“You Can’t Know Until Someone Tells You or You Experience Something”: Talking back to Deficit Discourse with Digital Photo Stories and the NOT-ICE Teacher Discussion Protocol

This practitioner research study explored the use of student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE protocol (Author, 2016) to provide insight into why Latin@ students’ talents may be overlooked by classroom teachers. Digital photo stories, created by emergent bilingual elementary Latin@ learners, were used to elicit the primary data from the study. Teacher co-researchers participated in small-group, collaborative discussion sessions to investigate and understand how schooling labels carry potential biases that obscure students’ gifts and talents. Findings indicate that digital photo stories can act as counter-stories by disrupting teachers’ commonly held (mis)perceptions about emergent bilinguals, emphasize students’ strengths, and help teachers see how they might reach these students differently by providing them with challenging and engaging learning opportunities

Review of \u3cem\u3eSocial Work and Social Justice: Concepts, Challenges, and Strategies\u3c/em\u3e by Michael Reisch and Charles D. Garvin.

Book review of Michael Reisch and Charles D. Garvin, Social Work and Social Justice: Concepts, Challenges, and Strategies. Oxford University Press (2016). 448 pages

Practitioner Research: A “Refreshing Change” for Professional Learning

This article discusses a study that utilized a practitioner research approach to professional learning (Cochran-Smith & Lytle, 2009) that used student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE Teacher Discussion Protocol (Author, 2016) to explore why classroom teachers sometimes fail to notice the gifts and talents of emergent bilinguals of Latin@ heritage. Six elementary teachers participated in six small-group, collaborative discussion sessions in which they acted as co-researchers. Findings illuminate the significance of the research design in providing an effective professional learning experience. Highlighted design elements include the importance of using visual media as a springboard for intentional, productive discussions as well as the significance of a purposeful, small-group arrangement that allowed for cross-grade-level collaboration focused on a relevant issue of shared concern. An alternate look at how schools might define data is also offere

Eating Pizza with Chopsticks: Discovering Flavorful Truths about Writing

The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into a community of writers who support one another and engage meaningful writing experiences that lift the level of writing and bring authenticity, variety, pleasure, and success to the writing process

TEACHER PERCEPTIONS OF CRITICAL MEDIA LITERACY

Critical media literacy (CML) is vital for students to navigate the current proliferation of misinformation and disinformation. Despite what is known about the influence of teacher beliefs on classroom practice, little research to date has looked at what teachers perceive about the importance of CML. The researchers administered a survey to teachers throughout the U.S. (N = 362) on their perceptions of the importance of teaching CML as part of their instruction. Using quantitative methods, the researchers found CML as the primary factor underlying the survey data and a strong awareness of the importance of teaching CML to students. While years of teaching experience, subject areas, being a primary, elementary, or middle school teacher, geographic area, and being politically conservative or progressive were not significant predictors of CML factor scores, three covariates showed significant differences—gender, educational level, and being a high school teacher. Implications for teacher education programs and professional learning initiatives and other suggestions for improvement are included in the discussion

Discerning (Dis)information: Teacher perceptions of critical media literacy

Critical media literacy (CML) is vital for students to navigate the current proliferation of misinformation and disinformation. Despite what is known about the influence of teacher beliefs on classroom practice, little research to date has looked at what teachers perceive about the importance of CML. The researchers administered a survey to teachers throughout the U.S. (N = 362) on their perceptions of the importance of teaching CML as part of their instruction. Using quantitative methods, the researchers found CML as the primary factor underlying the survey data and a strong awareness of the importance of teaching CML to students. While years of teaching experience, subject areas, being a primary, elementary, or middle school teacher, geographic area, and being politically conservative or progressive were not significant predictors of CML factor scores, three covariates showed significant differences gender, educational level, and being a high school teacher. Implications for teacher education programs and professional learning initiatives and other suggestions for improvement are included in the discussion

Reducing microscopy-based malaria misdiagnosis in a low-resource area of Tanzania

Misdiagnosis of malaria is a major problem in Africa leading not only to incorrect individual level treatment, but potentially the acceleration of the spread of drug resistance in low-transmission areas. In this paper we report on the outcomes of a simple intervention that utilized a social entrepreneurship approach (SEA) to reduce misdiagnosis associated with hospital-based microscopy of malaria in a low-transmission area of rural Tanzania. A pre-post assessment was conducted on patients presenting to the hospital outpatient department with malaria and non-malaria like symptoms in January 2009 (pre-intervention) and June 2009 (post-intervention). All participants were asked a health seeking behavior questionnaire and blood samples were taken for local and quality control microscopy. Multivariate logistic regression was conducted to determine magnitude of misdiagnosis with local microscopy pre- versus- post intervention. Local microscopy pre-intervention specificity was 29.5% (95% CI = 21.6% – 38.4%) whereas the post intervention specificity was 68.6% (95% CI = 60.2% - 76.2%). Both pre and post intervention sensitivity were difficult to determine due to an unexpected low number of true positive cases. The proportion of participants misdiagnosed pre-intervention was 70.2% (95%CI = 61.3%-78.0%) as compared to 30.6% (95%CI = 23.2%–38.8%) post-intervention. This resulted in a 39.6% reduction in misdiagnosis of malaria at the local hospital. The magnitude of misdiagnosis for the pre-intervention participants was 5.3 (95%CI = 3.1–9.3) that of the post-intervention participants. In conclusion, this study provides evidence that a simple intervention can meaningfully reduce the magnitude of microscopy-based misdiagnosis of malaria for those individuals seeking treatment for uncomplicated malaria. We anticipate that this intervention will facilitate a valuable and sustainable change in malaria diagnosis at the local hospital

A Framework for Protecting and Promoting Employee Mental Health through Supervisor Supportive Behaviors

The attention to workplace mental health is timely given extreme levels of burnout, anxiety, depression and trauma experienced by workers due to serious extraorganizational stressors – the COVID-19 pandemic, threats to climate change, and extreme social and political unrest. Workplace-based risk factors, such as high stress and low support, are contributing factors to poor mental health and suicidality (Choi, 2018; Milner et al., 2013, 2018), just as low levels of social connectedness and belonging are established risk factors for poor mental health (Joiner et al., 2009), suggesting that social support at work (e.g., from supervisors) may be a key approach to protecting and promoting employee mental health. Social connections provide numerous benefits for health outcomes and are as, or more, important to mortality as other well-known health behaviors such as smoking and alcohol consumption (Holt-Lundstad et al., 2015), and can serve as a resource or buffer against the deleterious effects of stress or strain on psychological health (Cohen & Wills, 1985). This manuscript provides an evidence-based framework for understanding how supervisor supportive behaviors can serve to protect employees against psychosocial workplace risk factors and promote social connection and belongingness protective factors related to employee mental health. We identify six theoretically-based Mental Health Supportive Supervisor Behaviors (MHSSB; i.e., emotional support, practical support, role modeling, reducing stigma, warning sign recognition, warning sign response) that can be enacted and used by supervisors and managers to protect and promote the mental health of employees. A brief overview of mental health, mental disorders, and workplace mental health is provided. This is followed by the theoretical grounding and introduction of MHSSB. Suggestions for future research and practice follow, all with the focus of developing a better understanding of the role of supervisors in protecting and promoting employee mental health in the workplace

Academic Institutions and One Health: Building Capacity for Transdisciplinary Research Approaches to Address Complex Health Issues at the Animal–Human–Ecosystem Interface

To improve health at the human, animal, and ecosystem interface, defined as One Health, training of researchers must transcend individual disciplines to develop a new process of collaboration. The transdisciplinary research approach integrates frameworks and methodologies beyond academic disciplines and includes involvement of and input from policy makers and members of the community. The authors argue that there should be a significant shift in academic institutions' research capacity to achieve the added value of a transdisciplinary approach for addressing One Health problems. This Perspective is a call to action for academic institutions to provide the foundations for this salient shift. The authors begin by describing the transdisciplinary approach, propose methods for building transdisciplinary research capacity, and highlight three value propositions that support the case. Examples are provided to illustrate how the transdisciplinary approach to research adds value through improved sustainability of impact, increased cost-effectiveness, and enhanced abilities to mitigate potentially harmful unintended consequences. The authors conclude with three key recommendations for academic institutions: (1) a focus on creating enabling environments for One Health and transdisciplinary research, (2) the development of novel funding structures for transdisciplinary research, and (3) training of "transmitters" using real-world-oriented educational programs that break down research silos through collaboration across disciplines

Reducing malaria misdiagnosis: the importance of correctly interpreting Paracheck Pf® "faint test bands" in a low transmission area of Tanzania

Although malaria rapid diagnostic tests (RDTs) have been extensively evaluated since their introduction in the early 1990's, sensitivity and specificity vary widely limiting successful integration into clinical practice. This paper reviews specific issues surrounding RDT use in field settings and presents results of research investigating how to interpret "faint test bands" on ParaCheck Pf® in areas of low transmission in order to reduce malaria misdiagnosis.\ud A multi-phase cross-sectional study was conducted at a remote hospital in the northern Tanzanian highlands. Capillary blood samples were taken from consenting participants (n = 319) for blood smear and ParaCheck Pf® testing. Primary outcome variables were sensitivity, specificity and proportion misdiagnosed by ParaCheck Pf® and local microscopy. ParaCheck Pf® "faint bands" were classified as both true positives or true negatives during evaluation to determine appropriate clinical interpretation. Multivariate logistic regression adjusted for age and gender was conducted to determine odds of misdiagnosis for local microscopy and ParaCheck Pf®. Overall, 23.71% of all ParaCheck Pf® tests resulted in a "faint band" and 94.20% corresponded with true negatives. When ParaCheck Pf® "faint bands" were classified as positive, specificity was 75.5% (95% CI = 70.3%-80.6%) as compared to 98.9% (95% CI = 97.0%-99.8%) when classified as negative. The odds of misdiagnosis by local microscopy for those > 5 years as compared to those ≤ 5 years are 0.370 (95% CI = 0.1733-0.7915, p = 0.010). In contrast, even when ParaCheck Pf® faint bands are considered positive, the odds of misdiagnosis by ParaCheck Pf® for those > 5 years as compared to those ≤ 5 years are 0.837 (95% CI = 0.459-1.547, p = 0.5383). We provide compelling evidence that in areas of low transmission, "faint bands" should be considered a negative test when used to inform clinical decision-making. Correct interpretation of RDT test bands in a clinical setting plays a central role in successful malaria surveillance, appropriate patient management and most importantly reducing misdiagnosis