bluuebunny/crossref_metadata_2025_split huggingface dataset:
Preparation, Pedagogy, Policy, and Power: Brown, the King Case, and the Struggle for Equal Language Rights
Authors: Ball Arnetha F. , Alim H. Samy 
Published: February 2022

This case is a judicial investigation of a school's response to language, a language used in informal and casual oral communication among many blacks but a language that is not accepted as an appropriate means of communication among people in their professional roles in society…. The problem posed by this case is one which, the evidence indicates, has been compounded by efforts on the part of society to fully integrate blacks into the mainstream of society by relying solely on simplistic devices such as scatter housing and busing of students. Full integration and equal opportunity require much more and one of the matters requiring more attention is the teaching of the young blacks to read Standard English…. Some evidence suggests that the teachers in the schools that are “ideally” integrated such as King do not succeed as well with minority black students in teaching language arts as did many of the teachers of black children before integration. The problem, of course, is multidimensional, but the language of the home environment may be one of the dimensions. It is a problem that every thoughtful citizen has pondered, and that school boards, school administrators and teachers are trying to solve. ( Memorandum Opinion and Order, Martin Luther King Elementary School Children v. Ann Arbor School District Board, 1979) The crisis is not about education at all. It is about power. Power is threatened whenever the victim—the hypothetical victim, the victim being in this case, someone defined by others—decides to describe himself. It is not that he is speechless; it is that the world wishes that he were. (Baldwin, 1981)
The Cockpit's Empty Chair: Education through Appropriating Alienation at a Chicago Technology Museum
Authors: Lorimer Anne 
Published: February 2022

Background/Context In the United States, the percentage of schoolchildren planning to become high-status professionals is grossly disproportionate to the percentage of such jobs comprising our division of labor. As in a game of musical chairs, it is not structurally possible for everyone to remain a contender. Focus of Study Various adults who did not grow up to be pilots educate others (including the researcher) about how they visually experienced a pilot's workplace, and the lessons they drew from this experience. Setting Chicago's Museum of Science and Industry. Research Design Long-term ethnographic fieldwork, and a close analysis of interactions among twenty randomly sampled groups of visitors. Findings/Results What visitors have achieved directs our attention to a different kind of pedagogy possible in technology centers: a pedagogy in which, rather than appropriating technological knowledge, one appropriates one's own alienation from this knowledge. Although it might seem perverse to suggest building it in, this is after all a crucial aspect of the larger world of technology: its incomprehensibility, its alienness, its requirement of training. The cockpit gives visitors a partial perspective on a totality, and when you look into the totality, the totality also looks into you: the experience compels people to account for their own positioning. Conclusions/Recommendations If we take seriously the idea that education is a collective project, then studying education means studying not only how people are transformed from one status to another, but how as part of this process people construct accounts rationalizing what has happened to them. As it happens, such accounts are not merely post hoc rationalizations; they also permit a forward impetus, as people draw on these accounts in seeking to attain transformative agency, to make things happen differently next time.
The Contributions of Economics to the Study of College Access and Success
Authors: Long Bridget Terry 
Published: February 2022

Background/Context The essay provides a comprehensive review of work by economists and others in related quantitative disciplines on the transition of students to college. A particular emphasis is given to the role of price and financial aid although issues related to college preparation, access, and persistence are also investigated. The final section discusses ongoing debates within economics about college access and success and suggests directions for future research. Purpose While other papers review parts of this literature, given the breadth and depth of the work on the transition to college, none gives a full picture of the contribution of economics to this area of understanding. Research Design A main goal of the economics literature has been to establish a causal relationship rather than one based on the correlation of trends or patterns. In pursuit of causality, economists rely on complex estimation techniques usually involving large samples of quantitative data and often utilize “natural experiments” to establish the impact of a factor or policy. Unfortunately, the data requirements for such work, along with the concerns about biases, often limits the kinds of questions that can be confidently answered. The primary framework in economics of education is the human capital model. When deciding whether to continue their education, individuals compare the benefits of human capital to the costs of obtaining it. Numerous articles highlight important factors in these decisions, including both monetary and non-monetary considerations as well as uncertainty and risk aversion. Conclusions/Recommendations While great progress has been made by economists to understand issues related to college access and success, the article makes suggestions about possible future research. More work is needed to understand the role of primary and secondary schools in college attendance, why there are differences in academic course-taking and performance, and the role of expectations and information in college access. Although economists have greatly contributed to the understanding of the role of costs and benefits in college demand, additional work is needed to clarify the role of parents, teachers, peers, and neighborhoods in college decisions. Additional research is also needed to resolve the current debate about the relative role of resources in comparison to long-term family circumstances and academic preparation. Finally, more information is also need about what factors affect college success.
What Higher Education Has to Say about the Transition to College
Authors: Goldrick-Rab Sara , Carter Deborah Faye , Wagner Rachelle Winkle 
Published: February 2022

Background Higher education researchers have much to say about the transition to college. This field focuses primarily on inequities in college participation and completion, the relative importance of high school preparation, and the utility of financial aid in promoting enrollment. This literature's strongest conceptual emphasis is on theoretical models of student retention. Less is known about other facets of the transition to college, including different postsecondary pathways and college outcomes. Purpose This paper describes the major findings of research on the transition to college contributed by higher education, and how further research might be improved. The specific areas covered are college preparation, college access, persistence, and college outcomes. The reviewed literature covered extant research on the transition to college as conducted by higher education researchers. Research Design This essay is an analysis of extant research on the college transition in the field of higher education Conclusions/Recommendations This review highlights the field's major shortcoming as undertaking insufficiently rigorous, empirical testing of theories on the transition to college. Existing research on postsecondary pathways is often compromised by data or methodological limitations, failure to be critical in attributing causality, and not differentiating effects occurring at different measurement levels (i.e., individual vs. institution).
Playing Holocaust: The Origins of the Gestapo Simulation Game
Authors: Fallace Thomas D. 
Published: February 2022

Background/Context Rabbi Raymond Zwerin and Audrey Friedman Marcus published the Gestapo Holocaust simulation game in 1976. Since that time it has been a source of debate among Jewish intellectuals and other scholars concerned with the pedagogy of the Holocaust. Even the United States Holocaust Memorial Museum has weighed in on the issue, taking a clear position against Holocaust simulations of any kind. In this essay, the author informs this debate through a historical study of the origins of the Gestapo simulation game. Purpose/Conclusions The essay begins with a brief discussion of the Holocaust uniqueness claim, through which the author introduces a new trichotomous interpretive framework. This framework offers a critique of previous discussions on Holocaust uniqueness and pedagogy, which tend to conflate the various elements of the uniqueness claim or, place the conflicting views along a single continuum. Using this framework, the author explores the cultural and curricular context from which the Gestapo game emerged, demonstrating how its theory and design were aligned with much of the emerging Jewish educational thinking of the time. The author argues that the curriculum was the work of an educator who was informed by the current research and was responsive to the contemporary needs of his students and community. Research Design This essay is written from the perspective of history and was based upon the long-established methodology from the field of historiography.
The Impact of Brown on Latinos: A Study of Transformation of Policy Intentions
Authors: Arias M. Beatriz 
Published: February 2022

Since the landmark Brown v. Board of Education ruling, most of the literature on school desegregation has focused on the experiences of African American students or school districts in which remedies were fashioned for African American students. However, little is known about the efforts of other ethnic and racial groups who have suffered similar constitutional violations and who have participated in remedies designed to relieve racial isolation and improve equal educational opportunity. Latinos in the Southwest have a long history of participating in school desegregation efforts, but what has rarely been examined is how their experience is similar to or different from that of African Americans. And yet, I argue, that as we write the history of school desegregation policy in this country, it is important to determine if remedies designed to eliminate racial isolation and improve equal educational opportunity for African American students are appropriate mechanisms for achieving greater equality for Latinos and other ethnolinguistic minorities. This article describes the transformation of desegregation policy in San Jose, California (Vasquez v. San Jose Unified School District), where Latino students constituted the plaintiff class and became the principal participants in desegregation efforts. Using the transformation of intentions model developed by Hall (1995), I show how the remedies in San Jose changed as the actors, contexts, and situations changed. I argue that as long as Latinos were marginalized from participation in the policy process, desegregation remedies were implemented that ignored the particular cultural and linguistic needs of Latino students. As Latinos became leaders in the community and participants in the policy-making process, remedies began to be designed and implemented that specifically addressed linguistic and cultural barriers to educational equity. The transformation of desegregation policy in San Jose provides an opportunity to understand how the legacy of Brown has impacted Latino students.
Paved with Good Intentions: The Federal Role in the Oversight and Enforcement of the Individuals with Disabilities Education Act (IDEA) and the No Child Left behind Act (NCLB)
Authors: Ramanathan Arun 
Published: February 2022

Context The context for this article is the public response to the federal role in the oversight and enforcement of the Individuals With Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB). This response has been characterized by a tension between concerns about federal interference in public education and support for federal activism. Despite a number of similarities between the state and local responses to the two laws, research on the federal role in implementing NCLB has largely disregarded the long record of federal oversight and enforcement of IDEA. Purpose The purpose of this analytic essay is to address this omission through a comparative policy analysis of the oversight and enforcement mechanisms in IDEA and NCLB, the evolution of these mechanisms in the legislative process, their implementation by the Department of Education, and the interest group and academic responses to this implementation. Research Design The research design consists of a review of the statutes, Congressional documents, governmental reports, interest group position papers, policy analyses, press reports, and relevant academic literature. The author discusses the implications of this analysis for the future of the federal role in the oversight and enforcement of NCLB, and the recently reauthorized IDEA and the federal focus on improving educational outcomes. The author argues that the design of NCLB's outcomes-based accountability model, combined with its dependence on the Department of Education to provide oversight and enforcement, has produced unintended consequences at the state level, including regulatory incoherence and incentives for “gaming the system.” He notes that similar problems can be projected for the implementation of the new outcomes-based oversight and enforcement model in IDEA 2004. Recommendation The author recommends that Congress turn the accountability model in NCLB “inside out,” establishing national standards, a single national performance assessment, fixed and achievable targets for proficiency, and predefined subgroup sizes while devolving responsibility for the details of the district- and school-level accountability system to the states. In IDEA's case, he recommends setting national targets for a small number of outcome indicators while maintaining the current system of focused monitoring. He argues that this model, in combination with federal incentives for meeting performance targets, would provide for a more realistic and effective federal role in improving public education.
A Desire to Learn: African American Children's Positive Attitudes toward Learning within School Cultures of Low Expectations
Authors: Lewis Jeffrey L. , Kim Eunhee 
Published: February 2022

Background Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor student attitudes, recent scholarship casts doubt on the prevalence and significance of the role of adversarial attitudes on school outcomes. In addition, most of the extant research of student attitudes among African American students reflects research with middle school and high school students. We know little about the attitudes of elementary-age African American children living in low-income neighborhoods. Focus of Study This qualitative study aims to address this gap in our knowledge by examining whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. We also examine how what African American children say they want in teachers relates to what we document as good teaching. Research Design This study used a qualitative design that included face-to-face interviews with children, participant observation in the school and after-school labs, and videotape of classroom interactions in after-school sites. We helped establish the after-school sites as pedagogical laboratories designed to examine how less skilled teachers learn to improve their practice and how children learn with an exemplary teacher. Data Analysis We content-analyzed interview data to examine how children defined and described effective and ineffective teaching. We also used content analysis of participant observations to assess school climate and institutional culture. We developed a code manual to content-analyze videotaped lab data to identify characteristics of the after-school lab that supported positive and productive classroom behaviors in the students. Conclusions We conclude that low-come urban children do want to learn, regardless of their actual demonstrated ability levels, and they appear to be resilient in this respect. We found that elementary school-age low-income African American children are aware of strengths and deficiencies in their teachers and can name each explicitly. Even within controlling or negative school environments that reflect a pervasive culture of low expectations, they overwhelmingly expressed a desire for teachers who treated them well, helped them learn, and who were fair and caring toward them. Moreover, given the opportunity to work with a teacher who worked with them in ways consistent with what they looked for in good teachers, the children in our study responded with productive classroom behaviors.
A Study of Comprehensive School Reform Programs in Arizona
Authors: Mccaslin Mary , Good Thomas L. 
Published: February 2022

Background/Context The U.S. federal government has been interested in improving the performance of students who come from low-income homes since the time of Lyndon Johnson's “Great Society” initiatives in the 1960s. The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform Program (CSR) to support these beliefs. This article briefly reviews literature related to school reform throughout this period, describes our research plan to study CSR elementary schools in the state of Arizona, and introduces the articles included in this special issue. Focus of Study The basic intent of this study was to inform working theories of learning, motivation, and social/emotional development in school contexts in Grades 3–5. We hoped that an emphasis on theory, contextual enactment, and participant mediation would yield a richer picture of classroom practices and motivational dynamics that might underlie student achievement and CSR effectiveness. This study focused in particular on participant perspectives (principals and students) and classroom practices associated with CSR programs in elementary schools in the state of Arizona. Research Design The research program includes interview (with principals), observation (of classroom practices), and survey measures and an adaptation of Thematic Apperception Test procedures (with students). Conclusions/Recommendations School reform initiatives can profit from more research on participant perceptions, actual classroom practices, and student mediation of those practices. These understandings can better link program design and student achievement to enhance the effectiveness of comprehensive school reform initiatives.
Assessment of serum CK-MM level as a bioindicator for work-related musculoskeletal injuries among Emergency hospital workers
Authors: Shehata Rehab SA , Radwan Noha A , Bakry Huny M , Seif Eldin Aisha 
Published: February 2022

Musculoskeletal disorders (MSDs) are considered a growing problem among healthcare personnel, especially service workers. The emergency room (ER) service workers are highly exposed to work-related risk factors which predispose them to MSDs. A cross-sectional study was performed on 78 ER workers. Full medical and occupational histories were taken. The Standardized Nordic Questionnaire (SNQ) was used for the assessment of musculoskeletal symptoms. Clinical examination was done with special emphasis on the locomotors system, and serum levels of muscle enzymes, including creatine kinase (CK) and creatine kinase isoenzyme (CK-MM), were measured. The study aims to detect the prevalence of occupational musculoskeletal disorders (MSDs) among ER workers at University hospitals, and assessment of CK-MM as a biomarker used in the early detection of MSDs. We found that 71.8% of the participants were complaining of musculoskeletal disorder in the last 7 days before the study, while only 34.6% were complaining of musculoskeletal disorder in the last 12 months before the study. The knee joint was the most commonly affected site in the past 7 days, by 39.7%. On the other hand, the highest prevalent disorder in the last 12 months was for the ankle joint (17.9%) with significantly high levels of serum CK-MM. In conclusion, musculoskeletal injuries are a common complaint among healthcare occupations, especially among ER service workers that need regular health education and ergonomic training programs. Monitoring of serum CK-MM level with cut-off value 90 ng\ml could be used as a novel approach for the early detection of work-related musculoskeletal disorders.
The definitive impetus for access to justice: Mandatory consumer arbitration in Spain
Authors: Fombuena Mariló Gramunt , Compte Rosa Barceló 
Published: February 2022

The purpose of the following paper is to address the relevance of consumer arbitration as an effective procedural justice mechanism within the EU internal market. Thus, the article focuses on the possibility of introducing a mandatory consumer arbitration system in Spain that allows consumers to exercise their rights recognized by the rules in a fast, efficient and free way. For this purpose, the Portuguese consumer arbitration system and its evolution up to the establishment of a mandatory arbitration procedure for consumer disputes below a certain amount is also analysed.