Highlighted publications

Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China

Yiu, L. & Yu, M. (2022). Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China. Comparative Education.

Keywords

Empowerment
Critical Pedagogy
Teacher Practice

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.

Keywords

Violence perpetration
Polysubstance use
Emerging adults
Mindfulness

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.

Keywords

Ableism
Disability
Faculty incivility

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. 

Keywords

Photovoice
Murals
Service learning

 

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.

Keywords

Teacher evaluation
Observation instruments
Mathematics education

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.

Keywords

Ecological systems
Educational policy
Research partnerships

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.

Keywords

MotherScholars
Remember
Circle methodology

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.

Keywords

Eye movement
Miscue analysis
Research methodology

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.

Keywords

Eye movement
Miscue analysis
Comprehension

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.

Keywords

Vitamin D
Basketball players
Bone

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.

Keywords

Learning analytics
Automated feedback
Personalized intervention
 

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. 

Keywords

Educational decision-making
Family-educator partnerships
School leaders

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. 

Dreaming college: Transition experiences of undergraduate students with disabilities

Ressa, T. (2022). Dreaming college: Transition experiences of undergraduate students with disabilities. Psychology in the Schools, 1–17.

Keywords

Disability
College
Inclusion

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

Designing and delivering MOOCs to motivate learners for self-directed learning

Zhu, M. (2022). Designing and delivering MOOCs to motivate learners for self-directed learning. Open Learning: The Journal of Open and Distance Learning

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.

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.

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). 

Keywords

Critical theory
Post-structuralism
Neo-Marxism

Faced with Given Circumstances: A Localized Context of Use

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. 

Keywords

Localized context of use
Designer bias
Inequity

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.

 

Graduate instructional design students using empathy as a means to an end

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.

Keywords

Empathic design
Reflective practice
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. 

Behind the curtain: How Design Teams Function to Move Design Forward

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.

Keywords

Authentic design
Design teams
Instructional design

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, Advance online publication.

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 of two disabled girls of color. In S. A. Annamma, B. A. Ferri, & D. J. Connor (Eds.), DisCrit expanded: Inquiries, reverberations & ruptures. 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.

Keywords

Stress
Collegiate athletes

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.

Keywords

Collegiate athletes
Stress

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.

Too Tall for the DXA Scan? Contributions of the Feet and Head to Overall Body Composition

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.

Keywords

Basketball players
Foot mass
Head mass

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.

Pandemic-Induced Reductions on Swim Training Volume and Performance in Collegiate Swimmers

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.

Keywords

Swimming
COVID-19
Swim performance

The reduced, pandemic-induced swim training volumes positively impacted sprinting performance, while negatively impacting long-distance swim performance in a cohort of midwestern NCAA D2 swimmers. Swim performance declines during the pandemic were mostly evident in female swimmers competing at regional championship events. The average swim performance was largely unaffected at the national level (in a pandemic versus non-pandemic year). While a substantial (23%) number of swimmers dropped out during the pandemic season, our overall COVID-19 transmission rates were low, with all (2%) COVID-19 positive swimmers recovering without ill effects.
 

Understanding weight bias among personal trainers and practical strategies

Whitehead, R., Moore, E. W. G., & Whitehead, T. (2021). Understanding weight bias among personal trainers and practical strategies. Personal Training Quarterly, 8(4): 4-8.

According to current health surveys, over one-third of the American adult population is considered overweight or obese. In the adult population, obesity is associated with an increased likelihood of experiencing depression, communal segregation, and suicidal tendencies. Among youth, overweight mocking is linked to increasing depression indications and suicidal attempts. Research revealed that compared to other majors (e.g., psychology) kinesiology and exercise science undergraduates reported higher weight bias, both implicitly and explicitly. This is concerning among future health and fitness professionals who will most likely have clients with obesity, and researchers have found individuals with obesity report negative responses including decreased motivation to exercise after experiencing explicit weight bias. Therefore, it is important for personal trainers to understand and recognize weight bias toward individuals with obesity among themselves and colleagues. Such awareness can help reduce professionals’ weight bias behaviors. This article will explore weight bias and provide strategies to reduce weight bias behaviors.

Video-based discussions about literacy pedagogy: Face-to-face vs. online formats

Arya, P., Christ, T., & Chiu, M. M. (2021). Video-based discussions about literacy pedagogy: Face-to-face vs. online formats. Reading Horizons, 61(3), 1-21.

Keywords

Video
Reflection
Preservice teachers
Face-to-face
Online

This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in video-based discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F format. Across both formats, PTs reported learning the greatest number of ideas about literacy methods/ materials but learned significantly more methods/materials ideas in the online asynchronous format. PTs also reported applying more literacy methods/ materials than all other kinds of ideas learned. Thus, for a semester-long course, either F2F or asynchronous online formats could be used with similar learning and application outcomes for PTs.

Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing

Iruka, I. U., Lewis, M. L., Lozada, F. T., Bocknek, E. L., & Brophy‐Herb, H. E. (2021). Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing. Infant Mental Health Journal.

Keywords

Infant mental health
Blackness
Diversity
Equity and inclusion
Systemic racism

The Infant Mental Health Journal is committed to ending systemic racism and promoting diversity, equity, and inclusion in academic publishing. IMHJ unequivocally denounces all forms of racism and white supremacy, including systemic racism in academic publishing. We commit to investigating and working to terminate the ways in which systemic racism has become normalized in academic publishing, including examining our practices and processes at IMHJ. We invite you to join us in intentional, anti-racist work through your scholarship. As part of this effort, IMHJ has updated the author guidelines to include new information regarding how authors can express the ways in which they are engaging with intention in diverse, anti-racist research. These guidelines are available under the author guidelines section on the IMHJ website (https://onlinelibrary.wiley.com/journal/10970355). As a second immediate response relative to promoting diverse, equitable, and inclusive research,IMHJ is releasing the following Call to Action, focusing on centering Blackness in infant and early childhood mental health research. This call is designed as a first step in our efforts, and IMHJ looks forward to coming initiatives aimed at disrupt-ing systemic racism in infant and early childhood mental health research for the many scholars studying and working with diverse populations marginalized by racism and systemic inequities.

Understanding Key Implementation Determinants for a School-Based Universal Prevention Intervention: A qualitative study

Eisman A.B., Kiperman S., Rupp L., Kilbourne A.M., Palinkas L.A. (accepted) Understanding Key Implementation Determinants for a School-Based Universal Prevention Intervention: A qualitative study. Translational Behavioral Medicine.

Keyword

Implementation science
School health promotion
Adolescent health
Education
Community health

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. 

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.

Keywords

STEM
Framework
Participatory science

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.

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.

Keywords

Teacher evaluation
Principals
Observation

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. 

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.

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.

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.

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.

Rethinking Teacher Education for Ethnic Diversity in China

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.

Keywords

Teacher education
Ethnic diversity
China

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

Keywords

Disability
Curriculum
School
Transition
Inclusion

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.

Keywords

Food security
COVID-19
Health inequities

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.

Keywords

Food security
Urban 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. 

Keywords

School health
Policy
Delphi
Survey development

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.

Visualizing complex roots of quadratic equation

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.

Chrono-curriculum and the miseducation of American disabled students

Ressa, T. (2021). Chrono-curriculum and the miseducation of American disabled students. International Journal of Educational Research, 110, 1-11.

Keywords

School time
Inclusion
Disability
Efficiency

Although significantly influencing postsecondary school outcomes, high school education remains challenging to obtain for many disabled students. Then it is vital to know how chrono-curricula operates about disability. This qualitative study on the impact of school time on high school education examines the experiences of eight purposefully sampled US undergraduate disabled students. Their accounts reveal that conflicts between the school calendar and their disability caused a hidden curriculum of time that interfered with their quest to achieve postsecondary education outcomes. Therefore, addressing the hidden curriculum of time within the school time frame is essential in realizing the genuine inclusion of disabled students.

Counsellors’ competency to counsel refugees: A constructivist grounded theory study

Atiyeh, S., & Gray, G. (2021). Counsellors’ competency to counsel refugees: A constructivist grounded theory study. Counselling and Psychotherapy Research, 00, 1–11. 

Keywords

Counselling
Multicultural competency
Refugees

The purpose of this constructivist grounded theory study was to explore how counsellors perceive their preparedness to counsel refugee clients and how they conceptualise multicultural competence when doing so. Although the findings point to the complexity and challenges involved when counselling refugees, all participants emphasised the ethical imperative to do so. Therefore, counsellors are able and obligated to contribute to the health and wellness of refugees through providing integrated and holistic approaches.

Women’s Lives Matter—The Critical Need for Women to Prioritize Optimal Physical Activity to Reduce COVID-19 Illness Risk and Severity

Garcia-Pelagio KP, Hew-Butler T, Fahlman MM, Roche JA. Women’s Lives Matter—The Critical Need for Women to Prioritize Optimal Physical Activity to Reduce COVID-19 Illness Risk and Severity. International Journal of Environmental Research and Public Health. 2021; 18(19):10271.

Keywords

COVID-19
Females
Exercise

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.

Keywords

Autism
Autism spectrum disorder (ASD)
Diagnosis
Disparities
Evaluation
Screening

Despite considerable research demonstrating the benefits of an earlier ASD diagnosis, the average age of obtaining a diagnosis remains later than is necessary to achieve optimal outcomes.

Therefore, the main objective of this study was to identify and examine the risk variables of ASD, and the secondary objective was to explore variables contributing to an early or late diagnosis with ASD. The data set, comprising a sample of 90,549 individuals diagnosed with ASD aged 1-85. To address the first objective, a survival analysis using the Cox proportional hazards model (Cox, 1972) was conducted to determine which variables were associated with increased and decreased odds of ASD diagnosis (i.e, the time-to-event). Related to the first objective, it can be concluded that the medical variable ‘developmental language’ was the most important risk factor for ASD among all the variables. In contrast, the use of alcohol or other substances during pregnancy is the least concern. Regarding the second objective, an early ASD diagnosis is more likely when a developmental language disorder or genetic condition was reported. 

Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers

Ketcheson, L. R., & Pitchford, E. A. (2021). Promoting physical activity participation and nutrition education through a telehealth intervention for children on the autism spectrum and their caregivers. Contemporary Clinical Trials, 107, 106496.

Keywords

Telehealth
Nutrition
Physical activity
Heal

There is growing empirical support which suggests children on the autism spectrum, as well as their caregivers experience significant health disparities. The global COVID-19 pandemic has only magnified the need to address health among vulnerable populations. While there has been a growing trend in the delivery of telehealth interventions, the delivery of such methods for children on the autism spectrum, and their caregivers remains relatively under examined. The primary goal of PLANE (Physical Literacy And Nutrition Education) is to promote positive trajectories of health for children on the autism spectrum and their primary caregivers through the delivery of a telehealth physical activity and nutrition education program. The study is a pre-experimental analysis of PLANE across 12 months. All activities will be delivered virtually through weekly synchronous and asynchronous programming. A total of 180 participants will be enrolled in this intervention, including children on the autism spectrum and caregivers. Each week a new physical activity skill along with opportunities for recipe assembly will be delivered remotely. Supplemental material will be disseminated online including; s.

Using verbal protocol to explore fourth graders construction of meaning from social studies texts

Roberts, K. L., & Brugar, K. A. (2021, advanced online publication). Using verbal protocol to explore fourth graders construction of meaning from social studies texts. Journal of Social Studies Research.

Keywords

Reading comprehension
Social Studies
Verbal protocol

Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains 

Real classrooms, real teachers: The C3 inquiry in practice

Brugar, K. A., & Roberts, K. L. (Eds.). (2021). Real classrooms, real teachers: The C3 inquiry in practice. Information Age Publishing.

Keywords

Inquiry
Social studies
Elementary education

As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to building the social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.

Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

Histrionics of autism in the media and the dangers of false balance and false identity on neurotypical viewers

Ressa, T. (2021). Histrionics of autism in the media and the dangers of false balance and false identity on neurotypical viewers. Journal of Disability Studies in Education. 

Keywords

Autism
False balance
False identity
Educator
Critical literacy
Disability

Contemporary US media increasingly portray autism “positively.” Based on critical realism and guided by the Disability Studies in Education (dse) framework, three television shows—Atypical, Touch, and The Good Doctor—with fictitious Autism Spectrum Disorder (asd) character(s) are qualitatively analyzed to understand the impact of the media’s portrayal of autism on the perceptions of neurotypical educators from the perspective of a disabled teacher educator. Autism in the three comedydrama series is portrayed as a savant syndrome of White heterosexual male experience affecting middle-class families. These portrayals of asd are less representative of the autism community and therefore lead to two prominent television strategies of misleading information—false balance and false identity. Since media are not neutral informers, entertainers, educators, and persuaders, it is vital for consumers especially educators to engage in dse informed critical literacy to ensure the consumption of meaningful information about autism.

Depression in Collegiate Runners and Soccer Players: Relationships with Serum 25-Hydroxyvitamin D, Ferritin and Fractures

Tomlinson, Devin C.; Eschker, Evan; Callan, Jade; and Hew-Butler, Tamara (2021) "Depression in Collegiate Runners and Soccer Players: Relationships with Serum 25-Hydroxyvitamin D, Ferritin and Fractures," International Journal of Exercise Science: Vol. 14 : Iss. 5, Pages 1099 - 1111.

Keywords

Vitamin D
Depression
Student-athletes

The main purpose of this study was to evaluate relationships between depression versus serum 25-hydroxyvitamin D (vitamin D), serum ferritin (ferritin), and fractures across a competitive season. The authors conducted a prospective observational study (both pre- and post-season testing) on 51 collegiate soccer and cross-country athletes from a Midwest University. Our main outcome measure was depression, measured using the Center for Epidemiological Studies Depression Scale (CES-D). A CES-D score ≥ 16 represented the threshold value for clinical depression. Secondary outcome variables included vitamin D, ferritin, and fractures. Two athletes (3.9%; one female) pre-season while seven athletes (13.7%; five females) post-season demonstrated clinically relevant depression (CES-D score ≥ 16). Depression scores increased from pre- to post-season (6.0 to 8.9; p = 0.009; effect size = 0.53; n = 51). A medium effect noted for depressed athletes vs. non-depressed athletes (n = 7; post-season) to have lower pre-season serum vitamin D (38.4 vs. 50.2 ng/ml; p = 0.15; effect size = 0.68) with a small overall correlation effect (r = -0.08; p = 0.58). A medium correlation effect was noted between p.

Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department

Carter PM, Cunningham RM, Eisman AB, Resnicow K, Roche JS, Cole JT, Goldstick J, Kilbourne AM, Walton MA. Translating Violence Prevention Programs from Research to Practice: SafERteens Implementation in an Urban Emergency Department. Journal of Emergency Medicine. 

Keywords

Implementation science
Prevention
Adolescents

School Transit and Accessing Public School in Detroit

Pogodzinski, B., Lenhoff, S. W., Cook, W., & Singer, J. (2021). School Transit and Accessing Public School in Detroit. Education and Urban Society, DOI: 00131245211027369

Keywords

Transit
Access
Enrollment

Students in the Detroit Public Community Schools District (DPSCD) have the highest rate of chronic absence (missing 10% or more of school days) among large districts in the United States. Additionally, students in DPSCD are among the poorest students in the country, often lacking access to reliable personal transportation or public transit to facilitate getting to school. Although DPSCD offers school-sponsored transit, only 30% of K-8 students were eligible for such transit in 2018 to 2019. Through the use of multilevel modeling, we sought to identify the association between eligibility for school-sponsored transit and attendance. Our findings indicated that there was a negative association of small magnitude between eligibility for school sponsored transit and school attendance. This counterintuitive finding may highlight the fact that transit eligibility is not sufficient to mediate the negative relationship between student poverty and attendance, and transit eligibility does not guarantee regular use of school-sponsored transit.

School climate and student mobility

Pogodzinski, B., Cook, W., Lenhoff, S.W., & Singer, J. (2021). School climate and student mobility. Leadership and Policy in Schools. DOI: 10.1080/15700763.2021.1901121.

Keywords

Climate
Student mobility
Urban education

School choice has been accompanied by an increase in student mobility. Although changing schools can benefit students, mobility is often associated with negative student and school outcomes. This study sought to better understand the relationship between school climate and the likelihood of student mobility across K-8 schools in Detroit, a city marked by a high level of school choice options. We found conflicting evidence of a relationship between measures of school climate as measured by the 5Essentials survey and student mobility. We discuss these findings in the context of potential sector differences, which may overshadow parental preferences for organizational characteristics.

Organizational effectiveness in Catholic schools across the Archdiocese of Detroit

Pogodzinski, B., & Morris, A. (2021). Organizational effectiveness in Catholic schools across the Archdiocese of Detroit. Journal of Catholic Education, 24(1), 204-224.

Keywords

Catholic schools
Organization
Climate

To help inform continuous improvement efforts across Catholic Schools in the Archdiocese of Detroit (AOD), the Catholic Identity Program Effectiveness Surveys were administered to parents, students, and faculty/staff across schools in the AOD during Winter 2018. This work sought to identify variation in responses across respondents and schools. Additionally, we sought to identify an association between the survey responses and enrollment trends across schools. Our findings show some significant differences in responses across the domains of the survey as well as across respondent group. The initial analysis found no statistically significant association between measures of organizational climate and enrollment trends, though we acknowledge limitations in the data and call for continued research in this regard.

Paradoxical Relationships between Serum 25(OH)D and Ferritin with Body Composition and Burnout: Variation by Sex and Sports Team

Hew-Butler, T.; Aprik, C.; Byrd, B.; Landis-Piwowar, K.; Smith-Hale, V.; VanSumeren, M.; Sabourin, J.; Byrd, G.; Martin, J. Paradoxical Relationships between Serum 25(OH)D and Ferritin with Body Composition and Burnout: Variation by Sex and Sports Team. Endocrines 2021, 2, 320–333. https://www.mdpi.com/2673-396X/2/3/30

Keywords

Vitamin D
Student-athlete

Adequate serum vitamin D and iron levels are thought to influence physical training adaptations and mood positively. The primary purpose of this prospective, observational study was to investigate relationships between serum 25-OH vitamin D/25(OH)D and serum ferritin levels with body composition and athlete burnout symptoms. Seventy-three collegiate athletes (female: n = 49; male: n = 24) from indoor (swimming, basketball) and outdoor (soccer, cross-country) sports were tested pre-season and post-season for serum 25(OH)D and serum ferritin (nutrient biomarkers) via venipuncture; body composition (total lean mass, bone mineral density/BMD, and % body fat) via dual energy X-ray absorptiometry (DXA) scans; and athlete burnout symptoms (post-season) via the athlete burnout questionnaire (ABQ). When male and female cohorts were combined, significant correlations (Pearson’s r) were noted between pre-season serum 25(OH)D versus the change (D: post-season minus pre-season) in both BMD (r = 􀀀0.34; p = 0.0003) and % body fat (r = 􀀀0.28; p = 0.015). Serum ferritin D was significantly associated with lean mass D (r = 􀀀0.34; p = 0.003). For burnout symptoms, serum 25(OH)D D significantly exp.

Moving toward more meaningful family participation during home visit decision-making

Hancock, C. L. (2021). Moving toward more meaningful family participation during home visit decision-making. Young Exceptional Children. Advance online publication.

Keywords 

Family partnerships
Early intervention
Decision-making

Decision-making between professionals and families is an integral part of early intervention, as reflected by family-centered philosophies and practices embodied in the Division for Early Childhood’s Recommended Practices. Understanding how these decisions unfold between families and early intervention practitioners (EIs) requires consideration of discourse, or language in social interaction. As such, EIs may benefit from a framework to examine how they and families communicate during decision- making. When EIs attend to discursive details of decisions, they can foster shared decisions with all families. To this end, I first briefly define decision-making and two forms of decision-making relevant to families and EIs. Next, I deconstruct decision-making by outlining its sequential components. Examples from practice are embedded to explore nuances of decision-making. I conclude by presenting recommendations to facilitate shared decisions with families. 

Paternal biopsychosocial resilience in triadic interactions among families exposed to trauma and socioeconomic adversity

Bocknek, E. L., Lozada, F., Richardson, P., Brown, D., McGoron, L., & Rajagopalan, A. (2021). Paternal biopsychosocial resilience in triadic interactions among families exposed to trauma and socioeconomic adversity. Developmental Psychobiology, 00, 1-14

Keywords

Fathers
PTSD
Respiratory sinus arrhythmia

The current study includes African American/Black biological fathers (N=88) and their two-year-old children. Fathers reported low incomes and high rates of depression and posttraumatic stress disorder (PTSD). Parenting behaviors were observed in high-stress and low-stress triadic contexts. Fathers’ social baseline respiratory sinus arrhythmia (RSA) was obtained as an index of parasympathetic arousal. RSA moderated the association between PTSD and fathers’ responsiveness (F=6.90, p=.00, R2=.30), with no association between PTSD and responsiveness demonstrated among fathers with the highest levels of RSA relative to the sample (effect =.04, p=.00; CI [.02, .06]). RSA did not moderate the association between paternal depression and parenting behaviors (p>.05). Furthermore, responsiveness was only significantly associated with low-stress paternal teaching behaviors for fathers with lower RSA (F=4.34, p=.01, R2=.21; effect =-.19, p=.00; CI [.06, .32]). Findings demonstrate significant relationships among RSA, PTSD, and parenting for African American/Black men in contexts of economic adversity.

Faculty’s use of social media in flipped classrooms: A mixed-method investigation

Alharthi, M. & Zhang, K. (2021). Faculty’s use of social media in flipped classrooms: A mixed-method investigation. International Journal of Technology in Education and Science (IJTES), 5(3), 394-410.

Keywords

Social media
Flipped classroom
R2D2 model

This paper reports a sequential mixed-method study on Saudi Arabian (SA) faculty’s use of social media (SM) in flipped classrooms (FC). The study also examined SA faculty’s related attitudes and identified factors that had limited faculty use of SM in Saudi higher education. In particular, the study explored how SA faculty used SM to address students’ needs and preferences as per the Read, Reflect, Display and Do (R2D2) framework. 391 eligible SA faculty members (199 male and 192 female) participated in the online survey, among which 8 (4 male and 4 female) were also selected for individual, semi-structured interviews afterwards. A wide range of factors were identified to understand what may have prevented or limited faculty’s SM uses in teaching. Research and practical implications were discussed, as well as suggestions to promote the use of SM for teaching in SA and countries with similar cultures.

AI technologies for education: Recent research & future directions

Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 100025.

Keywords

Al
Artificial intelligence
Al technologies

This article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIED) published in 1993–2020, in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and their educational applications, and generates practical examples and inspirations for both technological experts that create AIEd technologies and educators who spearhead AI innovations in education. It also provides rich discussions on practical implications and future research directions from multiple perspectives. The advancement of AIEd calls for critical initiatives to address AI ethics and privacy concerns, and requires interdisciplinary and transdisciplinary collaborations in large-scaled, longitudinal research and development efforts. 
 

Implementation Science Issues in Understanding, Collecting and Using Cost Estimates: A multi-stakeholder perspective

Eisman A.B., Quanbeck A., Bounthavong M., Panattoni L., Glasgow R.E. Implementation Science Issues in Understanding, Collecting and Using Cost Estimates: A multi-stakeholder perspective. Implementation Science.

Keywords

Implementation
Costs
Stakeholders

Understanding the resources needed to achieve desired implementation and effectiveness outcomes is essential to implementing and sustaining evidence-based practices (EBPs). Despite this frequent observation, cost and economic measurement and reporting are rare, but becoming more frequent in implementation science; and when present is seldom reported from the perspective of multiple stakeholders (e.g., the organization, supervisory team), including those who will ultimately implement and sustain EBPs.

Incorporating a multi-level framework is useful for understanding and integrating the perspectives and priorities of the diverse set of stakeholders involved in implementation. Stakeholders across levels, from patients to delivery staff to health systems, experience different economic impacts (costs, benefit, and value) related to EBP implementation and have different perspectives on these issues. Economic theory can aid in understanding multi-level perspectives and approaches to addressing potential conflict across perspectives.

This paper provides examples of key cost components especially important to different types of stakeholders.