A Culturally Responsive Framework for Critically Examining Priorities in Approximations of Practice

A recent focus in research is for mathematics teacher educators (MTEs) to examine the approximations of practice they use to build prospective teachers\u27 (PTs) knowledge and pedagogies for mathematics teaching. This chapter focuses on conducting an audit, or analysis, of the approximations of practice that the first author used to structure learning opportunities during secondary mathematics education coursework in a university-based classroom. Through a critical examination of her approximations, she identifies the strengths and shortcomings in PTs\u27 opportunities to develop culturally responsive pedagogies (CRP). By drawing on a recently developed CRP self-study framework, along with the second author\u27s critical friend contributions, the authors conclude that MTEs should examine opportunities for expanding teacher modeling of CRP practices, as well as collaborate with PTs to collectively brainstorm and problem solve together to enact practices in ways that move beyond what all parties have experienced previously, or are capable of creating individually

Brain Transcriptomics of a Social Challenge and Maternal Aggression In Incubating Female Tree Swallows

Aggressive behavior is ubiquitous across many contexts, including defense of territories, mates, and offspring. For decades, researchers have detailed the effect of aggressive behavior on physiology, but our understanding of these mechanisms in females lags behind that of males, despite the fact that female aggression is widespread, particularly in the context of maternal defense of eggs or offspring (i.e., maternal aggression). Here, we measured effects of a social challenge on brain gene expression in free-living incubating females. We hypothesized that the social challenge would generate at least one of three transcriptomic effects: (1) sensitizing the brain to otherwise low levels of sex steroids, (2) changing other neuroendocrine signaling pathways associated with social behavior (e.g., dopamine), or (3) broad shifts related to metabolism or immune function. We tested these hypotheses in incubating female tree swallows (Tachycineta bicolor), exposing 10 females to a 30-min simulated territorial intrusion, which elicited maternal aggression. After this challenge, we measured neural gene expression via RNA-seq and compared gene expression to 10 unchallenged controls. We saw no global treatment effect on gene expression. However, within the experimental group, more maternal aggression was correlated with upregulation of genes associated with immune activation and downregulation of genes associated with synaptic plasticity. Though more research is needed to understand the downstream effects of these transcriptional differences, our findings generate key questions about how the brain responds to social challenges across different contexts

Toxicity of 2,2’,4,4’-tetrabromodiphenyl ether (BDE-47) on oligodendrocytes during embryonic zebrafish development

Polybrominated diphenyl ethers (PBDEs) are flame retardants heavily utilized across plastic, textile and electronic industries. Although these PBDEs are effective in protecting property and human life from fire, their high production volumes have led PBDEs to become pervasive environmental contaminants and pose an ecological and health risk as high levels have been noted in environmental media including water and sediment, wildlife and human tissue. Here we investigate the developmental neurotoxicity of 2,2’,4,4’-tetrabromodiphenyl ether (BDE-47), one of the more dominant PBDE congeners found in human tissue, on oligodendrocytes in the hindbrain and spinal cord. We utilized the zebrafish vertebrate model system and investigated low (5 µM) and high concentrations (20 µM) of BDE-47. We find that by 6 days post-fertilization, BDE-47 negatively affects oligodendrocyte development in the hindbrain and spinal cord in a concentration dependent manner

Critical Appraisal of Evidence: Synthesis and Recommendations

This is the fifth article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making (EBDM). It builds on AJN\u27s award-winning previous series—Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to https://links.lww.com/AJN/A133). This follow-up series on EBDM will address how to teach and facilitate learning about the evidence-based practice (EBP) and quality improvement (QI) processes and how they impact health care quality. This series is relevant for all nurses interested in EBP and QI, especially DNP faculty and students. The brief case scenario included in each article describes one DNP student\u27s journey

Climate Change in An Urban Catholic School: Taking the Temperature With a Three-Pronged SEl Intervention

This Improvement Science Dissertation in Practice examines the impact of a 10-week social-emotional learning (SEL) intervention on school climate at Newberry Catholic Academy, an urban Catholic school with high teacher turnover. The intervention, combining a book study, daily gratitude journaling, and common planning time, aimed to improve collaboration, collegiality, and belongingness among faculty. Using a convergent mixed-methods design, the study assessed changes in teacher perceptions and the effectiveness of each component. Quantitative analysis via the Wilcoxon Signed-Rank Test revealed significant declines in Professional Learning (p=.01), Feedback and Coaching (p=.03), and School Leadership (p=.01), highlighting a need for further inquiry. Qualitative data from weekly reflections and focus groups showed shifts from initial concerns to increased connection and respect, with common planning time identified as most beneficial for building community. Challenges included discomfort with vulnerability and time constraints, though gradual trust development was observed. Findings emphasize the complexity of SEL initiatives in high-stress environments and suggest adaptations for sustainable outcomes. Implications for future practice in similar settings and recommendations for enhancing SEL to support teacher well-being and retention are discussed

Strengthening Educators\u27 Metacognitive Instructional And Assessment Practices To Support The Academic Achievement Of Juvenile Justice-Involved Youth

This mixed methods Improvement Science Dissertation in Practice (ISDiP) explored the impact of strengthening educators’ use of metacognitive instructional and assessment practices on lesson planning and delivery to support the academic achievement of juvenile-justice involved youth (JJ youth) in a Juvenile Detention Center School (JDC). During an eight-week intervention, the teaching staff of the JDC participated in professional development (PD) sessions, individual coaching, and classroom observations. The resulting data included exit slips following PD sessions, researcher field notes, the metacognitive observation support rubric, and feedback from a focus group. The results indicate that the JDC educators strengthened their capacity to plan lessons to incorporate metacognitive practices by writing student-facing learning targets using “I” statements. Educators intentionally planned lessons to demonstrate metacognitive skills by identifying which learning skills to model and showcasing the Planning, Monitoring, and Evaluating metacognitive element Skill steps. Educators credited their changes in lesson planning to their enhanced capacity to predict and meet student needs, develop effective lessons, and emphasize student learning. Educators preferred the metacognitive elements of Modeling, Prompting, and Monitoring in classroom use, and identified metacognitive practices as a strategy to deepen student learning, add value to learning, improve student motivation, and build student self-awareness. Last, most educators identified the support provided by coaching as a primary lever for strengthening their capacity; some educators reported that the combination of coaching and professional development provided the individualized support and knowledge necessary to improve their understanding and use of metacognitive practices

“That Middle School is Trash!!!!”: Public Knowledge About Local Schools on Social Media

Purpose: Americans frequently turn to online social networking sites (OSNs) as a source of news and information. Yet the role of OSNs in knowledge formation about local public schools remains underexamined. This study explores how public knowledge about local schools is constructed on Facebook. Research Methods/Approach: This ethnographic case study centers on a large “private” Facebook group in the community of Oldtown (pseudonym). Drawing on digital public sphere theory, this study examines who posts about the schools on Facebook, what they post, and how interaction shapes the collective knowledge about local schools on Facebook and beyond. Findings: Posts with the highest levels of engagement offer negative framings of the local schools. Less than 1% of group members create these posts, and special interest actors largely determine which posts go viral within the group. These actors promote their agendas by bolstering engagement on select posts and by policing the comment section to limit positive feedback about the schools. Implications: When community members log into Facebook, they see a distorted portrait of the local public schools that is constructed through inequitable participation. Given increasing levels of school choice and growing dissatisfaction with public schools in some quarters, these findings shed light on how OSNs may contribute to public skepticism in local public schools. Implications for school and district leaders as well as considerations for researchers conducting work in “private” Facebook groups are discussed

Exploring Educator Attitudes and Their Impact on Racial Inequities In School Discipline

This dissertation presents a mixed methods research study conducted within the framework of the Improvement Science Dissertation in Practice (ISDiP). The primary objective of this research is to investigate targeted interventions and resources designed to enhance educators\u27 cultural awareness and social-emotional competence. These enhancements aimed to foster identity-affirming learning environments for students of color, serving as a mechanism to address and mitigate racial discipline disparities in educational contexts. The validation of student identities, alongside the establishment of inclusive learning environments, is paramount for promoting academic success and addressing the distinct needs of students of color. Nonetheless, the enduring presence of racially detrimental educational contexts—especially in the absence of effective interventions—subjects these students to exclusionary practices that significantly impede their academic prospects. Such conditions not only diminish their potential for success but also perpetuate systemic inequities within the educational framework. In the absence of proactive strategies aimed at mitigating these challenges, the academic and social development of the affected students faces considerable restrictions, resulting in long-lasting repercussions that extend well beyond the classroom setting. Such contexts create barriers to learning and engagement, ultimately diminishing the overall effectiveness and ability of educational institutions to foster an inclusive and equitable atmosphere for all students. To address these challenges, a structured eight-week asynchronous professional learning series was developed. This series aimed to deepen participants\u27 understanding of the biases and discrimination faced by students of color in schools and society. The ultimate aim of the series was to enhance the educational experiences of students of color and reform the punitive disciplinary practices that disproportionately affect them. Participants engaged in critical self-reflective activities designed to foster transformative growth in their teaching methodologies to better support students of color. This dissertation establishes a foundation for future research focused on designing professional learning experiences that challenge entrenched assumptions, promote critical self-reflection, cultivate intercultural sensitivity, and encourage transformational learning. The findings of this study resonate with current literature on reflective practices in education, particularly emphasizing the significance of critical reflection in achieving transformative learning outcomes. This research emphasizes the necessity of addressing cultural competence and bias as fundamental components in fostering equitable educational environments for all students

Teacher Mindset: Improving Academic Outcomes for Students With Disabilities

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) explores the discrepancy between general and special education student performance on measures of growth and achievement in English Language Arts and Math in a small, suburban school district in Southwest Connecticut. Research supports that the growth rate for students with disabilities often decreases as they get older, leaving special education students with fewer opportunities to close the achievement gap over time. This study illustrates the importance of addressing teachers’ mindsets, perceptions, and collective efficacy to close the achievement and growth gap. Fifteen special education teachers and related service providers participated in a six-week intervention that included professional learning sessions, exit tickets, mindset rubrics, and focus group conversations. Results indicated a statistically significant improvement in the pre-and post-test survey, which assessed teachers\u27 mindsets regarding the performance of students with disabilities on high-stakes testing. Results further indicated that teachers and related service providers found the intervention to have an important, positive influence on their work with students and colleagues. This research is promising for using professional learning on teacher mindset, teacher perception, and collective efficacy to close the performance gap between general and special education students at the elementary level. Recommendations for future research include expanding the intervention to the middle and high school levels and broadening the scope of the intervention to target general education staff members, paraeducators, and school and district administrators. This study can guide other school leaders looking to advance all students\u27 academic growth and achievement, including those receiving special education services