bluuebunny/crossref_metadata_2025_split huggingface dataset:
Symptomatic Medial Bone Excrescence in the Distal Phalanx of the Hallux after the First Metatarsophalangeal Joint Arthrodesis: A Case Report and Radiographic Reviews
Authors: Maenohara Yuji , Takeda Ryutaro , Chang Song Ho , Omata Yasunori , Tanaka Sakae , Matsumoto Takumi 
Published: November 2021

Medial bone excrescence at the base of the distal phalanx of the hallux is a common manifestation which is rarely painful. In this case report, we described the first case of the excrescence becoming symptomatic one year after a metatarsophalangeal (MTP) joint arthrodesis of the great toe in a 74-year-old female. The medial bony excrescence which was obscure preoperatively became obvious postoperatively in the anteroposterior foot radiographs. The patient was successfully treated by an excision of the excrescence. In order to clarify the pathology of the excrescence, we reviewed the radiographs with respect to the excrescence before and after hallux surgeries including 97 metatarsal osteotomies and 33 MTP joint arthrodesis. The width of the excrescence measured in the anteroposterior foot radiographs displayed substantial increment one month after the hallux surgeries (osteotomy group:

0.9
±
0.7

vs.

1.5
±
0.7

mm

,

p
<
0.01

; arthrodesis group:

1.3
±
0.8

vs.

1.8
±
1.0

mm

,

p
<
0.01

). However, there was no significant difference in the width of the excrescence between one month after surgery and at the most recent follow-up of around 20 months in average after the surgery (osteotomy group:

1.5
±
0.7

vs.

1.4
±
0.7

mm

,

p
=
0.62

; arthrodesis group:

1.8
±
1.0

vs.

1.8
±
0.7

mm

,

p
=
0.37

). The present case and our radiographic review suggested that the postoperative medial bony excrescence was not the result of change of position of the preexisting excrescence. The correction of pronation deformity through hallux surgeries could emphasize the medial bony excrescence and cause symptomatic irritation upon shoe contact.
Social Mobility and Spatialised Slowness
Authors: Ménard Anaïs 
Published: November 2021

Abstract
This article analyses the individual aspirations of Sierra Leoneans living in France in relation to normative expectations related to mobility. It argues that aspirations and expectations are expressions of spatialized forms of social becoming situated within broader norms concerning socially-valued forms of mobility. Aspirations to social mobility link up distinct places in a fragmented transnational field, transform them as value-laden spaces, and inform migrants’ assessment of their own trajectory within them. Individual aspirations are formulated with regard to spaces migrants have left, spaces they live in, and spaces they would like to reach. Sierra Leoneans living in France have reached a ‘destination country’ and yet, do not experience their situation as the ideal migratory path. Their achievements are measured with regard to expectations of social mobility as imagined in English-speaking spaces, thereby reinforcing the narrative of mobility and the persistence of local idioms of ‘success’ based on historical transnational connections.
‘A Peaceful History’? West Indians, the Inner City, and Local Responses to Migration in Post-War Bristol
Authors: Hackett Sarah 
Published: November 2021

Abstract
Using the 1980 St. Paul’s riot as a point of departure, this article retrospectively explores migration policymaking in Bristol during the 1950s and 1960s. It charts some of the deliberations, policies and practices of three local actors who played key roles in the city’s debates and developments on migration and integration: the police, charitable, community, religious and voluntary groups and organisations, and the municipality. In doing so, it exposes a complex urban policy arena comprised of varied, multifaceted and ever-changing responses to Commonwealth immigrants, and West Indians in particular. Overall, the article argues that Bristol’s migration policies and practices of the 1950s and 1960s are crucial in light of subsequent increasing inner-city tensions and the 1980 uprising, but also because they broaden our understanding of the pivotal role that cities played in the governance of migration and diversity already during the post-war decades.
Are Community Colleges an Alternative Path for Hispanic Students to Attain a Bachelor's Degree?
Authors: Melguizo Tatiana 
Published: November 2021

Background/Context This study contributes to the longstanding debate over whether community colleges democratize education or divert students from attaining a bachelor's degree. Purpose/Objective/Research Question/Focus of Study The objective of this study is to determine whether Hispanic students have a lower chance of earning a bachelor's degree (B.A.) if they transfer from a community college. Population/Participants/Subjects This study uses the High School and Beyond Sophomore sample (HS&B/So) high school senior class of 1982 and the National Education Longitudinal Study (NELS:88/2000) high school senior class of 1992 to compare the progress of two samples of “traditional” Hispanic transfer and Hispanic “rising junior” students. The final sample is composed of 220 students from the high school senior class of 1982 and 140 students from the high school senior class of 1992. Research Design Regression analysis is used to identify the effect of being a transfer student on B.A. attainment, after controlling for individual characteristics and institutional characteristics of the community college. Simulation analysis is used to identify the factors that affected B.A. attainment in the 1980s, which are used to predict B.A. rates a decade later. Findings/Results The results show that the negative impact of being a transfer student in the 1980s had disappeared within a decade. The results suggest that the relatively lower attainment rate of Hispanic transfer students is the result of individual characteristics and lack of academic preparation rather than institutional characteristics. Conclusions/Recommendations Although community colleges have the potential to be an alternative path toward a B.A., until transfer rates increase, Hispanics may be better off beginning their college education at a 4-year institution.
Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction
Authors: Gill Michele Gregoire , Hoffman Bobby 
Published: November 2021

Background/Context Although teachers’ core instructional beliefs are difficult to accurately measure, they provide a framework for understanding the thinking that underlies important curricular and pedagogical decisions made in the classroom. Previous research has primarily used self-report to study teacher beliefs, but self-report is better for reporting explicit cognitions rather than implicit ones, such as beliefs. Purpose/Objective/Research Question/Focus of Study The purpose of our study was to investigate teacher talk during shared planning time to provide insight into the rationales behind teachers’ decision making that may be related to their underlying beliefs about subject matter, teaching, learning, and their students. Setting Xavier Middle School is located in a suburban area of a midsized progressive city in Florida and has a teacher-student ratio of about 1:19. It serves sixth- through eighth graders, and 28% of the student population are minority students. Population/Participants/Subjects A team of 4 eighth-grade mathematics teachers at a suburban middle school in the southern part of the United States agreed to participate in this study. Research Design A qualitative case study of eighth-grade mathematics teachers’ discourse was conducted during their weekly shared planning time during the course of one semester. Data Collection and Analysis A tape recorder and field notes were used to record the team's lesson planning discourse. After reviewing the written field notes, scenes of rich dialogue from the audiotapes were selected to be transcribed. Data from the transcripts were coded and assigned to relevant domains based on semantic relationships. Findings/Results We compiled all the domains related to teachers’ rationales or teachers’ thinking about learning and instruction and organized the data in a taxonomy supported by relevant examples from the transcripts. We found that these rationales and cognitions mapped onto six categories consisting of beliefs about pedagogical content, general pedagogy, subject matter, curricular choices, resources/textbooks, and students’ thinking. A consistent theme was found that reflected underlying beliefs in a traditional transmission model of instruction and learning. Conclusions/Recommendations This study supported our hypothesis that teachers’ collaborative planning time discourse provides a unique lens for understanding teachers’ beliefs. Furthermore, teachers’ planning time provided a forum for teachers to display the rationales underlying their decision making, rationales that are usually hidden from view, especially from the view of a researcher. Teachers’ normally hidden planning process was thus rendered visible, and hence open to investigation.
Racial Differences in the Formation of Postsecondary Educational Expectations: A Structural Model
Authors: Museus Samuel D. , Harper Shaun R. , Nichols Andrew H. 
Published: November 2021

Background Educational attainment is associated with a plethora of positive economic and social implications for individuals, institutions, and the broader society. One factor that has been identified as an important predictor of students’ educational attainment is their educational expectations. Thus, understanding how educational expectations are shaped is important to comprehending how success can be fostered among students from diverse racial backgrounds. Purpose of the Study This quantitative study is aimed at understanding the process by which students from various racial backgrounds cultivate and reformulate their educational expectations during the high school years. Three research questions were explored in this study: (1) How do various academic and interpersonal factors directly affect students’ educational expectations? (2) How do academic and interpersonal factors indirectly affect students’ educational expectations via their self-perceptions? and (3) How do those effects vary across different racial groups? Populations and Participants The National Education Longitudinal Study (NELS) survey was first administered to students in the spring of eighth grade, and the first two follow-up surveys were administered in the spring of those students’ 10th- and 12th-grade years. Students who participated in the NELS surveys from the base year to the second follow-up (88:92) were included in the omnibus analysis, resulting in an overall sample size of 12,144. That sample was divided into Asian (n = 764), Black (n = 1,041), Latina/o (n =1,444), Native American (n= 399), and White (n = 7,626) subsamples, and a parallel analysis was conducted to allow for the comparison of effects across various racial subpop-ulations. Research Design Using a pretest-posttest design and structural equation modeling techniques, we created a structural model and examined how academic and interpersonal factors directly and indirectly, via self-efficacy and locus of control, influence students’ educational expectations. Particular attention is given to how those effects vary across racial subpopulations. Conclusions and Recommendations Relationships between the results of this inquiry and earlier studies are complex, with some of our findings confirming and some contradicting those of other researchers. The results of this analysis indicate that the process by which students formulate and reformulate their educational expectations during the high school years varies across racial groups. Recommendations for future research involve considering racial, gender, socioeconomic, and other differences in examining students’ educational expectations and outcomes. We also recommend that future research focus on understanding the reasons why such racial differences exist.
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups
Authors: Järvelä Sanna , Järvenoja Hanna 
Published: November 2021

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.
Hip-Hop, the “Obama Effect,” and Urban Science Education
Authors: Emdin Christopher , Lee Okhee 
Published: November 2021

Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.
Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners
Authors: Lewis James L. , Ream Robert K. , Bocian Kathleen M. , Cardullo Richard A. , Hammond Kimberly A. , Fast Lisa A. 
Published: November 2021

Background/Context How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on “what works” in curriculum and fluency in English to the veritable neglect of the social components of teaching and learning—particularly caring. Purpose/Objective/Research Question/Focus of Study We investigated Hispanic elementary student perceptions of teacher caring in relation to their math self-efficacy and math test performance, and we specify the sequence of the relationship: Caring teachers bolster student self-efficacy in math, which in turn bolsters math test scores. Moreover, we sought to examine whether the meditational relationships among the variables were moderated by English language proficiency. Research Design Our correlational/comparative analyses were based on longitudinal data for 1,456 Hispanic students nested in 84 fifth- or sixth-grade classrooms in the spring of 2007. Students were either fluent English speakers (EFs, n = 799) or English learners (ELs, n = 657). We secured student self-report measures of teacher caring and math self-efficacy using the Student Motivation Questionnaire, and scores from the California Standards Test for Mathematics served as the primary dependent variable. While controlling for background variables, prior math achievement, and prior math self-efficacy where appropriate, we employed a well-known framework and a series of multilevel regression models to examine our hypothesis of moderated mediation. Conclusions/Recommendations For all study participants, caring teachers bolstered can-do attitudes in math, which in turn positively impacted math test scores. We identified two principal differences, however, in support of our hypothesis of moderated mediation that indicate that the total effect of teacher caring is larger among ELs. First, the magnitude of the direct link between teacher caring and math self-efficacy was more pronounced among ELs. Second, teacher caring was only partially mediated by math self-efficacy for ELs, whereas for EFs, the positive influence of teacher caring on math scores was completely mediated by math self-efficacy. Several issues come to light when the literature on how communication across cultural and language barriers impacts perceptions of caring is examined concurrently with our findings. Among them is the deemphasis of bilingual ability in California's recent mandate for more authorizations to teach ELs, which may create a barrier to fostering caring teacher–student and teacher–parent relations for Hispanic EFs and especially Hispanic ELs, whose math achievement would otherwise stand to gain.
What Happens After Students Are Expelled? Understanding Teachers’ Practices in Educating Persistently Disciplined Students at One Alternative Middle School
Authors: Kennedy-Lewis Brianna L. 
Published: November 2021

Background Federal zero-tolerance policies require the exclusion of students exhibiting violent behaviors, with the intent of maintaining a safe school environment for other students to learn. In California, legislation has been passed that provides for the placement of expelled students in community day schools (CDSs). Purpose This study examines the daily practices of teachers in one CDS in order to begin to build a literature base about these contexts. Drawing from the theory of pastoral care, the study examines the way teachers implement casework, classroom management, and curriculum and instruction. Setting Data collection for this study occurred at Vista Hermosa Community Day School (VHCDS), which serves at least 100 district students throughout the course of a given school year and represents a typical urban CDS. During the semester that data collection occurred, enrollment ranged from 21 to 52 students. Participants All the teachers, administrators, counselors, and support staff at Vista Hermosa agreed to participate. In comparison with the district and state, students at Vista Hermosa are disproportionately male and from low-income, ethnic minority backgrounds. Conversely, teachers are disproportionately Caucasian, though also disproportionately male. Research Design and Data Collection This study used a multiple case study approach by first analyzing individual teachers’ practices at one urban CDS and then generalizing across classrooms to draw conclusions. Seventy-five hours of school-based observations, semi-structured interviews with 9 teachers, 17 students, 14 counselors and administrators, and relevant documents provided data for analysis. Data Analysis Codes for this study drew directly from the theoretical framework of pastoral care. Case reports for each teacher provided material for interpretive analyses. The creation of narrative case summaries finalized the data reduction process and then became material for cross-case analyses. Findings Data show that casework, curriculum, and classroom management mutually reinforce each other in educating persistently disciplined students at this school. This finding is significant because it suggests that teachers’ success or failure in CDS contexts depends on their attention to, and successful implementation of, all three areas of practice. Typically, each of these constructs stands alone in discussions regarding teaching and learning. Conclusions This study suggests that CDS teachers need access to high-quality, relevant professional development tailored to the CDS context. Providing such support as a prevention strategy to teachers in comprehensive schools rather than after students commit disciplinary offenses may successfully preclude their exclusion from comprehensive schools.
Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools
Authors: Anderson Lauren , Stillman Jamy 
Published: November 2021

Background/Context Student teaching represents a critical component of most teacher education programs. However, there is significant variation both in the contextual factors that preservice teachers (PSTs) encounter in their field placements and in the ways that teacher educators mediate PSTs’ learning in relation to those placements. In this article, Cultural Historical Activity Theory (CHAT) provides the theoretical framework for considering this complex endeavor. Purpose/Objective This article unpacks a salient excerpt from an interview that was conducted as part of a larger qualitative study focused on situating student teaching in urban high-needs schools. The authors use one participant's description of her student teaching experience as a starting point for mapping the contextual factors that appeared to mediate her practice—and her learning about practice—in her placement. The authors then consider how teacher educators might have better supported the student teacher, thereby enhancing her own and her students’ learning. Conclusions/Recommendations The authors conclude that conceptualizing student teaching through an activity system lens affords teacher educators the opportunity to think about student teaching in more contextualized ways, to set clearer, context-specific learning goals, and to strategically re-mediate PSTs’ learning in relation to those goals. Implications include recommendations for deepening collaboration with cooperating teachers and otherwise working to build coherence across university-based and field-based settings in an era of high-stakes accountability.