A Novel Policy Alignment and Enhancement Process to Improve Sustainment of School-based Physical Activity Programming
Penelope E Friday, Lexie R Beemer, Diane Martindale, Amy Wassmann, Andria B Eisman, Thomas Templin, Ronald F Zernicke, Lynn Malinoff, Anna Schwartz, Tiwaloluwa A Ajibewa, Michele Marenus, Rebecca E Hasson (accepted). A Novel Policy Alignment and Enhancement Process to Improve Sustainment of School-based Physical Activity Programming. International Journal of Environmental Research and Public Health.
Classroom-based physical activity interventions
The purpose of the current study was twofold: (1) to evaluate the strength and comprehensiveness of district wellness policies in one central Michigan intermediate school district (ISD; 16 districts), and (2) to pilot a novel policy alignment and enhancement process in one district within the ISD to improve sustainment of district-wide physical activity (PA) programming. Policy evaluation and alignment were determined using WellSAT 3.0. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide a seven-step policy alignment and enhancement process. Initial evaluation of the PA policy for the ISD revealed a strength score of 19/100 (i.e., included weak and non-specific language) and 31/100 for comprehensiveness (i.e., mentioned few components of the Comprehensive School Physical Activity Program). For the pilot school district, initial strength scores were 19/100 and 38/100 for comprehensiveness (exploration). An alignment of the tailored PA policy with current practices resulted in a 100% increase in strength (score of 38/100), and 132% increase in comprehensiveness (score of 88/100; preparation). However, district administrators encountered barriers to adopting the tailored policy and subsequently integrated the PA requirements into their curriculum guide and school improvement plan (implementation and sustainment). Future research should examine the effectiveness of our EPIS-informed policy evaluation, alignment, and enhancement process to promote widespread increases in student PA.
Activism and Resistance from the Trenches: Crisscrossing Comparison and Undocumented Migrant Experiences in China and the United States
Rodriguez, S., Bennett, C.*, Yu, M.*, & Acree, J. (2023). Activism and Resistance from the Trenches: Crisscrossing Comparison and Undocumented Migrant Experiences in China and the United States. Comparative Education Review, 67(1).
* equal authorship as 2nd author
Comparative and international education
This article explores critical ways that migrant groups engage in diverse forms of resistance. In this comparative case study, we draw on our longitudinal ethnographic research on migrant groups, particularly those that are characterized as undocumented, with a focus on the ways in which they engage in activism and resistance in China and the United States, respectively. We aim to expand the literature about comparison by asking: how is comparison understood differently through the lens of crisscrossing, and what productive insights can be uncovered through this theoretically informed approach? What implications might crisscrossing have for studying grassroots level resistance from migrants across borders?
Creating through COVID: Virtual art therapy for youth resettled as refugees
Feen-Calligan, H., Grasser, L. R., Smigels, J., McCabe, N., Kremer, B., Al-Zuwayyin, A., Yusif, I., Alesawy, N., Alnouri, J., & Javanbakht, A. (2023, in press). Creating through COVID: Virtual art therapy for youth resettled as refugees. Art Therapy, 40 (1).
Virtual art therapy
Art therapy reduces trauma-related psychopathology in refugee youth. Given the added stress of COVID-19 on traumatized refugee populations, we adapted art therapy for refugee youth and their families in the virtual space. We describe program development, implementation and experientials, and clinical recommendations illustrated through two cases. Observations and feedback support art therapy as a tool to address socioemotional functioning in families who resettle as refugees and foster positive emotions, sense of self and community, confer stress coping skills, and enhance resilience. In light of the persistence of the pandemic, the unprecedented number of global refugees, and their unique needs for mental health services, virtual art therapy can expand accessibility and reach of beneficial methods to address trauma in refugee groups.
Grappling with the tensions: Cultivating justice-oriented praxis through collaborative autoethnographic poetry
Miller, A. L., Stinson, C., & Timberlake, M. T. (2023). Grappling with the tensions: Cultivating justice-oriented praxis through collaborative autoethnographic poetry. In D. I. Hernandez-Saca, C. Kramarczuk Voulgarides, & H. Pearson (Eds.), Understanding the boundaries between disability studies and special education through consilience, self-study, and radical love (pp. 235-259). Lexington Books.
Cultural historical activity theory
Closing the gap between classroom-based physical activity intervention adoption and use in low-resource schools
Hasson R.E., Beemer L.R., Eisman A.B., Friday P. Closing the gap between classroom-based physical activity intervention adoption and use in low-resource schools. Human Kinetics.
Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering
Elliott, R. L., Loh, C. G., Psenka, C. G., Lewis, J. M., Kim, K. Haapalau, K. R., Neal, D., & Okudan Kremer, G.E. (2022). Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering. Journal of Integrated Design and Process Science, 26(1), 1–22.
Society faces emerging challenges that require re-envisioning what it means to know and use science, technology, engineering, and mathematics (STEM) and who are STEM scientists. We advocate for a transdisciplinary framework for participatory STEM learning based on the culmination of the authors’ designing and complemented by reviews of extant works in youth STEM learning and engagement. Data literacy, geospatial reasoning, and community science are cornerstones in our framework because of their power to leverage and integrate the four STEM disciplines. Youth with their families are authors and designers 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. Through partnerships with community organizations, families, youth, and STEM practitioners, we discuss how to develop and use tools and methods to design and build better spaces for youths’ communities. Our aim is for more authentic, inclusive, and empowering learning opportunities that broaden youths’ STEM participation.
What remains? A longitudinal study of the effects of curated field experiences for preservice mathematics teachers
Lewis, J. M. & Nazelli, C. (2022). What remains? A longitudinal study of the effects of curated field experiences for preservice mathematics teachers. Proceedings of the 12th Congress of the European Society for Research in Mathematics Education.
Elementary school teachers
This paper examines the long-term effects of a teacher education program that prepares preservice elementary mathematics teachers to work specifically in Detroit schools. The study was designed to better understand the degree of alignment between the program’s curated field experiences and the work graduates currently do as teachers; the aspects of program design that contributed or detracted from graduates’ understanding of culturally relevant practice in mathematics classes; and the reasons for graduates’ retention in high-poverty schools over time.
Dis-citizenship: Claiming disability rights and taking on inequity to promote shared prosperity
Ressa, T. W. (May 2022). Dis-citizenship: Claiming disability rights and taking on inequity to promote shared prosperity. In N. Berman & R. Monteleone (Eds.) Disability and social justice in Kenya: Scholars, policymakers, and activists in conversation (pp. 137-160). University of Michigan Press.
Informed by data from Kenyan and international organizations and complemented by disabled people’s experiences, I employ auto-ethnographic study guided by the critical disability studies framework and political economy model to analyze the interaction of new transportation modes and disability to understand the locus of disabled Kenyans in society. I conclude that investments in inaccessible transportation modes exclude disabled citizens from the Kenyan fabric and predispose them to be second-class citizens. I stress the need to attend to disability within a broader equity model.
Inspiration Porn and Disability Sport
Martin, J., (2022). Inspiration Porn and Disability Sport. In D. Goodwin & M. Connolly (Eds.), Reflexivity and Change in Adaptive Physical Activity: Overcoming Hubris. (pp. xxx-xxx). London, UK: Routledge Press. Disability, Sport and Physical Activity Cultures Series.
The Psychology of Talent
Martin, J., & Eva Prokaseva. (2022). The Psychology of Talent. In N. Dehghansai, R. Pinder, & J. Baker (Eds.), The Training and Development of Para-Sport Athletes. (pp. xxx-xxx). London, UK: Routledge Press.
Athletes with physical disabilities
Beasely, V., & Martin, J. (2022). Athletes with physical disabilities. In D. Tod., K. Hodge., & V. Krane (Eds.) Routledge Handbook of Applied Sport Psychology (2nd Ed). (pp. xxx-xxx). New York, NY: Routledge Publishing.
Culture and emotion in Paralympic athletes
Martin, J. Snapp, S., Loetzner, F. , Dehghan, F., Bastos, T., & Prokesova. (2022). Culture and emotion in Paralympic athletes. Acta Universitatis Carolinae – Kinanthropologic, 2, xx-xx.
Self, Reality, Knowledge and Theory: Is Social Constructionism Antithetical to Sport and Exercise Psychology Research?
Martin, J. (2022). Self, Reality, Knowledge and Theory: Is Social Constructionism Antithetical to Sport and Exercise Psychology Research? Psychology, 13(8), 1-55.
Philosophy of science
Sport and exercise psychology researchers produce research to help athletes, exercisers, coaches, and parents. This research, both qualitative and quantitative, is predicated on an implicit and at times explicit endorsement of a mind and an agentic self. For a discipline such as psychology, it cannot be over-stated that a belief in a mind, as well as all of the thoughts and feelings that are mind based, is critical. An agentic self is a person who has the ability to act independently, make choices, demonstrate free will, is conscious, and self-aware. Unfortunately, social constructionists often minimize the mind or outright disavow a mind and, by extension, an agentic self that can understand reality. In the current paper I provide an historical and philosophical overview and critique of social constructionism to sport and exercise psychology researchers and its mind-minimizing/denying philosophy. I also highlight research that clearly demonstrates primacy of the mind (i.e., practical adequacy, conscious causation, the cognitive niche, and theory of mind). Researchers should consider if conducting research grounded in a philosophy of science that denies and/or minimizes an agentic self and supports moral relativism, is a defensible position.
“It’s going to go in one ear and out the other”: Black girls talk back to administrator perceptions of justice-oriented school discipline
Edwards, E. B. (2022, in press). “It’s going to go in one ear and out the other”: Black girls talk back to administrator perceptions of justice-oriented school discipline. The Urban Review.
This study offers the results of a Black feminist project in humanization designed to understand administrators' role in interrupting the over-disciplining of Black girls in urban public schools. Carried out with 5 Black girls on probation and 5 Black urban school leaders, the findings suggest that the approaches the administrators used to uplift social justice were not as useful to Black girls' educational experiences as they were assumed to be. In discussion, the paper attributes the disconnection between intent and reception to the competing demands administrators are subject to in a racialized neoliberal educational context.
Transformative Leadership Theory: Critical, Comprehensive, and Activist, in The Palgrave Handbook of Educational Leadership and Management Discourse
Shields, C. M. (2022), Transformative Leadership Theory: Critical, Comprehensive, and Activist, in The Palgrave Handbook of Educational Leadership and Management Discourse, English, F. (Ed.), p. 207-224.
Transformative leadership discourse
MYTime: A Mindfulness and Yoga Program to Promote Health Outcomes in Parents of Children With Autism Spectrum Disorder
Ketcheson, L. R., Wengrovius, C. M., Staples, K. L., & Miodrag, N. (2022). MYTime: A Mindfulness and Yoga Program to Promote Health Outcomes in Parents of Children With Autism Spectrum Disorder. Global advances in health and medicine, 11, 2164957X221110154.
Supporting the need for the motor domain to be included in the definition of autism spectrum disorder: A response to Bishop et al.'s critique of Bhat (2021)
Ketcheson, L. R., Pitchford, E. A., Staples, K. L., MacDonald, M., & Ulrich, D. A. (2022). Supporting the need for the motor domain to be included in the definition of autism spectrum disorder: A response to Bishop et al.'s critique of Bhat (2021). Autism Research: Official Journal of the International Society for Autism Research.
Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs
Love, H. R., & Hancock, C. L. (2022). Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood personnel preparation programs. Contemporary Issues in Early Childhood. Special issue: Re-imagining pre-service early childhood education and care: Critical discourses and new directions. Advance online publication.
Efforts to “professionalize” early childhood through professional standards, licensure require- ments, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies.
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.
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.
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.
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.
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.
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.
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.
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.
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
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.