Classroom-based strategies to reduce disparities in physical activity among children with asthma
Beemer L., Lewis T.C., Ajibewa T.A., Dopp R.; Eisman A.B., Hasson R.E. Classroom-based strategies to reduce disparities in physical activity among children with asthma. Prevention Science.
Children with asthma often experience physical activity (PA) induced symptoms 5-15 minutes following the start of exercise. Classroom PA breaks provide short intermittent bouts of PA and may represent a novel strategy to safely promote PA participation in this clinical population. The purpose of this study was to determine the feasibility of a classroom-based PA intervention, Interrupting Prolonged Sitting with Activity (InPACT), where teachers implement 5x4-minute moderate-to-vigorous physical activity (MVPA) breaks throughout the school day. METHODS: Nine classrooms at one elementary-middle school in Detroit, MI (student demographics: 79% Hispanic; 80% on free/reduced lunch; 31% prevalence of asthma and asthma-like symptoms) participated in this 20-week intervention. Asthma status was self-reported via the International Study of Asthma and Allergies in Childhood (ISAAC) Video Questionnaire in conjunction with nurse documentation. PA participation, exercise intensity, and asthmatic symptom occurrence were assessed via direct observation. RESULTS: Students accumulated approximately 17 minutes of activity per day during PA breaks. Compared to students without asthma, a higher percentage of students with asthma participated in MVPA (asthma: 52.9% ± 1.2%; non-asthma: 46.2% ± 0.8%; p=0.01), a lower percentage participated in light PA (asthma: 25.9% ± 1.0%; nonasthma: 30.1% ± 0.7%; p=0.01), and sedentary time during activity breaks (asthma: 21.2% ± 0.9%; non-asthma: 23.8% ± 0.7%; p=0.02). Out of 294 observations, six instances of asthmatic symptoms (coughing) were observed in students with asthma 5- 15 minutes following the PA break. Symptoms self-resolved within 15-minutes of the PA break and did not result in sustained exercise-induced bronchoconstriction. CONCLUSIONS: Classroom-based interventions that incorporate short intermittent bouts of PA represent safe exercises for children with asthma and may help to reduce PA disparities in this clinical population.
College Student-athletes' COVID-19 Worry and Psychological Distress Differed by Gender, Race, and Exposure to COVID-19 Related Events
Moore, E. W. G., Petrie, T. A., ^Slavin, L. (2022). College Student-athletes' COVID-19 Worry and Psychological Distress Differed by Gender, Race, and Exposure to COVID-19 Related Events. Journal of Adolescent Health.
The purpose of this study was to determine the prevalence of NCAA student-athletes’ exposure to COVID-19 related events (e.g., cancelled season, diagnosed with COVID) and their psychological distress in April/May 2020. In April-May of 2020, student-athletes (N = 5915; women = 3924) completed the online survey once. The survey included measures of their psychological distress, COVID-19 worry, and their exposure to different COVID-19 related events. Student-athletes’ exposure to COVID-19 events differed significantly by gender, race, and ethnicity. In addition, 58.7% of women’s and 54.5% of men’s psychological distress variance was explained by the path model, and mostly by their COVID-related worry. Student-athletes’ stress was directly related to the changes that occurred in class delivery (i.e., online format) and indirectly by being quarantined. The general uncertainty and worry about COVID individuals experienced at the beginning of this pandemic primarily explained the athletes’ high levels of psychological distress. As COVID-19 continues to cause quarantines and changes educational experiences, the worry and psychological distress of college students is likely to continue.
Exercise Psychology, Goal Setting, and Motivation
Moore, E. W. G. & Gearity, B. (2021). Exercise Psychology, Goal Setting, and Motivation. In B. Shoenfeld & R. Snarr (Eds.), NSCA’s Essentials of Personal Training (3rd Edition). Champaign, IL: Human Kinetics.
This chapter covers exercise psychology topics for person trainers, including motivational theories, techniques/strategies for motivation, commitment, and self-efficacy, as well as the effects of exercise on individuals' psychological health and well-being.
Collegiate Student-Athlete Psychological Distress and Counseling Utilization During COVID-19
Palmeteer, T., Slavin, L., Petrie, T., & Moore, E. W. G. (2022). Collegiate Student-Athlete Psychological Distress and Counseling Utilization During COVID-19. Journal of Clinical Psychology.
The onset of COVID-19 and cancellation of collegiate sports may have exacerbated student-athletes’ psychological distress. Within a national sample of collegiate athletes (N = 5755; 66.7% women), we determined how gender and race related to rates of depression, stress, and counseling use at the beginning of the pandemic (April/May 2020). Overall, 26.5% (n = 1526) and 10.6% (n = 612) endorsed clinical levels of depression and stress, respectively; 25.1% (n = 1443) and 69.7% (n = 4014) reported subclinical levels. Few athletes (2.3% - 17.1%) reported counseling use before or after the onset of COVID-19; those who did reported higher levels of depression and stress than those who never sought services. The female athletes reported higher rates of depression, stress, and counseling use than the male athletes. There were no race effects. Athletic departments must address their student-athletes’ psychological distress by facilitating a higher use of mental health services.
Invoking abuelita epistemologies for academic transformation in the coronavirus age: Autoethnographic reflections from a motherscholar collective
Edwards, E.B., Robert, S.A., DeNicolo, C.P., Gonzales, S.M., & Yu, M. (2022). Invoking abuelita epistemologies for academic transformation in the coronavirus age: Autoethnographic reflections from a motherscholar collective. In J. Beoku-Betts, A. Darkwah, M. Heath, & B. Purkayastha, (Eds.), Global feminist autoethnographies during COVID-19: Displacements and Disruptions (pp. 162-175). New York, NY: Routledge.
In response to the diverse challenges that we faced as Motherscholars of different racial and ethnic backgrounds, as well as the varied positionalities we occupy as faculty members on the tenure spectrum, we began to meet as a collective to seek meaning from our lives in these perilous times and to offer each other holistic support for the many roles we fulfill. As Motherscholars working from within the colonial settler, white supremacist, capitalist, and patriarchal society, while employing the power of a restorative circle and abuelita epistemologies, we have asked: How might invoking ancestral epistemologies as a collective translate into self-preservation and transformation in the coronavirus age? Our focus is on the past as a foundation to remember what has happened to our ancestors, to (re)member their experiences as a sustaining practice in the present, and to re-member ourselves and our communities anew as a result.
Hew-Butler T, Jurczyszyn H, Sabourin J, VanSumeren M, Smith-Hale V. Too Tall for the DXA Scan? Contributions of the Feet and Head to Overall Body Composition. Journal of Clinical Densitometry: Assessment and Management of Musculoskeletal Health. in press available online 24 November 2021.
Accurate assessment of total body composition in tall (>1.96m) individuals using dual energy x-ray absorptiometry (DXA) scans is problematic due to current height restrictions of the scan table. The aim of this investigation was to quantify absolute and relative contributions of fat, bone and lean mass, of the feet and head regions, to whole-body composition DXA scan totals. Removing the feet from whole-body composition analyses reduces lean, fat and bone mass compartment totals by 3%-5%. Removing the head region reduces body composition compartments by 6%-19%, from whole-body DXA scan totals.
Perez GM, VanSumeren M, Brown M, Hew-Butler T. Pandemic-Induced Reductions on Swim Training Volume and Performance in Collegiate Swimmers. International Journal of Environmental Research and Public Health. 2022; 19(1):164.
The reduced, pandemic-induced swim training volumes positively impacted sprinting performance, while negatively impacting long-distance swim performance in a cohort of midwestern NCAA D2 swimmers. Swim performance declines during the pandemic were mostly evident in female swimmers competing at regional championship events. The average swim performance was largely unaffected at the national level (in a pandemic versus non-pandemic year). While a substantial (23%) number of swimmers dropped out during the pandemic season, our overall COVID-19 transmission rates were low, with all (2%) COVID-19 positive swimmers recovering without ill effects.
Understanding weight bias among personal trainers and practical strategies
Whitehead, R., Moore, E. W. G., & Whitehead, T. (2021). Understanding weight bias among personal trainers and practical strategies. Personal Training Quarterly, 8(4): 4-8.
According to current health surveys, over one-third of the American adult population is considered overweight or obese. In the adult population, obesity is associated with an increased likelihood of experiencing depression, communal segregation, and suicidal tendencies. Among youth, overweight mocking is linked to increasing depression indications and suicidal attempts. Research revealed that compared to other majors (e.g., psychology) kinesiology and exercise science undergraduates reported higher weight bias, both implicitly and explicitly. This is concerning among future health and fitness professionals who will most likely have clients with obesity, and researchers have found individuals with obesity report negative responses including decreased motivation to exercise after experiencing explicit weight bias. Therefore, it is important for personal trainers to understand and recognize weight bias toward individuals with obesity among themselves and colleagues. Such awareness can help reduce professionals’ weight bias behaviors. This article will explore weight bias and provide strategies to reduce weight bias behaviors.
Video-based discussions about literacy pedagogy: Face-to-face vs. online formats
Arya, P., Christ, T., & Chiu, M. M. (2021). Video-based discussions about literacy pedagogy: Face-to-face vs. online formats. Reading Horizons, 61(3), 1-21.
This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in video-based discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F format. Across both formats, PTs reported learning the greatest number of ideas about literacy methods/ materials but learned significantly more methods/materials ideas in the online asynchronous format. PTs also reported applying more literacy methods/ materials than all other kinds of ideas learned. Thus, for a semester-long course, either F2F or asynchronous online formats could be used with similar learning and application outcomes for PTs.
Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing
Iruka, I. U., Lewis, M. L., Lozada, F. T., Bocknek, E. L., & Brophy‐Herb, H. E. (2021). Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing. Infant Mental Health Journal.
Infant mental health
Equity and inclusion
The Infant Mental Health Journal is committed to ending systemic racism and promoting diversity, equity, and inclusion in academic publishing. IMHJ unequivocally denounces all forms of racism and white supremacy, including systemic racism in academic publishing. We commit to investigating and working to terminate the ways in which systemic racism has become normalized in academic publishing, including examining our practices and processes at IMHJ. We invite you to join us in intentional, anti-racist work through your scholarship. As part of this effort, IMHJ has updated the author guidelines to include new information regarding how authors can express the ways in which they are engaging with intention in diverse, anti-racist research. These guidelines are available under the author guidelines section on the IMHJ website (https://onlinelibrary.wiley.com/journal/10970355). As a second immediate response relative to promoting diverse, equitable, and inclusive research,IMHJ is releasing the following Call to Action, focusing on centering Blackness in infant and early childhood mental health research. This call is designed as a first step in our efforts, and IMHJ looks forward to coming initiatives aimed at disrupt-ing systemic racism in infant and early childhood mental health research for the many scholars studying and working with diverse populations marginalized by racism and systemic inequities.
Understanding Key Implementation Determinants for a School-Based Universal Prevention Intervention: A qualitative study
Eisman A.B., Kiperman S., Rupp L., Kilbourne A.M., Palinkas L.A. (accepted) Understanding Key Implementation Determinants for a School-Based Universal Prevention Intervention: A qualitative study. Translational Behavioral Medicine.
School health promotion
Factor structure of the barriers to physical activity scale for youth with Visual Impairments
Martin, J., Snapp, E., Moore, W., Armstrong, E. & Lieberman, L. (2021). Factor structure of the barriers to physical activity scale for youth with Visual Impairments. Adapted Physical Activity Quarterly.
A Longitudinal Study on the Psychological and Physiological Predictors of Burnout in NCAA Collegiate Swimmers
Martin, J., Byrd, B., Hew-Butler, T., & E., Moore. (2021). A Longitudinal Study on the Psychological and Physiological Predictors of Burnout in NCAA Collegiate Swimmers. Journal of Applied Sport Psychology.
Work physical activity culture and need support impacts on physical activity outcomes
Thomas, E., Martin, J., McCaughtry, N., Kulik, N., & Fahlman, M. (2021). Work physical activity culture and need support impacts on physical activity outcomes. Health Education Journal.
Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2
Zhu, M., & Zhang, Y. (2021). Medical and public health instructors’ perceptions of online teaching: A qualitative study using technology acceptance model 2. Education and Information Technologies.
Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap
Zhu, M. (2021). Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap: edited By Sheila Jagannathan. American Journal of Distance Education.
The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners
Zhu, M., & Doo, M.-Y. (2021). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Educational Computing Research.
Enhancing MOOC learners’ skills for self-directed learning. Distance Education
Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education. 42(3), 441-460 Doi: 10.1080/01587919.2021.1956302.
A quadratic to a quadratic? This is new! Mathematics Teacher: Learning and Teaching Pre-K–12
Meagher, M., Edwards, M. T., & Özgün-Koca, S. A. (2021). A quadratic to a quadratic? This is new! Mathematics Teacher: Learning and Teaching Pre-K–12, 114, 860-868.
The mantle of agency: Principals’ use of teacher evaluation policy
Lewis, J. M., Reid, D., Bell, C., Jones, N. D., & Qi, Y. (2020). The mantle of agency: Principals’ use of teacher evaluation policy. Leadership and Policy in Schools. DOI: 10.1080/15700763.2020.1770802.
Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall scores varied little across instruments. Our analyses indicate that differences in scores can be attributed to what we call instrumental occlusion, instrumental emphasis, and element density. This article concludes with implications for the selection and use of observation instruments in school settings.
Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering
Elliott, R. L., Loh, C. G., Psenka, C. E., Lewis, J. M., Kim, K.-Y., Haapala, K. R., Neal, D., & Okudan Kramer, G. E. (2021). Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering. Journal of Integrated Design and Process Science, in press.
The transdisciplinary framework for participatory science, technology, engineering, and mathematics (STEM) education presented in this paper is the culmination of group visioning sessions, complemented by reviews of extant works in youth STEM learning and engagement, in search for more authentic, inclusive, and empowering learning opportunities. We placed data literacy, geospatial reasoning, and community science as cornerstones in this framework because they connect to the four disciplines in STEM. As STEM practitioners in collaboration with community organizations, families, and youth, we develop and use tools and methods to design and build better spaces for youths’ communities. In our framework, youth with their families are authors and actors in community problem-solving using data literacy and geospatial reasoning through participatory community science to question, analyze, and design solutions empowered by their lived experiences. We describe our framework and the underlying commitments, design principles, and expected outcomes.
Crowley, C. B., Hadeer, R., & Yu, M. (2021) Rethinking Teacher Education for Ethnic Diversity in China. Educational Studies. DOI: 10.1080/00131946.2021.1994974.
*Equal authorship. Authors are listed alphabetically.
In this article, we discuss the current state of research on Chinese teacher education as it directly pertains to issues of ethnic diversity. Drawing on an extensive review of the research literature published over the past 20 years, we highlight some of the limitations present within the contemporary research literature on teacher education in China. By paying close attention to studies discussing both structural considerations and instructional/practice-based considerations, we raise key questions about the need for future research to explore how to better prepare teachers to serve ethnic minority students. Through a careful examination of current dominant epistemologies in Chinese teacher education research, this study argues that diversity in China remains significantly and woefully underdeveloped in the understandings and analyses of teacher education and much of the existing research in teacher education presents diversity as regional differences in social and economic development in China. There is a need for how ethnic diversity is conceptualized and supported within Chinese teacher education.
Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department
Patrick M. Carter, Rebecca M. Cunningham, Andria B. Eisman, Ken Resnicow, Jessica S. Roche, Jennifer Tang Cole, Jason Goldstick, Amy M. Kilbourne, Maureen A. Walton (in press) Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department, The Journal of Emergency Medicine.
Review of Schooling of Learners with Disabilities and the Manifestation of the Hidden Curriculum of Time
Ressa, T. (2021). Review of Schooling of Learners with Disabilities and the Manifestation of the Hidden Curriculum of Time. Journal of Educational Research and Practice, 11, 95–111
Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.
Edwards, T. G., Özgün-Koca, S. A., & Chelst, K. (2021). Visualizing complex roots of quadratic equation. Mathematics Teacher: Learning and Teaching Pre-K–12, 114(3), 238-243.
A quadratic equation was the basis for activities involving both concrete and technological representations.
GPS: Investigating variability
Shafer, K. & Özgün-Koca, S. A. (2021). GPS: Investigating variability. Mathematics Teacher: Learning and Teaching PreK-12, 114(1), 78-82.
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Development of a School Health Policy Implementation Survey: A Delphi Study
Cygan, H., Dombrowski, R.D., Moore, E.W., Tully, J., Kin, K., & Hansen, E. (2021). Development of a School Health Policy Implementation Survey: A Delphi Study. Journal of School Nursing.
Data on school health policy implementation is limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n = 378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n = 64) of questions. The remaining 15.8% (n = 12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21st Century School Nursing Practice.
Food insecurity in Detroit: Exploring the relationship between patient-reported food insecurity and proximity to healthful grocery stores
Santarossa, S., Hill, AB., Sitarik, AR., Mackenzie, T., Hawkins, S., Scher, K., Sohaski, A., Baseer, M., Dombrowski, RD., and Joseph, CLM., (2021). Food insecurity in Detroit: Exploring the relationship between patient-reported food insecurity and proximity to healthful grocery stores. Public Health Nutrition.
Nutrition Supports Deconstructed and Disrupted: An Evaluation of a Multilevel School-Based Intervention During the Time of COVID
Dombrowski, R.D., Bode, B., Knoff, K.A.G., Mallare, J., Moore, E.W.G., and Kulik, N. (2021). Nutrition Supports Deconstructed and Disrupted: An Evaluation of a Multilevel School-Based Intervention During the Time of COVID. Int. J. Environ. Res. Public Health. 18, 11006.
The Best Food Forward (BFF) project aims to provide multiple nutrition supports and interventions to improve family food security (FS) and health outcomes associated with FS within two metropolitan school districts. A quasi-experimental time-series design guided a multilevel evaluation for BFF through surveys, biometric screenings, focus groups, and observations among a random sample of caregiver–child dyads. FS, utilization of school meal programs, and nutrition behaviors were observed and analyzed at three time points: pre-intervention, post-intervention pre-COVID-19, and post-intervention post-COVID-19. Participants included 122 parents and 162 youth. No significant differences in FS were found. RM-ANOVA indicated an increase in breakfast consumption at home and a decrease in use of the school breakfast program (F(1.78, 74) = 19.64, p < 0.001, partial η2 = 0.21) and school lunch program (F(1.51, 74) = 23.30, p < 0.001, partial η2 = 0.24). Rates of FS and eating behaviors did not change significantly over time. Correlations of program usage and eating behaviors demonstrate the importance of promoting participation in school meal programs.
Call to action: Centering Blackness and disrupting systemic racism in academic publishing
Iheoma, I. U., Lewis, M. L., Lozada, F. T., Bocknek, E., & Brophy-Herb, H. (2021). Call to action: Centering Blackness and disrupting systemic racism in academic publishing. Infant Mental Health Journal, 42(6).
Ressa, T. (2021). Chrono-curriculum and the miseducation of American disabled students. International Journal of Educational Research, 110, 1-11.
Although significantly influencing postsecondary school outcomes, high school education remains challenging to obtain for many disabled students. Then it is vital to know how chrono-curricula operates about disability. This qualitative study on the impact of school time on high school education examines the experiences of eight purposefully sampled US undergraduate disabled students. Their accounts reveal that conflicts between the school calendar and their disability caused a hidden curriculum of time that interfered with their quest to achieve postsecondary education outcomes. Therefore, addressing the hidden curriculum of time within the school time frame is essential in realizing the genuine inclusion of disabled students.
Counsellors’ competency to counsel refugees: A constructivist grounded theory study
Atiyeh, S., & Gray, G. (2021). Counsellors’ competency to counsel refugees: A constructivist grounded theory study. Counselling and Psychotherapy Research, 00, 1–11.
The purpose of this constructivist grounded theory study was to explore how counsellors perceive their preparedness to counsel refugee clients and how they conceptualise multicultural competence when doing so. Although the findings point to the complexity and challenges involved when counselling refugees, all participants emphasised the ethical imperative to do so. Therefore, counsellors are able and obligated to contribute to the health and wellness of refugees through providing integrated and holistic approaches.
Women’s Lives Matter—The Critical Need for Women to Prioritize Optimal Physical Activity to Reduce COVID-19 Illness Risk and Severity
Garcia-Pelagio KP, Hew-Butler T, Fahlman MM, Roche JA. Women’s Lives Matter—The Critical Need for Women to Prioritize Optimal Physical Activity to Reduce COVID-19 Illness Risk and Severity. International Journal of Environmental Research and Public Health. 2021; 18(19):10271.
Physical activity (PA) is beneficial for the health and wellness of individuals and societies. During an infectious disease pandemic, such as the one caused by COVID-19, social distancing, quarantines, and lockdowns are used to reduce community spread of the disease. Unfortunately, such nonpharmacological interventions or physical risk mitigation measures also make it challenging to engage in PA. Reduced PA could then trigger physiological changes that affect both mental and physical health. In this regard, women are more likely to experience physical and psychological distress. PA is a safe and effective nonpharmacological modality that can help prevent and manage several mental and physical health problems when performed correctly. PA might even confer benefits that are directly related to decreasing COVID-19 morbidity and mortality in women. In this review, we summarize why optimal PA must be a priority for women during the COVID-19 pandemic. We then discuss chronic COVID-19 illness and its impact on women, which further underscores the need for worldwide preventive health strategies that include PA. Finally, we discuss the importance of vaccination against COVID-19 for women.
Variables Contributing to the Age of Diagnosis of Autism Spectrum Disorder (ASD): Implications for Addressing Diagnostic Disparities
Ketcheson LR, Moore EWG, Wentz CF, Zhou K, Zhang X, et al. (2021) Variables Contributing to the Age of Diagnosis of Autism Spectrum Disorder (ASD): Implications for Addressing Diagnostic Disparities. Int J Autism & Relat Disabil: IJARD-149. DOI: 10.29011/2642-3227.000049.
Autism spectrum disorder (ASD)
Despite considerable research demonstrating the benefits of an earlier ASD diagnosis, the average age of obtaining a diagnosis remains later than is necessary to achieve optimal outcomes.
Therefore, the main objective of this study was to identify and examine the risk variables of ASD, and the secondary objective was to explore variables contributing to an early or late diagnosis with ASD. The data set, comprising a sample of 90,549 individuals diagnosed with ASD aged 1-85. To address the first objective, a survival analysis using the Cox proportional hazards model (Cox, 1972) was conducted to determine which variables were associated with increased and decreased odds of ASD diagnosis (i.e, the time-to-event). Related to the first objective, it can be concluded that the medical variable ‘developmental language’ was the most important risk factor for ASD among all the variables. In contrast, the use of alcohol or other substances during pregnancy is the least concern. Regarding the second objective, an early ASD diagnosis is more likely when a developmental language disorder or genetic condition was reported.
Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers
Ketcheson, L. R., & Pitchford, E. A. (2021). Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers. Contemporary Clinical Trials, 107, 106496.
There is growing empirical support which suggests children on the autism spectrum, as well as their caregivers experience significant health disparities. The global COVID-19 pandemic has only magnified the need to address health among vulnerable populations. While there has been a growing trend in the delivery of telehealth interventions, the delivery of such methods for children on the autism spectrum, and their caregivers remains relatively under examined. The primary goal of PLANE (Physical Literacy And Nutrition Education) is to promote positive trajectories of health for children on the autism spectrum and their primary caregivers through the delivery of a telehealth physical activity and nutrition education program. The study is a pre-experimental analysis of PLANE across 12 months. All activities will be delivered virtually through weekly synchronous and asynchronous programming. A total of 180 participants will be enrolled in this intervention, including children on the autism spectrum and caregivers. Each week a new physical activity skill along with opportunities for recipe assembly will be delivered remotely. Supplemental material will be disseminated online including; s.
Roberts, K. L., & Brugar, K. A. (2021, advanced online publication). Using verbal protocol to explore fourth graders construction of meaning from social studies texts. Journal of Social Studies Research.
Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains
Brugar, K. A., & Roberts, K. L. (Eds.). (2021). Real classrooms, real teachers: The C3 inquiry in practice. Information Age Publishing.
As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to building the social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.
Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.
Histrionics of autism in the media and the dangers of false balance and false identity on neurotypical viewers
Ressa, T. (2021). Histrionics of autism in the media and the dangers of false balance and false identity on neurotypical viewers. Journal of Disability Studies in Education.
Contemporary US media increasingly portray autism “positively.” Based on critical realism and guided by the Disability Studies in Education (dse) framework, three television shows—Atypical, Touch, and The Good Doctor—with fictitious Autism Spectrum Disorder (asd) character(s) are qualitatively analyzed to understand the impact of the media’s portrayal of autism on the perceptions of neurotypical educators from the perspective of a disabled teacher educator. Autism in the three comedydrama series is portrayed as a savant syndrome of White heterosexual male experience affecting middle-class families. These portrayals of asd are less representative of the autism community and therefore lead to two prominent television strategies of misleading information—false balance and false identity. Since media are not neutral informers, entertainers, educators, and persuaders, it is vital for consumers especially educators to engage in dse informed critical literacy to ensure the consumption of meaningful information about autism.
Depression in Collegiate Runners and Soccer Players: Relationships with Serum 25-Hydroxyvitamin D, Ferritin and Fractures
Tomlinson, Devin C.; Eschker, Evan; Callan, Jade; and Hew-Butler, Tamara (2021) "Depression in Collegiate Runners and Soccer Players: Relationships with Serum 25-Hydroxyvitamin D, Ferritin and Fractures," International Journal of Exercise Science: Vol. 14 : Iss. 5, Pages 1099 - 1111.
The main purpose of this study was to evaluate relationships between depression versus serum 25-hydroxyvitamin D (vitamin D), serum ferritin (ferritin), and fractures across a competitive season. The authors conducted a prospective observational study (both pre- and post-season testing) on 51 collegiate soccer and cross-country athletes from a Midwest University. Our main outcome measure was depression, measured using the Center for Epidemiological Studies Depression Scale (CES-D). A CES-D score ≥ 16 represented the threshold value for clinical depression. Secondary outcome variables included vitamin D, ferritin, and fractures. Two athletes (3.9%; one female) pre-season while seven athletes (13.7%; five females) post-season demonstrated clinically relevant depression (CES-D score ≥ 16). Depression scores increased from pre- to post-season (6.0 to 8.9; p = 0.009; effect size = 0.53; n = 51). A medium effect noted for depressed athletes vs. non-depressed athletes (n = 7; post-season) to have lower pre-season serum vitamin D (38.4 vs. 50.2 ng/ml; p = 0.15; effect size = 0.68) with a small overall correlation effect (r = -0.08; p = 0.58). A medium correlation effect was noted between p.
Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department
Carter PM, Cunningham RM, Eisman AB, Resnicow K, Roche JS, Cole JT, Goldstick J, Kilbourne AM, Walton MA. Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department. Journal of Emergency Medicine.
School climate and student mobility
Pogodzinski, B., Cook, W., Lenhoff, S.W., & Singer, J. (2021). School climate and student mobility. Leadership and Policy in Schools. DOI: 10.1080/15700763.2021.1901121.
School choice has been accompanied by an increase in student mobility. Although changing schools can benefit students, mobility is often associated with negative student and school outcomes. This study sought to better understand the relationship between school climate and the likelihood of student mobility across K-8 schools in Detroit, a city marked by a high level of school choice options. We found conflicting evidence of a relationship between measures of school climate as measured by the 5Essentials survey and student mobility. We discuss these findings in the context of potential sector differences, which may overshadow parental preferences for organizational characteristics.
Organizational effectiveness in Catholic schools across the Archdiocese of Detroit
Pogodzinski, B., & Morris, A. (2021). Organizational effectiveness in Catholic schools across the Archdiocese of Detroit. Journal of Catholic Education, 24(1), 204-224.
To help inform continuous improvement efforts across Catholic Schools in the Archdiocese of Detroit (AOD), the Catholic Identity Program Effectiveness Surveys were administered to parents, students, and faculty/staff across schools in the AOD during Winter 2018. This work sought to identify variation in responses across respondents and schools. Additionally, we sought to identify an association between the survey responses and enrollment trends across schools. Our findings show some significant differences in responses across the domains of the survey as well as across respondent group. The initial analysis found no statistically significant association between measures of organizational climate and enrollment trends, though we acknowledge limitations in the data and call for continued research in this regard.
School Transit and Accessing Public School in Detroit
Pogodzinski, B., Lenhoff, S. W., Cook, W., & Singer, J. (2021). School Transit and Accessing Public School in Detroit. Education and Urban Society, DOI: 00131245211027369
Students in the Detroit Public Community Schools District (DPSCD) have the highest rate of chronic absence (missing 10% or more of school days) among large districts in the United States. Additionally, students in DPSCD are among the poorest students in the country, often lacking access to reliable personal transportation or public transit to facilitate getting to school. Although DPSCD offers school-sponsored transit, only 30% of K-8 students were eligible for such transit in 2018 to 2019. Through the use of multilevel modeling, we sought to identify the association between eligibility for school-sponsored transit and attendance. Our findings indicated that there was a negative association of small magnitude between eligibility for school sponsored transit and school attendance. This counterintuitive finding may highlight the fact that transit eligibility is not sufficient to mediate the negative relationship between student poverty and attendance, and transit eligibility does not guarantee regular use of school-sponsored transit.
Paradoxical Relationships between Serum 25(OH)D and Ferritin with Body Composition and Burnout: Variation by Sex and Sports Team
Hew-Butler, T.; Aprik, C.; Byrd, B.; Landis-Piwowar, K.; Smith-Hale, V.; VanSumeren, M.; Sabourin, J.; Byrd, G.; Martin, J. Paradoxical Relationships between Serum 25(OH)D and Ferritin with Body Composition and Burnout: Variation by Sex and Sports Team. Endocrines 2021, 2, 320–333. https://www.mdpi.com/2673-396X/2/3/30
Adequate serum vitamin D and iron levels are thought to influence physical training adaptations and mood positively. The primary purpose of this prospective, observational study was to investigate relationships between serum 25-OH vitamin D/25(OH)D and serum ferritin levels with body composition and athlete burnout symptoms. Seventy-three collegiate athletes (female: n = 49; male: n = 24) from indoor (swimming, basketball) and outdoor (soccer, cross-country) sports were tested pre-season and post-season for serum 25(OH)D and serum ferritin (nutrient biomarkers) via venipuncture; body composition (total lean mass, bone mineral density/BMD, and % body fat) via dual energy X-ray absorptiometry (DXA) scans; and athlete burnout symptoms (post-season) via the athlete burnout questionnaire (ABQ). When male and female cohorts were combined, significant correlations (Pearson’s r) were noted between pre-season serum 25(OH)D versus the change (D: post-season minus pre-season) in both BMD (r = 0.34; p = 0.0003) and % body fat (r = 0.28; p = 0.015). Serum ferritin D was significantly associated with lean mass D (r = 0.34; p = 0.003). For burnout symptoms, serum 25(OH)D D significantly exp.
Hancock, C. L. (2021). Moving toward more meaningful family participation during home visit decision-making. Young Exceptional Children. Advance online publication.
Decision-making between professionals and families is an integral part of early intervention, as reflected by family-centered philosophies and practices embodied in the Division for Early Childhood’s Recommended Practices. Understanding how these decisions unfold between families and early intervention practitioners (EIs) requires consideration of discourse, or language in social interaction. As such, EIs may benefit from a framework to examine how they and families communicate during decision- making. When EIs attend to discursive details of decisions, they can foster shared decisions with all families. To this end, I first briefly define decision-making and two forms of decision-making relevant to families and EIs. Next, I deconstruct decision-making by outlining its sequential components. Examples from practice are embedded to explore nuances of decision-making. I conclude by presenting recommendations to facilitate shared decisions with families.
Paternal biopsychosocial resilience in triadic interactions among families exposed to trauma and socioeconomic adversity
Bocknek, E. L., Lozada, F., Richardson, P., Brown, D., McGoron, L., & Rajagopalan, A. (2021). Paternal biopsychosocial resilience in triadic interactions among families exposed to trauma and socioeconomic adversity. Developmental Psychobiology, 00, 1-14
Respiratory sinus arrhythmia
The current study includes African American/Black biological fathers (N=88) and their two-year-old children. Fathers reported low incomes and high rates of depression and posttraumatic stress disorder (PTSD). Parenting behaviors were observed in high-stress and low-stress triadic contexts. Fathers’ social baseline respiratory sinus arrhythmia (RSA) was obtained as an index of parasympathetic arousal. RSA moderated the association between PTSD and fathers’ responsiveness (F=6.90, p=.00, R2=.30), with no association between PTSD and responsiveness demonstrated among fathers with the highest levels of RSA relative to the sample (effect =.04, p=.00; CI [.02, .06]). RSA did not moderate the association between paternal depression and parenting behaviors (p>.05). Furthermore, responsiveness was only significantly associated with low-stress paternal teaching behaviors for fathers with lower RSA (F=4.34, p=.01, R2=.21; effect =-.19, p=.00; CI [.06, .32]). Findings demonstrate significant relationships among RSA, PTSD, and parenting for African American/Black men in contexts of economic adversity.
Faculty’s use of social media in flipped classrooms: A mixed-method investigation
Alharthi, M. & Zhang, K. (2021). Faculty’s use of social media in flipped classrooms: A mixed-method investigation. International Journal of Technology in Education and Science (IJTES), 5(3), 394-410.
This paper reports a sequential mixed-method study on Saudi Arabian (SA) faculty’s use of social media (SM) in flipped classrooms (FC). The study also examined SA faculty’s related attitudes and identified factors that had limited faculty use of SM in Saudi higher education. In particular, the study explored how SA faculty used SM to address students’ needs and preferences as per the Read, Reflect, Display and Do (R2D2) framework. 391 eligible SA faculty members (199 male and 192 female) participated in the online survey, among which 8 (4 male and 4 female) were also selected for individual, semi-structured interviews afterwards. A wide range of factors were identified to understand what may have prevented or limited faculty’s SM uses in teaching. Research and practical implications were discussed, as well as suggestions to promote the use of SM for teaching in SA and countries with similar cultures.
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 100025.
This article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIED) published in 1993–2020, in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and their educational applications, and generates practical examples and inspirations for both technological experts that create AIEd technologies and educators who spearhead AI innovations in education. It also provides rich discussions on practical implications and future research directions from multiple perspectives. The advancement of AIEd calls for critical initiatives to address AI ethics and privacy concerns, and requires interdisciplinary and transdisciplinary collaborations in large-scaled, longitudinal research and development efforts.
Implementation Science Issues in Understanding, Collecting and Using Cost Estimates: A multi-stakeholder perspective
Eisman A.B., Quanbeck A., Bounthavong M., Panattoni L., Glasgow R.E. Implementation Science Issues in Understanding, Collecting and Using Cost Estimates: A multi-stakeholder perspective. Implementation Science.
Understanding the resources needed to achieve desired implementation and effectiveness outcomes is essential to implementing and sustaining evidence-based practices (EBPs). Despite this frequent observation, cost and economic measurement and reporting are rare, but becoming more frequent in implementation science; and when present is seldom reported from the perspective of multiple stakeholders (e.g., the organization, supervisory team), including those who will ultimately implement and sustain EBPs.
Incorporating a multi-level framework is useful for understanding and integrating the perspectives and priorities of the diverse set of stakeholders involved in implementation. Stakeholders across levels, from patients to delivery staff to health systems, experience different economic impacts (costs, benefit, and value) related to EBP implementation and have different perspectives on these issues. Economic theory can aid in understanding multi-level perspectives and approaches to addressing potential conflict across perspectives.
This paper provides examples of key cost components especially important to different types of stakeholders.
Responding to the Global Pandemic: A Pulse of the Well-Being of Clubhouse Communities Moving Virtual
Michon, A., Hinchey, L., Pernice, F., Drews, J., Price, M., Christian, J., Rice, K., & Kellogg, L. (2021). Responding to the Global Pandemic: A Pulse of the Well-Being of Clubhouse Communities Moving Virtual. Journal of psychosocial rehabilitation and mental health, 1–13. Advance online publication.
Clubhouse communities rapidly responded to the COVID-19 pandemic to keep members connected as psychosocial rehabilitation programs were globally disrupted. This investigation aims to elucidate how Clubhouse directors responded to the pandemic and their members' needs, while also directly assessing the needs and well-being of members. This study utilized secondary data from Director and Member surveys designed to capture Clubhouse status, member engagement, and measures of well-being. Descriptive statistics and correlation coefficients were computed across data from directors (n = 140) and members (n = 1136). Directors across 19 countries indicated that the majority of Clubhouses closed and were engaging with members using a variety of technologies, primarily Zoom videoconferencing. For members, greater levels of virtual Clubhouse engagement were positively correlated with physical and mental well-being and negatively correlated with hospitalization rates. This study provides support for an association between virtual Clubhouse engagement and well-being. Repeated measures studies are needed to further investigate this association.
Pernice, F.M., Price, M.H. & Rice, K. W. (2021). Why We Come: Clubhouse Members Seek Connection, Purpose and Meaning. Community Mental Health Journal 57, 446–456.
Fountain House and Community Psychiatry
Pernice, F., D’Angelo, Dudek, K.,Michon, A., Aquilla, R. (In Press). Fountain House and Community Psychiatry. In W. Sowers, H. McQuistion, J. Ranz, J. Maus Feldman P. Runnels; (Eds.) Textbook of Community Psychiatry,Springer Publication (Spring 2021).
Crowley, C. B. (in press). Curriculum ideologies. In M. F. He & W. H. Schubert (eds.), The Oxford Encyclopedia of Curriculum Studies. Oxford, UK: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.1033
The study of the curriculum and educational knowledge is a study of ideology. The curriculum is never neutral. It always reflects or embodies ideological positions. Ideologies present within the curriculum are negotiated and formulated through multilayered processes of strategic compromise, assent, and resistance. And as such, the curriculum ideologies become operationalized in both overt and hidden means—constructing subjects and objects of knowledge in active as well as passive ways. Teaching is always a political act, and discussions and debates over curriculum ideologies have a long history within the field of curriculum studies. In terms of its function related to the organization and valuing of knowledge, it remains important to recognize not only the contested nature of the curriculum but also how such contestations have ideological dimensions in the framing of the curriculum.
Perceptions of classroom quality and well-being among Black women teachers of young children
Edwards, E.B., Patton-Terry, N., Bingham, G., Singer, J. (2021). Perceptions of classroom quality and well-being among Black women teachers of young children. Education Policy Analysis Archives, 29(56), 2-27.
Early childhood education
Black feminist research
Black women teachers
Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While the intention in these reforms is to ensure the educational well-being of children, they rarely take into account the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women early child care teachers live in poverty at rates disproportionate to their white counter-parts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and pre-school age children. Findings suggest that the call for quality complicates Black teachers’ work, adds un-due financial and emotional stress that takes a toll on their well-being and interrupts personal dynamics with their loved ones. It calls for anti-racist and anti-sexist pay equality as a way to interrupt both the stressors exacted by the field and the socio-historical processes devaluing Black women’s work with children.
Robert, S. A., Yu, M., & Lewis, D. (2021). Intersectionality for Contextualizing Teachers’ Work in Transnational Education Policy Research. Educational Studies. DOI: 10.1080/00131946.2021.1904930
The article argues for intersectionality as analytical concept for transnational education policy analyses of teachers’ work. We first lay out the conceptual and methodological groundwork, and then revisit two case studies of teachers’ work to deepen understanding of the conceptual framework for intersectional transnational education policy analysis. The multi-scaled (individual-relational-systemic) nature of policy processes melds with intertwined oppressive systems to shape who teaches whom what where and why. We draw attention to teaching as work, labor, an occupation, whose contours are being dramatically altered by never-ending crises and neoliberal education projects. We find that the demands of the framework are quite demanding, but promising to theorize change to teachers’ work and their role in policy processes.
Examining situational interest in physical education: A new inventory. Journal of Teaching in Physical Education
Shen, B., Wang, H., & Bo, J. (in press). Examining situational interest in physical education: A new inventory. Journal of Teaching in Physical Education.
Maintenance of a physical activity program in children with autism spectrum disorders
Dong, L., Shen, B., Pang, Y., Zhang, M., & Bo, J. (2021). Maintenance of a physical activity program in children with autism spectrum disorders. Perceptual and Motor Skills. DOI: 10.1177/00315125211010053
Profiles of health-related quality of life and their relationships with happiness, physical activity, and fitness
Shen, B., Wang, H., & Bo, J. (2020). Profiles of health-related quality of life and their relationships with happiness, physical activity, and fitness. Research Quarterly for Exercise and Sport. DOI: 10.1080/02701367.2020.1822985.
Advancing an ecological approach to chronic absenteeism: Evidence from Detroit
Singer, J., Pogodzinski, B., Lenhoff, S. W., & Cook, W. (2021). Advancing an ecological approach to chronic absenteeism: Evidence from Detroit. Teachers College Record, 123(4).
Chronic absenteeism has received increased attention from educational leaders and policy makers, in part because of the association between attendance and important student outcomes. Student attendance is influenced by a range of student-, school-, and community-level characteristics, suggesting that a comprehensive and multilayered approach to addressing chronic absenteeism is warranted, particularly in high-poverty urban districts. Given the complexity of factors associated with chronic absenteeism, we draw from ecological systems theory to study absenteeism in Detroit, which has the highest rate of chronic absence of major cities in the country. Student-, neighborhood-, and school-level factors were significant predictors of chronic absenteeism in Detroit. Students were more likely to be chronically absent if they were economically disadvantaged, received special education services, moved schools or residences during the year, lived in neighborhoods with more crime and residential blight, and went to schools with more economically disadvantaged students and less stable student populations. Macro-level factors were also significantly correlated with citywide rates of absenteeism.
Yu, M. (2021). Education as Community Mobilization: Minjian Society and the Education of Migrant Children in China. Educational Studies. DOI: 10.1080/00131946.2021.1892688.
Grassroots migrant organizations, especially schools serving migrant children, function as centers of collective action which address the needs of the community and counter the deficit notions of migrant students and their families, by illuminating the powerful ways that migrant teachers and students utilize various forms of community cultural wealth. Situating in the context of migrant communities’ social and political struggles in urban cities, this article aims to demonstrate the mobilization in China’s migrant communities as teachers and activists work to provide educational opportunities for migrant children and to explore the ways in which their actions changed community members’ perceptions of who they are, what they can do, and how they can do it.
#HealthyKidsQuarantined: Supporting schools and families with virtual physical activity, physical education, and nutrition education during the coronavirus pandemic
Whalen, L., Barcelona, J., Centeio, E., McCaughtry, N. (in press). #HealthyKidsQuarantined: Supporting schools and families with virtual physical activity, physical education, and nutrition education during the coronavirus pandemic. Journal of Teaching in Physical Education, 40(2).
When COVID-19 shuttered Michigan schools, 52 elementary and middle schools state-wide were implementing comprehensive health programs, including the integration of physical activity (PA), physical education (PE), and nutrition education (NE). To support the transition to a virtual learning environment, #HealthyKidsQuarantined was launched providing virtual PA, PE, and NE curriculum, programs, and resources. Content was distributed via email weekly to teachers and families alongside a daily social media campaign that disseminated resources to a national audience. Results identified significant content usage by schools (21,300 views/downloads) and engagement through social media (9,800 views/downloads). Teachers, students, and families expressed value in the healthy living content provided, stating it was needed support in a time of chaos. Results suggest that providing virtual health content is a feasible way to sustain school and family investment in comprehensive youth health virtually, especially during the time of a pandemic. Further, by utilizing multiple dissemination strategies, virtual programming may be an ideal mechanism to expand reach.
The N-Pact factor, replication, power, and quantitative research in APAQ
Martin, J. & Martin, D. (in press). The N-Pact factor, replication, power, and quantitative research in APAQ. Kinesiology Review
Factor structure of the barriers to physical activity scale for youth with Visual Impairments
Martin, J., Snapp, E., Moore, W., Armstrong, E. & Lieberman, L. (in press). Factor structure of the barriers to physical activity scale for youth with Visual Impairments. Adapted Physical Activity Quarterly.
Yu, M. (2021). Curriculum of migrant communities in mainland china. In Oxford Research Encyclopedia of Education. Oxford University Press.
Migrant children schools
The establishment of the community schools for migrant children and the development of curriculum for migrant children in China’s migrant communities speak to the critical questions concerning whose knowledge counts and what is worthwhile for children from underserved communities. The spaces provided by the migrant children schools encouraged the formation of a sense of solidarity among migrant students, their families, and teachers, as well as active members outside the communities. The sense of solidarity was reflected by the blurred boundary between schools and familial spaces. Located inside migrant communities, migrant children schools contributed to the formation of a sense of collectivity among the students, their teachers, their families, and other members of the migrant communities. Many of the schools, regardless of size, number of teachers, with permits or without official recognition, organized various activities and opportunities to bring personal, family, and community experiences into school curriculum and extracurricular activities, or to encourage everyone to join community events.
Photovoice research with disabled girls of color: Exposing how schools (re)produce inequities through school geographies and learning tools
Miller, A. L., & Kurth, J. A. (2021). Photovoice research with disabled girls of color: Exposing how schools (re)produce inequities through school geographies and learning tools. Disability & Society, Advance online publication.
Disabled girls of color
Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included in conversations focused on transforming school systems and practices, even though they have solutions for educational equity and justice. Grounded in intersectionality and critical spatial theory, this study expands current understandings of how school systems and practices impact disabled youth of color broadly by considering the distinct intersectional educational trajectories of disabled girls of color in middle and high school in the United States. Through their counter-narratives, photographs, and maps, focal participants revealed how materializations (e.g. school geographies, learning tools) and adult actions impacted their academic and social opportunities at school. This study adds to the current literature with a purposeful focus on the experiences and solutions of disabled girls of color. Implications for research and practice are discussed.
Validation of the Utilization of Climate and Motivational Measures from the Physical Activity Setting to the College Laboratory Setting
Wineinger, T. O. , Fry, M. D., & Moore, E. W. G. (accepted Jan 2021). Validation of the Utilization of Climate and Motivational Measures from the Physical Activity Setting to the College Laboratory Setting. Journal of Biological Education.
The purpose of this study, grounded in the Achievement Goal Perspective Theory (AGPT) and a Caring framework, was to effectively adapt previously validated measures of caring, task-involving (CTI), and ego-involving (EI) climates for college exercise classes to the college biology laboratory setting. The items’ measurement quality was assessed over two studies. Students (NStudy1 = 249, female 73%; NStudy2 = 199, female 78%) enrolled in biology laboratory courses were invited to complete a survey during the last two weeks of their laboratory course. Confirmatory factor analysis (CFA) revealed overall good fit; however, two EI items had low loadings, so their wording was revised for Study 2. CFA results of Study 2 provided reliability and validity support for the use of these relatively brief and easy to administer measures in the college laboratory setting. This research provides additional support for creating CTI climates in the college laboratory setting.
Schumaker Chadde, J., Emmert, A., Teisan, J.,Yarema,S., Ram, J.L.,Tate, M. (2021). To Be It, You MUST See It: Providing Diverse STEM Role Models for All Students. "LINKS" 73,(2). p. 6-8. https://issuu.com/msta-mich/docs/2021_msta_links_-_winter
Exposure to role models is a proven mechanism for fostering career aspirations in young people. However, finding STEM role models of color can be a challenge; with minority representation in STEM fields significantly lower than white or Asian Americans (NSF, 2017). To address these challenges, educators from Detroit’s Belle Isle Aquarium/Belle Isle Conservancy, Michigan Technological University, and Wayne State University, created a multi-faceted project to pique interest in science and STEM careers amongst 5th grade students in the Detroit Public School Community District (DPSCD),funded by a four-year National Science Foundation grant.
Patterns of technological, pedagogical, and content knowledge in preservice-teachers’ literacy lesson planning
Arya, P., Christ, T., & Wu, Wen. (2020). Patterns of technological, pedagogical, and content knowledge in preservice-teachers’ literacy lesson planning. Journal of Education and Learning, 9(5), 1-14.
Literacy preservice teachers
This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts/tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely. This study extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK.
Patterns of Preservice Teachers’ Digital Text and Tool Integration in Literacy Instruction
Christ, T., Baxa, J., & Arya, P. (2020). Patterns of Preservice Teachers’ Digital Text and Tool Integration in Literacy Instruction. Journal of Literacy and Technology, 21(1), 159-203.
The DigiLit Framework was used to score the characteristics of 39 preservice teachers’ (PTs) selections and integrations of digital texts or tools across 88 of their video-recorded literacy lessons with children. Children’s outcomes for each lesson were scored for (a) transcendent literacy skill or strategy use (e.g., inference) and (b) digital feature use related to the lesson objective (e.g., hotspot activation). Relations amongst characteristics of PTs’ selection/integration and children’s outcomes were analyzed using multivariate, multilevel logit regression models. Both children’s transcendent literacy and digital feature use outcomes were significantly improved (a) for word study and emergent literacy objectives, (b) when PTs selected highly interactive texts/tools, and (c) when PTs’ guided children’s practices. Interaction effects were found for particular objectives and PT practices, suggesting potential guidelines for effective practices. Further, while PTs’ integration effectiveness rates were fairly high overall (62-76%), just 31% of PTs effectively capitalized on digital features.
Integrative and illustrative: Multimodal acquisition, comprehension, and composition
Roberts, K. L., Meyer, C. K., Brugar, K. A., & Jimenez, L. J. (2020). Integrative and illustrative: Multimodal acquisition, comprehension, and composition. The Middle School Journal, 51, 9-17.
English language arts
In this study, we examine evidence of transfer from reading instruction to students’ learning of language arts and historical content as demonstrated by their independent writing and growth in background knowledge. We taught a unit in a sixth-grade language arts classroom in which students learned about design elements of graphic novels (e.g., line, color) and typical features (e.g., gutter, panel) to bolster reading comprehension, using a historically accurate graphic novel about the American Revolution as an anchor text. We asked, (a) When students are taught about elements of graphic novels during content-area reading instruction, in what ways are they able to demonstrate understanding of those elements in independent compositions? (b) Does this type of instruction also build historical content knowledge? Results indicate that students were able to simultaneously learn about the graphic novel form and the content of the focal text.
Counteracting dysconscious racism and ableism through fieldwork: Applying DisCrit Classroom Ecology in early childhood personnel preparation
Hancock, C. L., Morgan, C. W., & Holly Jr., J. (2021). Counteracting dysconscious racism and ableism through fieldwork: Applying DisCrit Classroom Ecology in early childhood personnel preparation. Topics in Early Childhood Special Education. Advance online publication.
Disability critical race theory
Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.
Hill, W. and Nolan, C. (2020). Leadership Development: A Fresh Look at the Need for a Focused Approach at the Campus Level. Journal of Higher Education Management, 35 (2), pp. 12-18.
Promoting Positive Health Outcomes in an Urban Community-Based Physical Activity Intervention for Preschool Aged Children on the Autism Spectrum. Journal of Autism and Developmental Disorders
Ketcheson, L., Staples, K., Pitchford, E. A., & Loetzner, F. (2021). Promoting Positive Health Outcomes in an Urban Community-Based Physical Activity Intervention for Preschool Aged Children on the Autism Spectrum. Journal of Autism and Developmental Disorders (JADD), 1-15.
Background. While there is wide consensus regarding the importance of early intervention, health is rarely considered within priorities.
Methods: Twenty-five children on the autism spectrum (Mage = 4.67, SD = 0.82) participated in a 12-week physical activity intervention.
Objective: Primary objective was to examine impact of a physical activity intervention on physical activity, fitness and motor competence. Secondary objective was to examine associations between motor behavior and ASD symptoms.
Results. Ball skills (p < .001) and isometric push-up performance (p = .02) improved. Autism symptoms were associated with motor skills (r > -.49, p < .05).
Discussion. Study outcomes provide new knowledge regarding design, delivery, and measures for early interventions targeting health disparities in young children on the autism spectrum.
Promoting Adapted Physical Activity Regardless of Language Ability in Young Children with ASD. Research Quarterly for Exercise And Sport
Ketcheson, L.R., Felzer-Kim, I., Hauck, J.L. (2020). Promoting Adapted Physical Activity Regardless of Language Ability in Young Children with ASD. Research Quarterly for Exercise And Sport. 1 – 11.
Purpose: There is a relationship between motor and language skills in children with Autism Spectrum Disorder (ASD), but little work addresses the ramifications of this relationship for professionals who teach motor skills to this population. Within a motor skills intervention, this study probed the importance of language skills for motor intervention. We examined the relationship between motor and language skills at baseline, and then the relationship between baseline language skills and motor improvements resulting from the intervention.
Method: Twenty children aged 4-6 years with ASD participated. Eleven children received 20-hrs per week of motor intervention for eight weeks. Nine children did not receive motor intervention. Language skills (Mullen Scales of Early Learning) and motor skills (Test of Gross Motor Development–2) were assessed at baseline and post-intervention. Spearman correlations tested the associations between baseline language and baseline motor skills. This analysis was repeated in the intervention sample to test the association between baseline language level and response to intervention (motor skill changes from baseline to post-intervention).
Results: Prior to intervention, locomotor skills are positively correlated (p < .001) with both receptive (ρ = 0.827) and expressive (ρ = 0.722) language skills. Similarly, object-control skills are positively correlated (p < .001) with receptive (ρ = 0.779) and expressive (ρ = 0.729) language skills. However, those baseline language skills do not relate to motor change in the experimental group.
Conclusion: Results of this study suggest that motor skill programs can improve motor skills in children with ASD, regardless of pre-program language ability.
The relationship among early functional milestones and core deficits in Autism Spectrum Disorder
Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2020). The relationship among early functional milestones and core deficits in Autism Spectrum Disorder. Research in Autism Spectrum Disorder, 78, 101638.
Background: Autism Spectrum Disorder (ASD) is now the highest among the developmental disabilities in the United States, with recent statistics estimates of 1 in every 54 children. While growing attention on the early intervention services is warranted, what is not well understood is the relationship between the core deficits of ASD and the early functional skills in young children with ASD. Objectives: The primary objective of this study was to determine the relationship between early developmental functional skills and behavioral outcomes in the core deficits of ASD. The current study is a secondary data analysis of the Simons Foundation Powering Autism Research for Knowledge cohort from the Simons Foundation Research Initiative (SFARI). Multiple early functional milestones were significantly associated with current communication deficits, including the month of first independent walking (b = 0.11, p = .03), using words (b = -0.05, p = .02), and using combined phrases (b = 0.20, p < .001). This study represents one of the first attempts at examining relationships among the acquisition of early functional milestones and outcomes in children with ASD.
The relationship between Developmental Coordination Disorder and concurrent deficits in social communication and repetitive behaviors among children with Autism Spectrum Disorder
Ketcheson, L.R., Pitchford, E.A., & Wentz, C.F. (2021). The relationship between Developmental Coordination Disorder and concurrent deficits in social communication and repetitive behaviors among children with Autism Spectrum Disorder. Autism Research.
Developmental coordinator disorder
Children with Autism Spectrum Disorder (ASD), characterized by core deficits in social communication and restrictive behaviors, can exhibit concurrent motor incoordination and/or intellectual disability (ID). While pervasive delays in motor behavior are common, formal diagnosis of Development Coordination Disorder (DCD) is uncommon. It is not clear how DCD and ID impact core deficits in ASD. 10,234 children with ASD, between the ages of 5 and 15 years, were included in the analysis. Parents completed online versions of the DCD Questionnaire (DCD-Q), Social Communication Questionnaire (SCQ) and Restrictive Behavior Scale (RBS-R). 85% of children with ASD had DCD-Q scores consistent with being at-risk for DCD, but only 14% reported a formal diagnosis. Children with ID exhibited significantly greater motor incoordination compared to children without ID (p < .001). Significantly greater core deficits were identified in both children at-risk for DCD (p < .001) and with ID (p < .001). However, the effects of DCD risk were independent of ID and exhibited a medium effect size for SCQ (η2p = .063) and a small effect size for RBS-R (η2p = .04) scores.
The Longitudinal Association between Exposure to Violence and Patterns of Health Risk Behaviors among African American Youth
Hsieh, H-F., Mistry R., Lee, D. B, Scott, B., Eisman, A. B., Heinze, J. E. & Zimmerman, M.A. (accepted). The Longitudinal Association between Exposure to Violence and Patterns of Health Risk Behaviors among African American Youth. American Journal of Health Promotion.