bluuebunny/crossref_metadata_2025_split huggingface dataset:
Show, Don't Tell: Multimodal Story Feedback in a K–1 Play-Based Writing Unit
Authors: Powell Christy Wessel 
Published: November 2021

Background With standardization ever squeezing creative curricula in K–1 classrooms, creating time for a play-based multimodal writing curriculum that leverages children's strengths as storytellers is revolutionary. Due in part to accountability policy pressures, print-based writing and verbocentric writing feedback are still often privileged in school curricula. And yet, children are natural whole-body storytellers who will be asked to write and present ideas in all sorts of forms. In order to leverage children's storytelling strengths, we need to teach writing through multiple modes: This means expanding both writing instruction and the types of feedback offered to writers in primary classrooms. Research Questions This study examines two questions: How is feedback being given, and what impact does it have on children's storytelling? How is play/storying being sanctioned? Setting & Participants The study took place in a K–1 classroom in an inquiry-based, project-based school in the U.S. Midwest during a month-long storytelling workshop unit. Participants included two co-teachers and 46 children aged 5 to 7. Research Design This qualitative study used ethnographic methods and participant observation. Data Collection & Analysis Video data were collected during workshop each day for one month, including minilessons, writing time, and share time, which is the focus of this article. Discourse analysis and a multimodality theoretical lens were used to analyze how children gave one another feedback on their stories through embodied demonstration, gesture, acting, out, or copying one another's storytelling devices. Findings Findings indicate that children's acting/embodiment, humor/parody, and copying all worked as effective forms of multimodal feedback, which ultimately functioned as teaching for developing peers’ storytelling strategies and skills. However, teachers inadvertently privileged language alone via narration, or language with demonstration in feedback sessions. Conclusions Teacher/researcher collaborations should explore ways to reimagine forms of writer's feedback that include and account for demonstration, copying, and impromptu performance and that, ultimately, open up the definition of what counts as writing at school. Um, you should work on making your story, like, real. Because, um, you're going all over the place [wiggles entire body to illustrate]—Allen, age 6
Writing as a Minecrafter: Exploring how Children Blur Worlds of Play in the Elementary English Language Arts Classroom
Authors: Brownell Cassie J. 
Published: November 2021

Background/Context Educators have considered how Minecraft supports language and literacy practices in the game and in the spaces and circumstances immediately surrounding gameplay. However, it is still necessary to develop additional conceptualizations of how children and youth's online and offline worlds and experiences are blurred by and through the games. In this study, I take up this call and examine how the boundaries of the digital were blurred by one child as he wrote in response to a standardized writing prompt within his urban fourth-grade classroom. Purpose/Objective/Research Question/Focus of Study Through snapshots of Jairo's writing, I illuminate how he muddled the lines between his physical play experiences and those he had in the virtual world of Minecraft. In doing so, I argue that he carried over his personal interest as a fan of Minecraft into the writing curriculum through creative language play. As Jairo “borrowed” his physical play experiences in the virtual world of Minecraft to complete an assigned writing task, he exemplified how children blur playworlds of physical and digital play in the elementary ELA classroom. Research Design Drawing on data generated in an 18-week case study, I examine how one child, Jairo, playfully incorporated his lived experiences in the virtual world of Minecraft into mandated writing tasks. Conclusions/Recommendations My examination of his writing is meant to challenge writing scholars, scholars of play, and those engaged in rethinking media's relation to literacy. I encourage a rethinking of what it means for adults to maintain clear lines of what is digital play and what is not. I suggest adults might have too heavy a hand in bringing play into classrooms. Children already have experiences with play—both physical and digital. We must cultivate a space for children to build on what was previously familiar to them by offering scaffolds to bridge these experiences between what we, as adults, understand as binaries. Children do not necessarily see distinctions between “reality” and play worlds, or between digital and physical play. For children, play worlds and digital worlds are perhaps simply worlds; it is we as adults who harbor a desire for clear boundaries.
Painting and Podcasting as Play: Assemblages (With)in Classroom-Situated Multimodal Design
Authors: Rust Julie 
Published: November 2021

Background Researchers interested in more playful literacy practices often abandon school-related contexts to instead follow young people to after-school settings, community spaces, social spaces, home environments, and online hangouts. However, play also makes itself visible, even (and sometimes especially) in more formalized learning spaces. Sometimes it emerges subversively in much the same way that flowers grow through cracks in concrete. Other times, teachers deliberately carve out experiences for students to make space for humor, creativity, laughter, and social imagining. Purpose/Objective/Research Question This inquiry examines two questions: What assemblages of play emerge when youth engage in multimodal composition in classroom spaces? What did these assemblages of play produce? Participants Participants included youth and teachers from two very different classrooms engaging in a diverse set of multimodal composition projects: one 6th-grade class in an independent school engaging in the creation of podcasts, and one 8th-grade class in a rural public school painting a scene from a recently read novel. Research Design This inquiry was designed as a qualitative case study. Data Collection Data sources gathered for this project included descriptive fieldnotes taken during approximately 3 hours of classroom observation during multimodal design, audio recordings during class sessions, photographs taken at the school sites, digital products produced by youth, reflective interviews with teachers, follow-up focus groups with 6th-graders, and reflective surveys filled out by all 8th-grade participants. Findings Two focal assemblages emerged from various participant/researcher vantage points. Youth conceptualized play as craft, and the researcher observed work-play flows. Conclusions Recommendations include (a) better recognizing play across age groups and places/spaces, (b) conceptualizing play as a complicated assemblage of materials, humans, emotions, technologies, and space-times, and (c) embracing work-play flows.
Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum
Authors: Hu Xiaodan , Chan Hsun-Yu 
Published: November 2021

Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.
White Privilege and Power in the NYS Opt-Out Movement
Authors: Rivera-Mccutchen Rosa L. 
Published: November 2021

Background Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory as analytical and methodological tools, I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design This qualitative case study focuses on NYSAPE and employs critical race theory as a methodological and analytical framework, with specific emphasis on whiteness as property (power) and interest convergence. Conclusions/Recommendations The paper aims to engage the opt-out movement in considering how its (in)actions are shaped by racism, a deeply entrenched element in our society, and pushes the movement to take a more liberatory stance for all children. Leaders within the opt-out movement, particularly in predominantly white and middle- to upper-class communities, have to examine their complicity in perpetuating racial inequities.
The Promise of Private Education: A Case Study of Racialized, Gendered, and Socioeconomic Disparities in Achievement in One Private School
Authors: Harris Kelly M. , Marcucci Olivia 
Published: November 2021

Background Private schools have a big part in the educational landscape in the United States, both in terms of the number of students they educate and in the number of resources they command. That said, despite expectations to increase equity and access to opportunity for all students, little is known about racial, gender, or socioeconomic achievement trends in this setting. Unlike public schools, there is very limited national-level achievement data infrastructure for private schools. Analyses of individual schools can begin to illuminate trends in particular contexts. Purpose of Study This study examines how achievement differs by race, gender, and socioeconomic status in one private school in the United States, Gardenview Preparatory School (GPS; a pseudonym). Setting GPS is a traditional private school serving students pre-kindergarten to 12th grade, located in a wealthy, predominantly White suburban area of a larger metropolitan region. Leadership in the school have attempted to prioritize diversity, equity, and inclusion (DEI) work. One of their attempts was to seek a research collaboration with the authors of this article. Participants The primary focus of this article included a quantitative sample of all students graduating from GPS between the years of 2010 to 2017 (N =1216). Research Design While the larger research collaboration included mixed methods, this article presents multivariable regression models using secondary data. Significant features of the regression models include (1) achievement measures at both admissions to GPS and graduation from GPS, (2) multiple measures of achievement at graduation, and (3) intersectional analyses. Findings A key takeaway from this analysis is that demographics are not largely predictive of admissions test performance at GPS. A second key takeaway, however, is that once GPS students reached high school graduation, larger and more widespread racial, gendered, and socioeconomic disparities emerged. The third major takeaway from the analysis is that intersections of race and gender do impact achievement upon graduation from GPS. Conclusions This study is one of the first of its kind to use advanced multivariable regression to map achievement disparities—at multiple timepoints in a student's career and using multiple measures of achievement—in a traditional, private school. Without understanding the existence, nature, and extent of achievement disparities, stakeholders cannot act intentionally to promote equity in private schools and beyond.
Cultivating a Queer Mindset: How One Elementary School Teacher is Rattling Common Sense
Authors: Leonardi Bethy , Staley Sara 
Published: November 2021

Background/Context A significant body of research on gender and sexual diversity in education has called on teachers to “move beyond inclusion” of LGBTQ+ voices in curriculum by queering their practice and “disrupting cis-heteronormativity.” Few studies have focused on the ways that disrupting cis-heteronormativity is challenging work for teachers to engage. Purpose/Objective/Research Question/Focus of Study In this case study, we focus on patterned moves that Laura, a first-grade teacher, made to disrupt cis-heteronormativity by supporting her students in cultivating what we call a “queer mindset”—a way of thinking, feeling, and doing that “rattles” her students’ common sense. Research Design The qualitative study reflects a nested case study design in which Laura represents an individual case within the broader case. Specifically, we use instrumental case study methodology. Conclusions/Recommendations To make good on the goal of disrupting cis-heteronormativity, we encourage educators to cultivate in their students ways of thinking, feeling, and doing that upend common sense and that challenge the status quo. We encourage educators to support their students in developing queer mindsets. This way, not only can educators support individual students, but they can also propel the kind of social transformation we want to see.
Chapter 5: Establishing Teacher Allies through Critical Multicultural Coursework
Authors: Kolano Lan , Gutierrez Leslie , Sanczyk Anna 
Published: November 2021

Background Contemporary dominant discourses surrounding (un)documented migration in the United States are commonly divided into two polarized frames: those immigrants who are hard workers seeking a better life, and others who are border-crossing criminals. For teachers in the Southeast, developing an understanding of immigrants becomes critically important as new demographic trends and anti-immigration rhetoric have resulted in the implementation of restrictive laws, policies, and practices. In this article, we move beyond pedagogical strategies that address students’ linguistic needs and explore what teachers know and say about immigration, along with what they know about undocumented and DACAmented students. Purpose The purpose of this study was to explore the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration and undocumented and DACAmented immigrants. Research Design The researchers used qualitative methods to collect a series of narratives in the form of I-essays from 71 preservice teachers over four semesters. The narratives were then used as a tool of communication in exploring two research questions: (1) What were teachers’ perceptions of undocumented immigrants, given the racialized context in the Southeast? (2) How did counternarratives presented in multiple formats challenge the dominant essentialized view of undocumented immigrants? Narrative data from participants were analyzed using an inductive analysis approach. Findings The findings support how the use of critical conversations around immigration and exposure to the lives of youth and families through the use of film and narratives can support the development of teachers as undocumented allies. Conclusions We argue that preservice (ESL) teachers need to be knowledgeable about immigration laws, statuses, policies, and practices in order to be prepared to serve their students’ needs and to aid them in mapping out alternative routes/resources. For our participants, their views were challenged to reflect a deeper understanding of immigration, particularly around what it means to be an undocumented immigrant in an area of the United States that has experienced new immigrant growth. This study has significant implications for teacher preparation programs and further research.
Chapter 6: “I Have Gotten Braver”: Growing and Sustaining Critical Mathematics Pedagogies through a Teacher Community of Praxis
Authors: Gargroetzi Emma , Hendry Izzy , Jeffreys Angela , Patel Andrew , Wei Gina 
Published: November 2021

Background Mathematics education is not often identified as the locus of radical social change work, with these topics assumed instead as fodder for social studies or language arts lessons. As such, teachers of mathematics can struggle to find avenues for their commitments to social and educational justice in their mathematics teaching spaces. Purpose This study examined the practice and experiences of 10 math educators participating in a voluntary teacher learning community focused on critical pedagogies and math. The purpose was to identify the core learnings and challenges made possible through this learning community. Setting and Participants The Critical Mathematics Teacher Collaborative (CMTC) consists primarily of preservice and early career K–12 teachers, all of whom teach math and seek to develop their own math teaching practices through frameworks of critical pedagogy and social justice. An informal, nonhierarchical learning community, CMTC uses a cycle of critical reflection and action: We read and discuss theory to inform visions for critical mathematics teaching, and we workshop participant-designed lesson plans to support moving from vision to action. Research Design The study was collaboratively designed among members of the group as a self-study. Bidirectional interviews were conducted among 10 participants, transcribed, and analyzed. Conclusions Four core insights were identified. Participating teachers (1) desired to be able to engage in critical work in mathematics teaching spaces, (2) were nurtured by accountability to a community that supports putting ideals into practice and continuing to examine these ideals, (3) benefitted from praxis—having a space to connect theory to the practices of daily classroom teaching, and (4) provided allyship to each other in the face of challenges to teaching for social justice, shaping not only their mathematics teaching but also teaching in spaces beyond mathematics. Examples of critical mathematics pedagogies in action in the classrooms of participating teachers are included, as well as appendices with readings and a sample agenda for use by teachers wishing to model a learning community of their own after this one.
Migrainous infarction of the eye: Two cases of monocular ischemic complications associated with retinal migraine
Authors: Chhabra Nikita , Chiang Chia-Chun , Di Nome Marie A , Houghton Odette , Carlin Rachel E , O’Carroll Cumara B , Dodick David W , Dumitrascu Oana M 
Published: November 2021

Background Retinal migraine is defined by fully reversible monocular visual phenomena. We present two cases that were complicated by permanent monocular vision deficits. Cases A 57-year-old man with history of retinal migraine experienced persistent monocular vision loss after one stereotypical retinal migraine, progressing to finger-count vision over 4 days. He developed paracentral acute middle maculopathy that progressed to central retinal artery occlusion. A 27-year-old man with history of retinal migraine presented with persistent right eye superotemporal scotoma after a retinal migraine. Relative afferent pupillary defect and superotemporal visual field defect were noted, consistent with ischemic optic neuropathy. Conclusion Retinal migraine can complicate with permanent monocular visual loss, suggesting potential migrainous infarction of the retina or optic nerve. A thorough cerebrovascular evaluation must be completed, which was unrevealing in our cases. Acute and preventive migraine therapy may be considered in retinal migraine patients, to mitigate rare but potentially permanent visual loss.
Pain thresholds and suprathreshold pain after sleep restriction in migraine – A blinded crossover study
Authors: Neverdahl Jan Petter , Uglem Martin , Matre Dagfinn , Hansen Johannes Orvin , Engstrøm Morten , Tronvik Erling , Stovner Lars Jacob , Sand Trond , Omland Petter Moe 
Published: November 2021

Objective There is an unexplained association between disturbed sleep and migraine. In this blinded crossover study, we investigate if experimental sleep restriction has a different effect on pain thresholds and suprathreshold pain in interictal migraineurs and controls. Methods Forearm heat pain thresholds and tolerance thresholds, and trapezius pressure pain thresholds and suprathreshold pain were measured in 39 interictal migraineurs and 31 healthy controls after two consecutive nights of partial sleep restriction and after habitual sleep. Results The effect of sleep restriction was not significantly different between interictal migraineurs and controls in the primary analyses. Pressure pain thresholds tended to be lower (i.e., increased pain sensitivity) after sleep restriction in interictal migraineurs compared to controls with a 48-hour preictal-interictal cut-off (p = 0.061). We found decreased pain thresholds after sleep restriction in two of seven migraine subgroup comparisons: heat pain thresholds decreased in migraineurs with lower pain intensity during attacks (p = 0.005) and pressure pain thresholds decreased in migraineurs with higher severity of photophobia during attacks (p = 0.031). Heat pain thresholds tended to decrease after sleep restriction in sleep-related migraine (p = 0.060). Sleep restriction did not affect suprathreshold pain measurements in either group. Conclusion This study could not provide strong evidence for an increased effect of sleep restriction on pain sensitivity in migraineurs compared to healthy controls. There might be a slightly increased effect of sleep restriction in migraineurs, detectable using large samples or more pronounced in certain migraine subgroups.