bluuebunny/crossref_metadata_2025_split huggingface dataset:
What is All this Talk about “Social Justice”? Mapping the Terrain of Education's Latest Catchphrase
Authors: North Connie E. 
Published: February 2022

Background/Context As of 2008, “social justice” is frequently appearing as the centerpiece of numerous educational settings and spaces, such as article and book titles, teacher activist organizations, teacher education policy documents and mission statements, and scholarly conferences. Unfortunately, the organizations and individuals employing this label often fail to elaborate the substantive meaning of social justice education and the implications of its use. Objective and Research Design Given the wide range of terms and projects used to describe education for social justice, a focused analysis on the tensions and contradictions inherent in these models can render explicit and debatable their underlying assumptions and claims. To promote greater discussion about the possibilities for, and situational constraints on, education for social justice, the following review of educational literature maps out and evaluates the conflicting discourses about, and approaches to, social justice education. Conclusions The author concludes that singular approaches to education for social justice, as well as policy formation processes that exclude or marginalize the actors implicated in them, will not result in more just and equitable forms of education.
How Large an Effect Can We Expect from School Reforms?
Authors: Konstantopoulos Spyros , Hedges Larry V. 
Published: February 2022

Background/Context Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform is to reduce the achievement gaps between minority groups such as Blacks or Hispanics and Whites, rich and poor, and males and females. The second solution is derived from a similar idea that school reforms are intended to reduce the achievement gap between lower and higher achieving schools. Purpose The purpose of this paper is to explore these two alternative frameworks for interpreting the effects of school reforms and to gain insight about the implications of each of the frameworks for interpreting these effects. Research Design We use NAEP trend data and examine empirical evidence about the implications of these two frameworks for judging the effects of school reforms. Our study is correlational and uses observational data from the 1970s, 1980s, and 1990s. Findings We find that these two frameworks lead to different judgments about whether the effects of reforms are large enough to be important. We argue that the normative distribution of school effects framework is more appropriate than the other framework for interpreting the likely magnitude of school reform effects. In addition, we show that interpreting the magnitude of the effects of school reforms in terms of individual variation and the achievement gaps between important student groups may not only be disappointing, but also misleading. Conclusions/Recommendations The results of this study can be used to provide a way to obtain plausible reform effects for designing studies of school reform. The results of this study can also provide a context in which to evaluate the results of studies of the effectiveness of school reform in terms of national data. Our study also illustrates one way in which survey data can contribute to evidence-based policy formation. The distribution of the observed school effects provides a basis for estimating plausible effect magnitudes for planning intervention studies. The analyses of school effects can also provide a context for interpreting treatment effects within the context of the observed variation. It permits the policy researcher to explain the implications of reform effects within the backdrop of observed variation within which any intervention will operate.
Choice, Equity, and the Schools-Within-Schools Reform
Authors: Ready Douglas D. , Lee Valerie E. 
Published: February 2022

Background/Context There is general agreement that most public high schools should be smaller than they are. Although the small-schools movement attracts considerable support, there is a general reluctance or inability to close large schools and to build many new small schools. A more cost-effective approach is to divide larger high schools into several smaller units, typically called schools within schools (SWS). We use the term subunit to describe these smaller educational groupings, which are generally organized around themes, careers, or pedagogical approaches intended to appeal to students’ interests and future plans. The majority of SWS designs then allow students to select their subunits. As such, the SWS model represents a convergence of two popular reform efforts—the movement to create smaller high schools, and the push to increase educational choice. Purpose/Objective This article addresses three questions related to academic differentiation and student choice within SWS high schools. First, to what extent did subunit themes emphasize students’ disparate occupational and educational futures over their common social and academic needs? Second, what rationales did students offer for their subunit selections, and how did their choices reflect their interests, motivations, social backgrounds, and academic abilities? Third, how can we characterize the interplay between subunit offerings, students’ subunit choices, and educational equity? Research Design This article draws on data collected over several years in a sustained field-based study of five SWS high schools. Our data collection included conducting individual and focus group interviews with students, teachers, guidance counselors, and school- and district-level administrators; shadowing students; visiting selected classrooms; observing interactions in hallways and other public locations; attending special events that occurred during our visit; mapping the physical layout of the building; collecting papers and documents pertinent to school life; and learning about the contexts in which the school operated. Conclusions/Recommendations Each school offered subunits organized around academic subjects, career focuses, or pedagogical approaches. Certain subunits were designed for students seeking traditional vocational training, whereas others targeted academically motivated college-bound students. Although students ostensibly selected subunits that matched their interests and motivations, varied social and structural pressures beyond subunit themes influenced their choices. As a result, to varying degrees within schools, subunits were segregated and stratified by student race/ethnicity, social class, and—above all—academic performance. With stark parallels to student curricular choice in comprehensive high schools, many school staff viewed these within-school divisions as the natural (and even appropriate) outcome of student social and academic difference.
Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year
Authors: Wiley Caroline R. H. , Good Thomas L. , Mccaslin Mary 
Published: February 2022

Background/Context The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. Although specific programs have been found to be more effective and evaluated more than others, teaching practices in CSR schools have received less attention. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. Research Question This article describes observed instructional practices and teacher-student dynamics that occurred in CSR classrooms in two different subject areas, reading/language arts and math, in Grades 3–5. Reading/language arts included several literacy-related areas such as spelling, vocabulary, phonetics, and writing. Math primarily consisted of computations and math applications. Our primary research questions were: (1) Does subject matter matter in CSR classrooms? (2) How does instruction in CSR classrooms differ among Grades 3, 4, and 5? (3) Are there major differences in classroom practices between fall and spring? Population Teachers (N = 104) in Grades 3–5 in 16 CSR schools, totaling 248 observation periods in math and reading/language arts lessons. Research Design Observational study using a systematic coding system to observe student/teacher classroom behaviors and dispositions. Data Analysis Data were analyzed using basic descriptive statistics and analysis of variance procedures. Conclusion We found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts. Some subject matter differences were notable, particularly that math lessons were more structured and rigid than were reading/language arts lessons. Also of interest, third- and fifth-grade classrooms experienced more positive teacher-student relationships than did fourth-grade classrooms. Furthermore, instruction in the fall was more structured and more focused on basic skills than in the spring. Overall, students appeared to be engaged in learning basic facts/skills in an uninterrupted teacher-directed classroom. Students did what was asked of them, were given little choice about their social and academic tasks, and were in mostly comfortable classroom environments.
Student Motivational Dynamics
Authors: Mccaslin Mary , Burross Heidi Legg 
Published: February 2022

Background/Context Student motivation typically has been studied as it relates to extrinsic (e.g., reinforcement) or intrinsic (e.g., personal choice) sources of influence, with scant attention to sociocultural context. This article builds on a previous article in this special issue that (1) addresses the role of opportunity in the motivation of students in Grades 3–5 who live in poverty and attend schools engaged in Comprehensive School Reform (CSR) and (2) presents the results of survey measures designed to capture student understandings of school. Findings suggested that students differentiate the social (school, teacher, classmates) from the academic (math, reading) domains of school. This article explores individual differences in students’ global understandings of, and dispositions toward, school. Purpose The purpose of this study was to determine if and how students in Grades 3–5 who live in poverty and attend schools engaged in CSR differ in their understandings of, and dispositions toward, school. Research Design Students in Grades 3–5 who live in poverty and attend schools engaged in CSR completed the “The thing about my school is…” measure. Study 1 involved 464 students in spring 2004, Study 2 involved 328 students in fall 2004, and in Study 3, a subgroup of 101 participants was tracked from one school year to the next. Conclusions/Recommendations Exploratory factor analyses revealed individual differences in student dispositions toward school that refined global reports in ways that may prove amenable to motivational interventions. Findings suggest that the central motivational process for these students resides in a need for interpersonal validation in which achievement and affiliation concerns are mediated by participation-isolation tensions. These patterns also suggest the role of adaptation in motivation; participation and validation are central motivational processes for students in Grades 3–5 who cope with the challenges of poverty and mobility and who attend schools engaged in comprehensive reform.
Miseducating Teachers about the Poor: A Critical Analysis of Ruby Payne's Claims about Poverty
Authors: Bomer Randy , Dworin Joel E. , May Laura , Semingson Peggy 
Published: February 2022

Background/Context This is the first research study to examine the content basis of Payne's in-service teacher education program, A Framework for Understanding Poverty, though others who have reviewed the book have agreed with our analysis. The study took place within a policy context in which the federal government, with the passage of the No Child Left Behind Act (2002), created a new category of students (economically disadvantaged) whose test scores would be monitored by officials in the U. S. Department of Education. This law ensures that the improvement of poor children's test scores becomes a major concern of every public school in the country. These federal requirements have fueled the demand for professional development programs such as that offered by Ruby Payne and her Aha! Process, Inc. Purpose This article reports on an examination of the content of Ruby Payne's professional development offerings, as represented in A Framework for Understanding Poverty. Given the immense popularity of the program, an assessment of its representations of poor people is warranted and significant. We analyzed the relationship between Payne's claims and the existing research about low-income individuals and families. This study of Payne's work provides administrators and teachers with an evaluation of the reliability of Payne's claims. It also provides scholars in education, anthropology, sociology, and related fields with a description and critique of one of the more common conversations that is engaging teachers about the nature of the lives of many of their students, and the struggle to identify directions in which to improve schooling for the most vulnerable students in the education system. Research Design This is a qualitative research study whose data were derived from an analysis of A Framework for Understanding Poverty. Conclusions/Recommendations Our critical analysis of Payne's characterizations of people living in poverty indicates that her work represents a classic example of what has been identified as deficit thinking. We found that her truth claims, offered without any supporting evidence, are contradicted by anthropological, sociological and other research on poverty. We have demonstrated through our analysis that teachers may be misinformed by Payne's claims. As a consequence of low teacher expectations, poor students are more likely to be in lower tracks or lower ability groups and their educational experience more often dominated by rote drill and practice.
Clinical effects of glabellar botulinum toxin injections on borderline personality disorder: A randomized controlled trial
Authors: Wollmer M Axel , Neumann Insa , Jung Stefanie , Bechinie Agnès , Herrmann Julian , Müller Antje , Wohlmuth Peter , Fournier-Kaiser Larissa , Sperling Christian , Peters Liza , Kneer Jonas , Engel Jannis , Jürgensen Frank , Schulze Jara , Nagel Matthias , Prager Welf , Sinke Christopher , Kahl Kai G , Karst Matthias , Dulz Birger , Kruger Tillmann H C 
Published: February 2022

Background: Inhibition of frowning via injections of botulinum toxin A (BTX) into the glabellar region has shown beneficial effects in the treatment of major depression. Preliminary research suggests that improvements in the affective domain are not depression-specific, but may also translate to other psychiatric disorders. Aim: This 16-week, single-blind, two-center randomized controlled trial investigated the influence of BTX on clinical symptoms of borderline personality disorder (BPD). Methods: Fifty-four patients with BPD were randomly assigned to treatment with BTX (n = 27) or a minimal acupuncture (ACU) control condition ( n = 27). Clinical outcomes were followed at 2, 4, 6, 8, 12, and 16 weeks. Primary endpoint was the relative score change on the Zanarini Rating Scale for Borderline Personality Disorder (ZAN-BPD) 8 weeks after baseline relative to the control group and adjusted for treatment center. Secondary and additional outcome variables were self-rated borderline symptoms, comorbid symptoms of depression, psychological distress, and clinical global impression. Results: Participants showed significant improvements at the primary efficacy endpoint in both treatment groups (BTX: M = −0.39, SD = 0.39; ACU: M = −0.35, SD = 0.42), but no superior effect of the BTX condition in comparison with the control intervention was found— F(1,5323) = 0.017, p = 0.68). None of the secondary or additional outcomes yielded significant group differences. Side effects were mild and included headache, transient skin or muscle irritations, and dizziness. Conclusion: Evidence regarding the efficacy of BTX for BDP remains limited, and the design of adequate control conditions presents an opportunity for further research. ClinicalTrials.gov registry: Botulinum Toxin A for Emotional Stabilization in Borderline Personality Disorder (BPD), NCT02728778, https://clinicaltrials.gov/ct2/show/NCT02728778
Long-term efficacy and safety profiles following small incision lenticule extraction in eyes with ≥ 5-year follow-up
Authors: Papa-Vettorazzi Mario Renato , Güell-Villanueva José Luis , Cruz-Rodriguez José Benjamín , Moura-Coelho Nuno , Artells-de Jorge Nuria , Elies-Amat Daniel 
Published: February 2022

Purpose To evaluate long-term efficacy, safety, predictability and stability (refractive and keratometric) of myopic and myopic astigmatism correction with Small Incision Lenticule Extraction (SMILE). Methods Single center retrospective review of eyes undergoing SMILE from 2012–2015. Forty-two eyes (23 patients) with ≥ 5-year follow-up. Variables analyzed were preoperative, 3-month, 1-year and last follow-up uncorrected distance visual acuity (UDVA), corrected distance visual acuity (CDVA), manifest refraction, spherical equivalent (SE) and mean keratometry. Descriptive statistics were performed and results reported following the Standard for Reporting Astigmatism Outcomes. Results Mean follow-up of 5.98 ± 0.90 years. Mean preoperative SE was −5.26 ± 1.22D (range −2.50 to −8.12D). Mean preoperative cylinder was −0.66 ± 0.61D (range 0.00 to −2.25D). Efficacy and safety indices were 0.86 and 0.98, respectively. In total, 81% of operated eyes achieved an UDVA of ≥ 0.09 logMar (20/25 Snellen). At the last follow-up, ≥1 line of CDVA was gained in 14% of eyes. Five percent lost 1 line of CDVA, and no eye loss ≥2 lines of CDVA. Sixty-nine percent of eyes were within ± 0.50D and 86% within ± 1.00D of the attempted SE correction. Ninety-one percent of eyes had ≤0.50D of postoperative astigmatism and 71% were within ± 15° from the intended correction axis. At the final follow-up, a statistically significant myopic regression of 0.19 ± 0.50D was observed (p = 0.01). Conclusions Long-term results demonstrate that SMILE is effective, predictable and safe. SMILE has good stability, low regression compared to LASIK, and no signs of corneal ectasia staging within our standard criteria.
Dex® carbohydrate drinks in trauma patients fasting preoperatively – A patient satisfaction study
Authors: Marshall Laura , Johnston Georgina , Martin Katherine , Fitzgerald Mark , Hendel Simon 
Published: February 2022

Introduction Dex® is an alkaline carbohydrate (CHO) drink used preoperatively in patients fasting for elective surgery. Its utilisation in patients awaiting emergency surgery is yet to be ascertained. We undertook a study assessing patient satisfaction relating to the introduction of Dex® in trauma patients in a Level 1 adult trauma centre. Methods Patients fasting for surgery, and able to receive clear fluids in compliance with local guidelines, were eligible for inclusion. Patient satisfaction scores for predetermined variables were recorded via an interval observer scale prior to and following the introduction of Dex® to the trauma unit. Results Prior to the introduction of Dex® 14 satisfaction evaluations were completed. A further 13 evaluations were returned after Dex® was made available. Post-traumatic amnesia accounted for some patients being unable to complete the evaluation. Patients who completed the satisfaction evaluations after Dex® was introduced reported higher satisfaction in all but two variables (‘Headache’ and ‘Staff Annoyance’). ‘Hunger’ median scores were 7 (95% CI, 5–8) prior to the introduction of Dex® and 3 (95% CI, 2–6) after its’ introduction ( p = .004). ‘Thirst’ median scores were 7.5 (95% CI, 6–10) and 4 (95% CI, 3–8) prior to and after Dex® introduction, respectively ( p = .018). Conclusion No adverse events or theatre timing related issues were associated with the use of Dex®. A larger randomised study of CHO drink supplementation in trauma patients fasting preoperatively is warranted to further evaluate these satisfaction endpoints as well as the other variables investigated in this study. Postoperative evaluation of these markers should also be considered.
D3 Versus D2 Lymphadenectomy in Right Hemicolectomy: A Systematic Review and Meta-analysis
Authors: Liu Sailiang , Li Laiyuan , Sun Haojie , Chen Bojie , Yu Minhao , Zhong Ming 
Published: February 2022

Purpose D3 lymphadenectomy for right colon cancer improves oncological outcomes. This meta-analysis aimed to compare operation data, histopathological characteristics, perioperative conditions, and long-term survival after D3 and D2 lymphadenectomy in right hemicolectomy. Methods We searched PubMed, Embase, and the Cochrane Library for relevant articles (up to March 31, 2020). Random-effects and fixed-effects meta-analysis models were used. Review Manager (RevMan) version 5.3 and Stata version 15.1 were used for pooled estimates. Results After screening 714 articles, 7 articles with a total of 1368 patients were eligible for inclusion. Compared with D2, D3 lymphadenectomy improves results in terms of blood loss (weighted mean difference [WMD] = −20.63, 95% confidence interval [CI] −28.19 to −13.16, P < .01), harvested lymph nodes (WMD = 8.86, 95% CI 7.74 to 9.98, P < .01), 3-year overall survival (OS) (hazard ratio [HR] = 2.03, 95% CI 1.20 to 3.43, P < .01), 5-year OS (HR = 2.22, 95% CI 1.15 to 4.30, P = .02), and 5-year disease-free survival (DFS) (HR = 2.16, 95% CI 1.19 to 3.90, P = .01). There was no significant difference regarding operation time, anastomosis leakage, wound infection, overall morbidity, postoperative hospital stay, mortality, length of dissected colon, and 3-year DFS ( P >= .05). Conclusions It is suggested in this review that D3 lymphadenectomy is superior to D2 lymphadenectomy in terms of blood loss, harvested lymph nodes, 3-year OS, 5-year OS, and 5-year DFS. The conclusion must be drawn with caution due to the limited number of included studies. Further RCTs are needed for stronger evidence.