bluuebunny/crossref_metadata_2025_split huggingface dataset:
Race-Conscious Ethics in School Leadership: From Impersonal Caring to Critical Responsibility
Authors: Gunzenhauser Michael G. , Flores Osly J. , Quigley Michael W. 
Published: November 2021

Background/Context This research is informed by leadership theory and care ethics and how these theories intersect with race-consciousness. This study contributes to the emerging literature on race-conscious leadership ethics that supports building capacity for equity leadership. Purpose The authors explore the intersection of race-consciousness and leadership ethics, studying how leaders explain their practices for increasing equity, their leadership ethics, and their sense of responsibility and personal capacity to address racial achievement disparities. Participants The participants are 22 school leaders: 20 principals and two school district officials from 14 urban and suburban school districts in a metropolitan region in one northeastern state. Research Design This article draws from a semistructured interview study, based on Seidman's three-component interview design but combined in a single interview: history, focus, and reflection. The authors follow a constructivist, exploratory design to develop interpretations and a three-part conceptual framework. Data Collection and Analysis Semistructured interviews allowed the researchers to engage participants in deeper explanations and captured the leaders’ lived experiences through their subjective points of view. Analysis proceeded through a collaborative coding and memo-writing process among the three authors, each contributing distinct historical and racial identities and professional backgrounds. Findings Finding a broad range of perspectives about race and its significance for the experiences of children in school settings, the authors identify variations in moral perspectives that play out in differential views of caring and responsibility, especially when leaders talked about the racial and socioeconomic diversity among their students and how they address inequities in opportunities and outcomes. The authors explore four themes: (a) community-based caring, (b) tough-love/tough-luck caring, (c) color-evasive caring in “fortunate communities,” and (d) caring with minimal responsiveness. Many principals, especially White principals in schools with a small percentage of students of color, maintain a color-evasive perspective and demonstrate “impersonal caring,” with abstract and technical concern for student performance. Race-conscious principals demonstrate caring that takes on different forms, denoted by more marked elaboration of “critical responsibility” for children of color. Between these two perspectives are varied attitudes and perspectives. Conclusions/Recommendations Greater attention is needed for continuing ethical cultivation of school leaders. Across themes, there are multiple routes to developing capacity for race-conscious leadership ethics, through engaging in deeper reflection about personal history, expanding one's understanding of what it means to care across difference, critiquing one's color evasiveness, and learning from colleagues who demonstrate collective responsibility.
“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education
Authors: Ginsberg Alice , Gasman Marybeth , Samayoa Andrés Castro 
Published: November 2021

Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.
Universal Tropes and Salvation Hopes: Making up “International” Music Students in the International Baccalaureate Diploma Programme
Authors: Ben Antía González 
Published: November 2021

Background/Context Since the 1980s, the International Baccalaureate (IB) has gained popularity as an alternative to traditional public curricula, which public discourse frames as ill-equipped to prepare students for today's global market economy. Within this set of discourses, the IB emerges as a pedagogical tool for producing a new kind of “international” student who transcends the limitations of the traditional public school student. Purpose/Objective/Research Question/Focus of Study Using the IB's high school music curriculum, known as the Diploma Programme (DP), as an entry point, this article examines the kind of “international” student that the IB claims to produce. Research Design Informed by Foucault's notion of discursive subjectification, this study examines how the diploma music curriculum fabricates a particular kind of person: the diploma music student. Although the IB takes this subject position for granted, this study rests on the premise that diploma music students only become “thinkable” as such within certain sociohistorical conditions. Data Collection and Analysis I engage with a set of official IB documents designed to inform the practice of DP music teachers. I approach this literature as a power-laden dispositive of knowledge production. I examine statements that relate to the construct of the diploma music student based on both the possibilities they afford and the meanings they preclude. I pay special attention to how this curriculum fabricates divisions, distinctions, and comparisons. Findings/Results I argue that the IB's conception of the diploma music student as an independent thinker, an internationally minded person, and an individual committed to creating a better world reflects three cultural theses that coalesced during the European Enlightenment: the notions of reason, the nation, and progress. Through their recurrent treatment as “truth claims,” these tropes become naturalized. They enable the IB's notion of the diploma music student to emerge discursively as neutral and universal. Conclusions/Recommendations By pointing out some of the onto-epistemic systems that undergird the IB's conception of the diploma music student, I do not suggest that the IB should completely abandon those constructs. However, this curriculum's portrayal of modern Euro-American ways of being and thinking as universal is incompatible with its stated claims of ontological and epistemic universality and inclusivity. Alternatively, I suggest engaging with various ways of being and reasoning substantially and respectfully. In addition, it would be pertinent to consider how each onto-cosmo-epistemological system relates to other systems and the students vis-à-vis ongoing power-knowledge dynamics.
Chapter 2: Still Fighting for Ethnic Studies: The Origins, Practices, and Potential of Community Responsive Pedagogy
Authors: Tintiangco-Cubales Allyson , Duncan-Andrade Jeff 
Published: November 2021

Background/Context As the debate on what content should be included in Ethnic Studies continues, there has also been an exploration of what effective pedagogy in Ethnic Studies looks like. Community responsive pedagogy advances the work of critical pedagogy and culturally responsive pedagogy by centralizing a community's context in the education of children and youth. We use community to refer to the cultural, political, social, and economic spaces and places that shape student and family realities. Purpose/Objective/Research Question/Focus of Study This chapter begins by drawing from the scholarship written about Ethnic Studies and the development of a pedagogy that is both responsive to students and centers their wellness. Building off the research on Ethnic Studies pedagogies, we offer a conceptualization of community responsive pedagogy (CRP). Community responsive leaders and educators transform climates, cultures, and curriculum to prioritize youth wellness (innerself, interpersonal, interconnectedness) through a focus on three domains of pedagogical practice: relationships, relevance, and responsibility. Research Design We begin with historicizing the origins of CRP in Ethnic Studies and then provide examples of how CRP can be applied. The chapter explores the three domains of CRP and provides examples from our previous studies to show how educators practice those domains to reveal the potential benefits for all students. Conclusions/Recommendations Ethnic Studies as a movement is community responsive. CRP has the potential to go beyond the Ethnic Studies classroom and reshape the way we understand education and its purpose. Ethnic Studies, and the community responsive teaching that sits at its pedagogical core, centers youth wellness. In this chapter, we reveal that (1) the protective nature of caring adult relationships acts as armor against future threats to a child's wellness, which is particularly important for youth living in the chronically stressful environments created by structural inequalities; (2) centering students, their families, their communities, and their ancestors, a relevant pedagogy acknowledges their stories as assets that provide cultural wisdom and medicine, along with pathways to freedom and justice—advancing Maslow's individualistic frame toward one that allows children to use their learning to develop a sense of concentric circles of interconnectedness (peers, school community, local community, larger society, and the world); and (3) schools and educators also have the responsibility to acknowledge and leverage student strengths to develop and maintain their well-being and overall achievement.
Chapter 4: Understanding Community through Critical Service-Learning: Preparing Future Teachers to Enact School Reform Principles that Empower Youth
Authors: Tinkler Alan , Tinkler Barri 
Published: November 2021

Background/Context A number of states across the United States are seeking to implement school redesign efforts to support greater equity and to empower youth. Because these initiatives require teachers to implement strategies they typically have not experienced as learners, there is a need for models to prepare them to enact these innovations. Research has shown that service-learning can provide a view into educational experiences that are different from what teacher candidates experienced in their own schooling. Purpose/Focus of Study The state of Vermont recently legislated school reform that includes three elements: (1) proficiency-based learning, (2) personalized learning, and (3) flexible pathways to graduation. Enacting these mandates requires fostering youth voice. When redesigning our courses to model these principles, we added a critical service-learning experience to a content literacy course in our teacher education program, providing one-on-one academic support to resettled refugee youth. This qualitative study explores the learning outcomes of that service-learning experience. In addition, this study examines how these learning outcomes relate to the knowledge, skills, and dispositions needed to enact school reform efforts focused on empowering youth. Research Design This interpretive study examines the critical service-learning experience embedded in a content literacy course. Candidates provided weekly academic support to resettled refugee youth in one of three community centers. There were 18 participants in the study. Data collection included reflection papers, an anonymous questionnaire, and interviews with selected participants. Conclusions/Recommendations Data analysis demonstrates that the service-learning experience (1) cultivated an awareness of individual learners, (2) increased the understanding of pedagogical practices for diverse learners, (3) fostered a sense of cultural humility, and (4) broadened understanding of the community. Taken together, these impacts help prepare future teachers to enact school reform in ways that empower youth.
Chapter 8: Wobbling with Culturally Proactive Teaching: Facilitating Social Justice through Youth Participatory Action Research with Middle School Students
Authors: Coffey Heather , Barnes Meghan 
Published: November 2021

Background American students represent diverse life experiences, languages, cultures, and community memberships. Given the relatively unchanged demographics of U.S. teachers (primarily middle-class, white females), it is important that teachers engage in culturally proactive pedagogy and design curriculum that both reflects their students’ culture and engages them in developing skills to be participants in a larger society. Purpose This chapter explores how three veteran eighth-grade English language arts teachers in a large middle school in the southeastern United States navigated Youth Participatory Action Research (YPAR) as a culturally proactive and socially just pedagogy and encouraged students to examine power, privilege, and oppression in literature, in informational texts, and in their local communities to identify ways they might change inequities. Research Design Findings from this qualitative study suggest that even veteran teachers often struggle to implement social justice and culturally proactive pedagogies. Findings These teachers wobbled with their own uncertainty about the differences between a more traditional pedagogy, where they drive the learning, and a critical pedagogy that places the students in charge of the direction of their learning. Conclusion/Recommendations From the findings, recommendations are made to teachers who grapple with incorporating socially just and culturally proactive pedagogies into their teaching.
The prevalence and characteristics of visceral autonomic symptoms among migraineurs: A population-based study
Authors: Togha Mansoureh , Martami Fahimeh , Jafari Elham , Ariyanfar Shadi , Hashemi Seyedeh Melika 
Published: November 2021

Background There is limited evidence about visceral autonomic symptoms in the different phases of migraine attack. We evaluated the prevalence of these symptoms in migraineurs before, during, and after headache attacks. In addition, the association between migraine characteristics and visceral autonomic symptoms was investigated. Methods A total of 605 participants who met the entry criteria were enrolled prospectively in this cross-sectional study. Participants were 18–60 years old and met the ICHD-3 criteria for migraine with or without aura. Information on the migraine symptoms was gathered from all participants in face-to-face interviews. A structured questionnaire was used to evaluate the related symptoms before, during, and after attacks. Migraine features of frequency, duration, and severity were also assessed. Results Considering all phases, the most commonly present visceral symptom was nausea (52.9%). About half of participants reported at least one visceral symptom before the onset of attacks. While, during and after attacks, 71% and 36% of participants reported such characteristics, respectively. Notably, the migraine headache in participants with visceral symptoms was longer during attacks compared to participants without them (24.4 ± 29.6 vs. 16.8 ± 19.8; P = 0.008). Additionally, subjects with positive visceral symptoms experienced more severe migraine attacks than participants without symptoms for both the premonitory (8 ± 1.7 vs. 7.6 ± 1.8; P = 0.02) and during-attack (8.01 ± 1.7 vs. 7.09 ± 1.9; P = 0.001) phases. Conclusion This study demonstrated that visceral symptoms were common in migraine sufferers not only during attacks but also in the premonitory and postdrome phases. Positive visceral symptoms were also associated with more burdensome headache attacks. Therefore, recognizing the phenotypic presentation of associated symptoms of migraine, especially during the pre-attack phase, could aid in early implementation of optimal management.
Preventive effect of greater occipital nerve block on patients with episodic migraine: A randomized double‐blind placebo‐controlled clinical trial
Authors: Malekian Nazila , Bastani Pouya B , Oveisgharan Shahram , Nabaei Ghaemeh , Abdi Siamak 
Published: November 2021

Objective Since the data regarding the efficacy of greater occipital in episodic migraines are rare, we aimed to examine the efficacy of greater occipital block in the prophylaxis of episodic migraines without aura and compare different injectable drug regimens. Methods In a randomized, double-blind placebo-controlled trial, adult patients suffering from episodic migraines without aura were randomized to one of the following: triamcinolone, lidocaine, triamcinolone plus lidocaine, and saline. Patients were assessed at baseline, one week, two weeks, and four weeks after the injection for severity and duration of headaches and side effects. Results Fifty-five patients completed the study. Repeated measures ANOVA indicated that the severity and duration decreased significantly after the greater occipital block (P < 0.001, P = 0.001 respectively) in all four groups. However, there was no difference between groups at any study time points (P > 0.05). In paired sample T-test, only groups 2 and 3 with lidocaine as a part of the injection showed a significant decrease in frequency compared to the baseline (P = 0.002, P = 0.019). Three patients reported side effects with a possible association with triamcinolone. Conclusion Greater occipital block with a local anesthetic significantly decreases the number of attacks in episodic migraine, whereas no injection was superior to the placebo in regards to the duration and severity of the headaches. Trial Registration Information: Iranian Registry of Clinical Trials (IRCT). Registration number: IRCT2017070334879N1. https://www.irct.ir/trial/26537 .
Morphological Evaluation of the Quadriceps Tendon Using Preoperative Ultrasound in Anterior Cruciate Ligament Reconstruction
Authors: Takeuchi Satoshi , Byrne Kevin J. , Kanto Ryo , Onishi Kentaro , Fu Freddie H. 
Published: November 2021

Background: An evaluation of quadriceps tendon (QT) morphology preoperatively is an important step when selecting an individually appropriate autograft for anterior cruciate ligament (ACL) reconstruction. However, to our knowledge, there are no studies that have assessed the morphology of the entire QT in an ACL-injured knee preoperatively using ultrasound. Purpose: We aimed to investigate the morphological characteristics of the QT using preoperative ultrasound in ACL-injured knees. Study Design: Cross-sectional study; Level of evidence, 3. Methods: A total of 33 patients (mean age, 26.0 ± 11.5 years) with a diagnosed ACL tear undergoing primary ACL reconstruction were prospectively included. Using ultrasound, short-axis images of the QT were acquired in 10-mm increments from 30 to 100 mm proximal to the superior pole of the patella. The length of the QT was determined by 2 contiguous images that did and did not contain the rectus femoris muscle belly. The width of the superficial and narrowest parts of the QT, the thickness of the central and thickest parts of the QT, and the cross-sectional area at the central 10 mm of the superficial QT width were measured at each assessment location. The estimated intraoperative diameter of the QT autograft was calculated using a formula provided in a previous study. Results: There were no significant relationships between QT morphology and any of the demographic data collected. The length of the QT was less than 70 mm in 45.5% of patients (15/33). The width, thickness, cross-sectional area, and estimated intraoperative diameter of the QT autograft were significantly greater at 30 mm than at 70 mm proximal to the superior pole of the patella. Conclusion: Preoperative ultrasound may identify a QT that is too small for an all–soft tissue autograft in ACL reconstruction. Furthermore, harvesting a QT with a fixed width may result in autografts that are smaller proximally than they are distally. Assessing the morphology of the QT preoperatively using ultrasound may help surgeons to adequately reconstruct the native length and diameter of the ACL with a QT autograft.
Highly selective sulfonated Poly (arylene ether nitrile) composite membranes containing copper phthalocyanine grafted graphene oxide for direct methanol fuel cell
Authors: Ma Yan , Ren Kaixu , Zeng Ziqiu , Feng Mengna , Huang Yumin 
Published: November 2021

To improve the performances of sulfonated poly (arylene ether nitrile) (SPEN)–based proton exchange membranes (PEMs) in direct methanol fuel cells (DMFCs), the copper phthalocyanine grafted graphene oxide (CP-GO) was successfully prepared via in situ polymerization and subsequently incorporated into SPEN as filler to fabricate a series of SPEN/CP-GO-X (X represents for the mass ratio of CP-GO) composite membranes. The water absorption, swelling ratio, mechanical properties, proton conductivity, and methanol permeability of the membranes were systematically studied. CP-GO possesses good dispersion and compatibility with SPEN matrix, which is propitious to the formation of strong interfacial interactions with the SPEN, so as to provide more efficient transport channels for proton transfer in the composite membranes and significantly improve the proton conductivity of the membranes. Besides, the strong π–π conjugation interactions between CP-GO and SPEN matrix can make the composite membranes more compact, blocking the methanol transfer in the membranes, and significantly reducing the methanol permeability. Consequently, the SPEN/CP-GO-1 composite membrane displayed outstanding tensile strength (58 MPa at 100% RH and 25°C), excellent proton conductivity (0.178 S cm−1 at 60°C), and superior selectivity (5.552 × 105 S·cm−3·s). This study proposed a new method and strategy for the preparation of high performance PEMs.