminism and woke pedagogies, this study used a single case study design. Case study is appropriate for this study because it highlights the particularity and complexities of one unit of analysis. Findings Our findings capture the perspectives of Black female youth as they cultivate CC toward sociopolitical development in one educational initiative geared toward partnering undergraduate and high school students. An examination of data through the lens of critical race feminism and woke pedagogies spotlighted the perspectives of our participants as they co-constructed CC through woke pedagogical experiences. Mentors deepened their CC on race, and mentees gained heightened awareness of gendered and racialized school procedures and policies. Black girls in this study woke up (CC) and stayed woke through their activism (SPD). Conclusions In sharing the perspectives of Black female youth as they cultivated SPD, it is our intention that the critical approach and experiences that we have described capture the methods and strategies that one educational initiative implemented to empower and promote agency among Black female students. As an example of woke pedagogy, this educational initiative offered Black girls at the intersection of race, gender, and class an opportunity to critically question their world and become aware of racial and social injustices impacting their everyday lives and community.
Interim analysis of the Registry for Load and Management of Medication Overuse Headache (RELEASE): A multicenter, comprehensive medication overuse headache registry
Authors: Park Hong-Kyun , Chu Min Kyung , Oh Sun-Young , Moon Heui-Soo , Song Tae-Jin , Lee Mi Ji , Kang Jin-Ju , Hong Yooha , Cho Soo-Jin ,   on behalf of the RELEASE investigators
Published: November 2021

Background Characteristics, disabilities, and optimal management of medication overuse headache remain uncertain. This study aimed to elucidate the clinical characteristics of patients with medication overuse headache enrolled in a medication overuse headache registry in Korea. Methods The Registry for Load and Management of MEdicAtion OveruSE Headache (RELEASE), a cross-sectional prospective observational study including seven referral headache centers in Korea, started enrolling adult patients with medication overuse headache in April 2020. Data included information on headache characteristics, burden on daily function, depression, anxiety, history of acute and preventive medications, and treatment strategies. Results A total of 229 patients (85.6% females; mean age, 45.5 ± 13.5 years) were enrolled by June 2021. The average durations of chronic headaches and medication overuse were 6.5 and 4.3 years, respectively. In the past month before enrollment, patients had headaches for 25 days and severe headaches for 12 days, and used acute medications for 20 days. Patients were disabled in 66.8 days in the past 3 months and had moderate/severe depression and anxiety in 56% and 35%, respectively. The proportion of patients on preventive treatments increased from 38% to 93% during the study period. Conclusions RELEASE study reflects the current management status and opportunities to improve the quality of care in patients with medication overuse headache.
The Panorama of Cleft Lip and Palate Live Birth in Brazil: Follow-up of a 10-Year Period and Inequalities in the Health System
Authors: Silva Raquel S. , Macari Soraia , dos Santos Thiago R. , Werneck Marcos A.F. , Pinto Rafaela da Silveira 
Published: November 2021

Objective To provide the prevalence and an overview of cleft lip and palate (CL/P) in the period of 2008 to 2017, as well as the profile of care provided for this condition in Brazil. Design Cross-sectional study of epidemiological character. Setting Brazilian government website. Participants National Live Birth and Hospital Information System. Intervention Organization of the end databases and performance-based statistical analysis. Main Outcome Measure(s) Analysis of the prevalence of CL/P in newborns, sociodemographic condition of the mothers, surgical procedures and hospitalizations, and specialized hospitals in Brazil within a 10-year period. Results The average prevalence of CL/P in Brazil was ∼52 children per 100 000 live births in the covered period, corresponding to 1 per 1924 newborns. The presence of cleft was associated with preterm birth, being underweight, and the male gender. The highest prevalence was found in the South region, while the lowest was found in the Northeast region, with increasing rates in the North region of Brazil. The states with the highest prevalence were not those with a great number of hospitalizations and surgical procedures for live births with CL/P. Conclusion In the 10-year study period, the prevalence of CL/P was 0.52 newborns per 1000 live births, a result which differs among the states of Brazil. The need to reinforce the national monitoring of the prevalence and surgical procedures of cleft patients have also emphasized the need to improve public medical care for CL/P subjects.
Tissue Augmenting Palatoplasty for the Treatment of Velopharyngeal Insufficiency
Authors: Anstadt Erin E. , Bruce Madeleine K. , Ford Matthew , Jabbour Noel , Pfaff Miles J. , Bykowski Michael , Goldstein Jesse A. , Losee Joseph E. 
Published: November 2021

Purpose Persistent velopharyngeal insufficiency (VPI) following primary palatoplasty remains a difficult problem to treat. This study evaluates speech outcomes following revision palatoplasty with tissue augmentation using buccal myomucosal flaps (BMF) as an alternative to pharyngoplasty for patients with VPI. Methods A retrospective single-center review of revision palatoplasty with tissue augmentation at a tertiary pediatric hospital Cleft-Craniofacial Center between January 2017 and March 2021 was conducted. Patients with a history of previous palatoplasty, a diagnosis of persistent or recurrent VPI, and comprehensive pre- and postoperative speech evaluations who underwent revision palatoplasty with BMF were included. Results Twenty patients met inclusion criteria (35% female, 20% syndromic). Mean age at the time of revision palatoplasty with BMF was 9.7 years. Preoperatively, all patients had stigmatizing speech and received the recommendation for speech surgery; the mean Pittsburgh Weighted Speech Score (PWSS) was 14.3 ± 4.9. The mean postoperative PWSS at the most recent assessment was 4.2 ± 2.3, representing a statistically significant improvement from preoperative scores ( P < .001). Mean follow-up time was 8.9 months. Following revision palatoplasty with BMF, only one patient has received the recommendation for further speech surgery. No complications were noted. Conclusion In patients with VPI following primary palatoplasty, revision palatoplasty with tissue augmentation offers an alternative to pharyngoplasty. This approach preserves dynamic velopharyngeal function, improves speech outcomes, and should be considered an option when treating patients with post-primary palatoplasty VPI.