Crawford-McKinney, K., & Özgün-Koca, S. A. (2022). When Sophie thinks she can’t. Special Issue on Global Perspectives in STEM. Worlds of Words Reviews, 14(2).
Engaging students with mathematics and children’s literature. Mathematics Teacher: Learning and Teaching Pre-K–12
Crawford-McKinney, K. & Özgün-Koca, S. A. (2022). Engaging students with mathematics and children’s literature. Mathematics Teacher: Learning and Teaching Pre-K–12.
Power of Yet: The Integration of the Culturally Responsive Literature with the Productive Struggle in Mathematics
Crawford-McKinney, K., Özgün-Koca, S. A., & Rebar, K. (2022). Power of Yet: The Integration of the Culturally Responsive Literature with the Productive Struggle in Mathematics. Michigan Reading Journal 54(2) 50-56.
Power of yet
We used a children's book with three groups of students (ages 6-9) to foster mathematical engagement through read alouds. We share lessons learned from this experience as we integrate children’s literature with mathematics through the lens of Power of Yet.
Reconceptualizing education grounded in the multimodal discourses of girls of color labeled with significant cognitive disabilities
Miller, A. L. (2022). Reconceptualizing education grounded in the multimodal discourses of girls of color labeled with significant cognitive disabilities. Special section titled “Diversity, equity, and inclusion.” Research and Practice for Persons with Severe Disabilities, 47(3), 158-175.
Girls of color labeled with significant cognitive disabilities
Disability critical race theory (DisCrit)
Critical discourse theory
The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.
Perspectives of college students labeled with intellectual disability on the moving in and through phases of transition
Miller, A. L., & Chun, M. (2022). Perspectives of college students labeled with intellectual disability on the moving in and through phases of transition. Disability Studies Quarterly, 42(1).
An increasing number of students labeled with intellectual disability are attending colleges and universities. Yet, their perspectives are underrepresented in the research. Grounded in Disability Studies in Education and Schlossberg's Transition Theory, this study reports on the transitional experiences of two emerging adults labeled with intellectual disability at a large public university with a particular focus on how the participants conceptualized their support systems during the moving in and through stages of transition to university. Three themes are discussed: supports the students brought with them to the university, reciprocal supports with peer mentors, and university-provided supports. As such, the findings contribute to and expand existing scholarship dedicated to the experiences of emerging adults labeled with intellectual disability at postsecondary institutions. Aligning with the research question and blended theoretical framing, implications for practice and research are discussed.
Wilt, C. L., Annamma, S. A., Wilmot, J. M., Nyegenye, S. N., Miller, A. L., & Jackson, E. J. (2022). Performing color-evasiveness: A DisCrit analysis of educators’ discourse in the U.S. Teaching and Teacher Education, Advance online publication.
This study explores how an ideology of color-evasive racism (i.e., color evasiveness; Annamma et al., 2017) imbued white educators' discourse surrounding intersectional inequities in schools for Girls of Color in the U.S. Our analysis of interview and focus group data addresses a gap in educational research identifying color-evasive racism in discourse by in-service educators, specifically for white educators making sense of inequities in schools. We draw from Bonilla-Silva's (2018) application of color-blindness to discourse to identify three specific discursive frames that white educators employ, namely 1) centering self, 2) claiming white racial innocence, and 3) employing progressive notions, and the discursive tools within each. This focus on white educators' discourse expands understandings of how color-evasivene racism is employed, (re)producing intersectional inequities in education. Given that each of these educators was nominated because of their strengths working with Girls of Color, we believe this paper's significance captures the complexities of teaching in a system of white supremacy and identifies underlying ideologies animating discourse that can be disrupted through a Disability Critical Race Theory (DisCrit) lens.
Robert, S. A., Yu, M., Sauerbronn, F. and Özkazanç-Pan, B. (2022). Starting a dialogue in difficult times: Intersectionality and education work. Gender, Work, & Organization.
A Mixed Methods Investigation of Implementation Determinants for a School-Based Universal Prevention Intervention
Eisman A.B., Palinkas L.A., Brown S., Lundahl L., Kilbourne A.M. A Mixed Methods Investigation of Implementation Determinants for a School-Based Universal Prevention Intervention. Implementation Research and Practice.
Background: Effective implementation of evidence-based prevention interventions in schools is vital to reducing the burden of drug use and its consequences. Universal prevention interventions often fail to achieve desired public health outcomes due to poor implementation. One central reason for suboptimal implementation is the limited fit between the intervention and the setting. Research is needed to increase our understanding of how intervention characteristics and context influence intervention implementation in schools to design implementation strategies that will address barriers and improve public health impact.
Methods: Using a convergent mixed methods design we examined qualitative and quantitative data on implementation determinants for an evidence-based health curriculum, the Michigan Model for HealthTM (MMH) from the perspective of health teachers delivering the curriculum in high schools across the state. We examined data strands independently and integrated them by investigating data alignment, expansion, and divergence.
Results: We identified three mixed methods domains: 1) Acceptability, 2) Intervention-context fit, and 3) Adaptability. We found alignment across data strands as teachers reporting low acceptability also reported low fidelity. The fit between student needs and the curriculum predicted fidelity (expansion). Teachers mentioned instances of poor intervention-context fit (discordance), including when meeting the needs of trauma-exposed youth and keeping updated on youth drug use trends. Teachers reported high adaptability (concordance) but also instances when adaptation was challenging (discordance).
Conclusions: This investigation advances implementation research by deepening our understanding of implementation determinants for an evidence-based universal prevention intervention in schools. This will support designing effective implementation strategies to address barriers and advance the public health impact of interventions that address important risk and protective factors for all youth.
Advancing Rapid Adaptation for Urgent Public Health Crises: Using Implementation Science to Facilitate Effective and Efficient Responses
Eisman A.B., Kim B., Salloum R.G., Shuman C.J., Glasgow R.E. (accepted). Advancing Rapid Adaptation for Urgent Public Health Crises: Using Implementation Science to Facilitate Effective and Efficient Responses. Frontiers in Public Health.
Public Health Crisis
Responding rapidly to emerging public health crises is vital to reducing their escalation, spread, and impact on population health. These responses, however, are challenging and disparate processes for researchers and practitioners. Researchers often develop new interventions that take significant time and resources, with little exportability. In contrast, community-serving systems are often poorly equipped to properly adopt new interventions or adapt existing ones in a data-driven way during crises’ onset and escalation. This results in significant delays in deploying evidence-based interventions (EBIs) with notable public health consequences.
This prolonged timeline for EBI development and implementation results in significant morbidity and mortality that is costly and preventable. As public health emergencies have demonstrated (e.g., COVID-19 pandemic), the negative consequences often exacerbate existing health disparities. Implementation science has the potential to bridge the extant gap between research and practice, and enhance equity in rapid public health responses, but is underutilized. For the field to have a greater “real-world” impact, it needs to be more rapid, iterative, participatory, and work within the timeframes of community-serving systems.
This paper focuses on rapid adaptation as a developing implementation science area to facilitate system responses during public health crises. We highlight frameworks to guide rapid adaptation for optimizing existing EBIs when responding to urgent public health issues. We also explore the economic implications of rapid adaptation. Resource limitations are frequently a central reason for implementation failure; thus, we consider the economic impacts of rapid adaptation. Finally, we provide examples and propose directions for future research and application.
Michigan Model for Health Learning to Enhance and Adapt for Prevention: protocol for a pilot randomized trial comparing Enhanced Replicating Effective Programs versus standard implementation to deliver an evidence-based drug use prevention curriculum
Eisman A.B., Palinkas L.A., Koffkey C., Herrenkohl T.I., Abbasi U., Fridline J., Lundahl L., Kilbourne A.M. (Accepted) Michigan Model for Health Learning to Enhance and Adapt for Prevention (Mi-LEAP): protocol for a pilot randomized trial comparing Enhanced Replicating Effective Programs versus standard implementation to deliver an evidence-based drug use prevention curriculum. Pilot and Feasibility Studies.
Background: School-based drug use prevention programs have demonstrated notable potential to reduce the onset and escalation of drug use, including among youth at risk of poor outcomes such as those exposed to trauma. Researchers have found a robust relationship between intervention fidelity and participant (i.e., student) outcomes. Effective implementation of evidence-based interventions, such as the Michigan Model for HealthTM (MMH), is critical to achieving desired public health objectives. Yet, a persistent gap remains in what we know works and how to effectively translate these findings into routine practice. The objective of this study is to design and test a multi-component implementation strategy to tailor MMH to meet population needs (i.e., students exposed to trauma), improve the population-context fit to enhance fidelity and effectiveness.
Methods: Using a 2-group, mixed-method randomized controlled trial design, this study will compare standard implementation versus Enhanced Replicating Effective Programs (REP) to deliver MMH. REP is a theoretically-based implementation strategy that promotes evidence-based intervention (EBI) fidelity through a combination of EBI curriculum packaging, training, and as-needed technical assistance and is consistent with standard MMH implementation. Enhanced REP will tailor the intervention and training to integrate trauma-informed approaches and deploy customized implementation support (i.e., Facilitation). The research will address the following specific aims: 1) Design and test an implementation strategy (Enhanced REP) to deliver the MMH versus standard implementation and evaluate feasibility, acceptability, and appropriateness using mixed methods, 2) Estimate the costs and cost-effectiveness of Enhanced REP to deliver MMH versus standard implementation.
Discussion: This research will design and test a multi-component implementation strategy focused on enhancing the fit between the intervention and population needs while maintaining fidelity to MMH core functions. We focus on the feasibility of deploying the implementation strategy bundle and costing methods and preliminary information on cost input distributions. The substantive focus on youth at heightened risk of drug use and its consequences due to trauma exposure is significant because of the public health impact of prevention. Pilot studies of implementation strategies are underutilized and can provide vital information on designing and testing effective strategies by addressing potential design and methods uncertainties and the effects of the implementation strategy on implementation and student outcomes.
Tracey, M.W. & Baaki, J. (2022). Empathy and Empathic Design for Meaningful Deliverables. Educational Technology Research and Development, DOI: 10.1007/s11423-022-10146-4
With the challenges of a global pandemic, political and social unrest, and the consequences these issues bring, there is a universal call for empathy as we attempt to maneuver through this tumultuous time. For designers, this includes employing empathy and empathic design as they grapple with how to design instructional interventions for learners. Empathy is the first stage in the design thinking process, now a popular buzz word in design research and practice. It suggests that empathy results in a design that meets the audience needs. But how do we know if this is true? We teach empathy for action as a means for design students to act by producing a meaningful design deliverable. Over 15-weeks, we measured designer empathy and empathic design with 31 graduate students while they participated in authentic design projects. Results indicate that 75% of the instances of empathy were students showing sensitivity to the end-learners’ experiences and situations, 52% were directed toward identifying with end-learners’ thoughts and feelings. We provide the framework for what we believe is needed to bridge the connection of empathy, empathic design and meaningful designed deliverables.
Cultivating Professional Identity in Design: Empathy, Creativity, Collaboration, and Seven More Cross-Disciplinary Skills
Tracey, M.W., & Baaki, J. (2022). Cultivating Professional Identity in Design: Empathy, Creativity, Collaboration, and Seven More Cross-Disciplinary Skills (1st ed.). Routledge.
Professional Identity Development
Cultivating Professional Identity in Design is a nuanced, comprehensive companion for designers across disciplines honing their identities, self-perception, personal strengths, and essential attributes. Designers’ identities, whether rooted in education, workforce training, digital technology, arts and graphics, built environment, or other fields, are always evolving, influenced by any combination of current mindset, concrete responsibilities, team dynamics, and more. Applicable to designers of all contexts, this inspiring yet rigorous book guides practitioners and students to progress with ten key traits: empathy, uncertainty, creativity, ethics, diversity/equity/inclusion, reflection, learning, communication, collaboration, and decision-making.
Though it details a complete journey from start to finish, this book acknowledges the varying paths of designers’ roles and is structured for a flexible, highly iterative reading experience. Segments can be read individually or out of order and revisited for new insights. Specific takeaways, activities, and reflection exercises are intended to work across settings and levels of experience.
Yiu, L. & Yu, M. (2022). Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China. Comparative Education.
Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.
Rapid cycle adaptation of a classroom-based program to promote equity in access to youth physical activity
Hasson R.E., Eisman A.B., Wassman A., Martin S., Pugh P., Robinson L., Zernicke R., Rabaut L. (accepted) Rapid cycle adaptation of a classroom-based program to promote equity in access to youth physical activity. Translational Behavioral Medicine.
Non-Partner Polysubstance Use and Trait Mindfulness
Galano M.M., Stein S.F., Hart N., Ramirez J.I., Cunningham R.M., Walton M. A., Eisman A.B., Ngo Q.M. (accepted) Non-Partner Polysubstance Use and Trait Mindfulness, Psychology of Violence.
Objective: Violence is a leading cause of death among individuals ages 18-25, with alcohol misuse consistently linked with violence perpetration. However, the association between polysubstance use and violence perpetration is less clear, despite the frequency of use of alcohol with other drugs. Additionally, protective factors such as mindfulness that may reduce violence perpetration among emerging adults have been understudied. This cross-sectional study examined the association between substance use, trait mindfulness, and violence perpetration outside of romantic relationships, utilizing a compensatory model of resilience. Methods: Data were drawn from a sample of 665 emerging adults ages 18-25, recruited from an urban Emergency Department (68% male). Participants self-administered a computer survey that assessed non-partner violence perpetration (NPV), alcohol use, marijuana use, prescription drug misuse, and trait mindfulness. Fifteen percent reported non-partner violence perpetration over the past six months. Results: Multivariate logistic regression tested associations between violence perpetration, substance use, trait mindfulness, and demographic characteristics. Results showed that alcohol use alone (OR= 3.04), prescription opioid use alone (OR = 3.58), alcohol and marijuana use (OR = 3.75), and use of all three substances (OR= 7.78) were positively associated with violence perpetration. Post-hoc contrasts demonstrated that polysubstance use significantly increased risk over single substance use. Trait mindfulness (OR= 0.97) was negatively associated with violence perpetration after controlling for substance use. Conclusions: Findings suggest that polysubstance use may increase risk for violence. Interventions that address polysubstance use, potentially including mindfulness, could reduce non-partner violence perpetration among emerging adults and requires further study.
Disability, race, and immigration intersectionality: Disempowering the disabled through institutionalized ableism in American higher education
Ressa, T. W. (2022). Disability, race, and immigration intersectionality: Disempowering the disabled through institutionalized ableism in American higher education. The Educational Forum, 86 (2), 1-17.
A systematic and comparative review of the literature and lived experience of a disabled Black African immigrant scholar in America reveals institutionalized ableism as a form of today’s immigration restrictions. As long as the perspectives of immigrant disabled scholars remain outside universities, scholars are likely to continue with “academic incest” and higher education is unlikely to achieve its purposes of decentering the individual and democratizing the society.
Murals and photography in community engagement and assessment
Feen-Calligan, H., Barton, E., Moreno, J., & Buzzard, E. (2022). Murals and photography in community engagement and assessment. In E. Huss & E. Bos (Eds.), Social Work Research Using Art Based Methods (pp. 129-138). Policy Press.
This chapter describes how photography and mural methods help facilitate both community engagement and assessment of outcomes, to a) promote disciplinary and community collaboration, b) enhance individual participants as well as the community, c) document university-community partnerships and projects and d) assess outcomes through constituent voices (film), photographs and completed mural. Arts-based research methods and their applications for social work are exemplified through a project of an urban research university’s community engagement program: ArtsCorps.
Cross-cultural studies of motivation in physical education: A systematic review
Shen, B., Lu, X., & Bo, J. (in press). Cross-cultural studies of motivation in physical education: A systematic review. International Journal of Physical Activity and Health.
Promoting ecological approaches to educational issues: Evidence from a partnership around chronic absenteeism in Detroit
Lenhoff, S. W., & Singer, J. (2022). Promoting ecological approaches to educational issues: Evidence from a partnership around chronic absenteeism in Detroit. Peabody Journal of Education.
Many problems that we conceptualize as “educational” have multiple causes that cut across students’ ecosystems. Yet, most education reforms are targeted narrowly at schools, educators, and students. Supporting educators and community leaders in conceptualizing educational problems from an ecological perspective and designing policies in alignment with that conceptualization is critical to improving student outcomes. This study documents the macro-, meso-, and micro-level institutional conditions that shaped how educators and community leaders conceived of the problem of absenteeism in response to research framed ecologically. Our findings highlight the challenges researchers may have in influencing ecosystemic policy solutions, but they also provide insight into potential pathways for doing so through research partnerships.
Does the choice of observation instrument matter?
Lewis, J.M., Koca, S.A., Hernandez, L., Nazelli, C., & French, K.R. (2022). Does the choice of observation instrument matter? The Mathematics Educator (30) 2, 33-63.
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.
Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars
Yu, M., Edwards, E., Gonzales, S., Robert, S. A., & DeNicolo, C. (2022). Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars. Peabody Journal of Education.
Eye movement miscue analysis research methods
Arya, P. & Liwanag, M. P. (2022). Eye movement miscue analysis research methods. In M. P. Liwanag, K. Kim, & P. Martens (Eds.), Understanding Literacy Using Eye Movement Miscue Analysis in a Global World. (pp. 89-102). DIO Press, Inc.
Using eye tracking to expand notions of literacy achievement
Arya, P. & Feathers, K. (2022). Using eye tracking to expand notions of literacy achievement. In M. P. Liwanag, K. Kim, & P. Martens (Eds.), Understanding Literacy Using Eye Movement Miscue Analysis in a Global World. (pp. 33-48). DIO Press, Inc.
Vitamin D Supplementation and Body Composition Changes in Collegiate Basketball Players: A 12-Week Randomized Control Trial
Hew-Butler T, Aprik C, Byrd B, Sabourin J, VanSumeren M, Smith-Hale V, Blow A. Vitamin D Supplementation and Body Composition Changes in Collegiate Basketball Players: A 12-Week Randomized Control Trial. Journal of the International Society of Sports Nutrition (JISSN) 2022; 19(1): 34-48.
Vitamin D promotes bone and muscle growth in non-athletes, suggesting supplementation may be ergogenic in athletes. Our primary aim was to determine if modest Vitamin D supplementation augmented favorable body composition changes and performance in collegiate basketball players following 12-weeks of standardized training. 23 members of a men’s and women’s NCAA Basketball team were recruited. Volunteers were randomized to receive either a weekly 4000IU Vitamin D3 supplement (D3) or placebo (P) over 12-weeks of standardized pre-season strength training. Eighteen of 23 players completed the trial (8 females/10 males). Modest (~517IU/day) vitamin D3 supplementation did not enhance favorable changes in total body composition or performance, over 3-months of training, in collegiate basketball players. We alternatively exposed the potential role of sodium on bone metabolism. More practically speaking, weight training provides a robust training stimulus for bone and lean mass accrual, which likely predominates over isolated supplement use with adequate dietary intakes.
Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education
Ustun, A. B., Zhang, K., Karaoğlan-Yilmaz, F. G., & Yilmaz, R. (2022) Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education, Journal of Research on Technology in Education, DOI: 10.1080/15391523.2022.2040401.
This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students’ academic achievement and self-regulatory skills, and explored students’ perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students’ academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students’ comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.
Power and partnerships: Families, educators, and implications for school leaders
Hancock, C. L. (2022). Power and partnerships: Families, educators, and implications for school leaders. In C. O’Brien, W. R. Black, A. B. Danzig (Eds.), Who decides? Power, disability, and education administration (pp. 515-542). Information Age.
Meaningful participation in educational decision-making by families from multiply marginalized backgrounds is recognized as a key element of social justice which school leaders must address to promote equitable outcomes for students and families. The purpose of this conceptual paper is to present a framework to analyze ways in which power is reflected and constructed at ideological, institutional, and interactional levels during family-educator decisions. By attending to power, school leaders can deepen understandings of decision-making, and ultimately transform school systems for shared decisions. First, issues of power and asymmetry in family-educator relationships will be briefly outlined. Next, theoretical foundations of the framework will be addressed. Empirical support for the framework will then be provided, and a case example will be presented. Finally, implications for school leaders and recommendations to redistribute decision-making power will be provided.
Ressa, T. (2022). Dreaming college: Transition experiences of undergraduate students with disabilities. Psychology in the Schools, 1–17.
Postsecondary education is one of the outcomes for students with disabilities; however, few aspiring students with disabilities attend college and fewer complete a degree program. This qualitative study examines the perspectives of five undergraduate students with disabilities attending college in the United States. Findings show how participants’ positive qualities help them manage their impairments and maneuver around disabling barriers to participate in postsecondary education. Results illustrate the enablers participants use to reach their educational goals. Implications suggest that increased attention to inclusion, transitions, and postsecondary education competencies should begin early in the schooling process.
Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy
Bonk, C. J., & Zhu, M. (Eds.). (2022) Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy. NY: Routledge
Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning
The effects of ten-week exercise intervention on fundamental movement skills and socialization in children with Autism Spectrum Disorders
Dong, L., Shen, B., Bo, J., Pang, Y. (2021). The effects of ten-week exercise intervention on fundamental movement skills and socialization in children with Autism Spectrum Disorders. Chinese Journal of Sports Medicine. 40,171-180. DOI:10.3969/j.issn.1000-6710.2021.03.002.
Are you HIP?: How one Latinx learning community integrates ten high-impact practices to foster student success
Gonzales, S.M., Baier, S.T., & Brammer, E.C. (2022). Are you HIP?: How one Latinx learning community integrates ten high-impact practices to foster student success. Student Success, 13(1), 74-79.
This report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.
Does symptom severity moderate the relationship between BMI and motor competence in children with Autism Spectrum Disorders? An exploratory study
Shen, B., Yu Song., & Bo, J. (2022). Does symptom severity moderate the relationship between BMI and motor competence in children with Autism Spectrum Disorders? An exploratory study. Adapted Physical Activity Quarterly. DOI: 10.1123/apaq.2021-0163.
Can post-structuralist and neo-Marxist approaches be joined? Building composite approaches in critical educational theory and research
Pedroni, T.C., (2021). Chapter 19: Can post-structuralist and neo-Marxist approaches be joined? Building composite approaches in critical educational theory and research. In J. Paraskeva, (Ed). Critical Transformative Leadership and Policy Studies: Lessons From Leading Voices. New York: Myers Education Press, pp 353-369).
Herman, K., Baaki, J. & Tracey, M.W. (2022). Faced with Given Circumstances: A Localized Context of Use. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A. (editors). Toward Inclusive Learning Design: Social Justice, Equity, and Community. New York: Springer-Verlag.
Localized context of use
The following chapter presents a case study from a graduate-level course in non-instructional interventions where students were challenged to address an issue of inequity in their organizations or communities via a localized context of use approach. This approach allows for students to reflect on and design for the large, often systemic, issues surrounding diversity, equity, and inclusion with a narrow focus on a specific audience while acknowledging the bias the designer also brings to the design table. The focus of this case study is on inequitable student access experience with an online proctoring tool. Narrowing the scope of design to a moment of use allows for design work meant to address issues of inequity to be put into practice instead of remaining merely theoretical. Designers are encouraged to look beyond an empathic design approach, engage in introspection, interaction, and intention and put change into action.
Baaki, J. & Tracey, M.W., Bailey, B. & Shah, S. (2022). Graduate instructional design students using empathy as a means to an end, Journal of Design Research.
Empathy is the ability to identify with other people’s thoughts and feelings. Measuring empathy is difficult and questions have surfaced regarding if empathy is the most appropriate way to design. As instructional design instructors and practitioners, we view empathy as a means to an end. We taught an empathic design approach to 34 graduate instructional design students where students, working in teams, participated in a design project for a nonprofit organization. This qualitative study investigated how graduate students demonstrated empathy for adult learners. We witnessed design teams demonstrate empathy for adult learners as documented instances of empathy were included in the final design project. Implications of empathy for action in design, implications for designer preparation, and implications for design research are discussed.
Tracey, M. W., Baaki, J., Budhrani, K., & Shah, S. (2022). Behind the curtain: How Design Teams Function to Move Design Forward. International Journal of Technology and Design Education.
Behind the curtain is where what makes things happen, happens. Five doctoral students from Learning Design and Technology programs across the US had a unique opportunity to pay attention to graduate instructional design teams behind the curtain designing open educational resources (OER) for a non-profit that provides learning resources for adult learners with literacy-related knowledge skill gaps. The observers provided an interesting lens to witness the unfolding of a design. We were interested in exploring what the five observers witnessed that may have helped instructional design teams complete the OER design and development. Our research question was - How did design teams function to complete the OER design and development? We discuss how preparing instructional designers to design continues to evolve so that design teams can move a design to completion. We then present the steps we took in exploring what was going on in each team outside of the purview of the instructors. Results indicate six themes of design team activities to complete the design and development phases. We conclude with implications for preparing instructional designers.
(Re)defining their place at the table: Frank discussions by adults with disabilities on contemporary self-advocacy
Miller, A. L., Frye, D., Green, T., Mitchell, C., Garcia, G., Huereña, J., Moore, T., & Turnage, V. (2022). (Re)defining their place at the table: Frank discussions by adults with disabilities on contemporary self-advocacy. Journal of Applied Research in Intellectual Disabilities, 35(3), 777-788.
Disrupting dominant modes of expression: Illuminating the strengths of two disabled girls of color
Miller, A. L., Nyegenye, S. N, & Mostafa-Shoukry, F. R. (2022). Disrupting dominant modes of expression: Illuminating the strengths and gifts of two disabled girls of color. In S. A. Annamma, B. A. Ferri, & D. J. Connor (Eds.), DisCrit expanded: Inquiries, reverberations & ruptures(pp. 45-61). Teachers College Press.
Whose parenting is legitimate? School positioning of multiply-marginalized Black families and consequences for Black girls
Love, H. R., Annamma, S. A., & Miller, A. L. (2021). Whose parenting is legitimate? School positioning of multiply-marginalized Black families and consequences for Black girls. In D. E. Hines, M. Boveda, & E. Lindo (Eds.), Racism by another name: Black students, overrepresentation, and the carceral state of special education (pp. 183-203). Information Age Publishing.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
Counselors’ competency to counsel refugees: A constructivist grounded theory study
Atiyeh, S., & Gray, G. (2021). Counselors’ competency to counsel refugees: A constructivist grounded theory study. Counseling and Psychotherapy Research, 00, 1–11.
The purpose of this constructivist grounded theory study was to explore how counselors 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 counseling refugees, all participants emphasised the ethical imperative to do so. Therefore, counselors 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.