Black Exceptionality in Academia: A Cultural-Historical Re-Conceptualization of Black Male Students Identified With Learning Disabilities in Higher Education

The under-representation of Black male students identified with learning disabilities (LD) in higher education is a symptom of a larger social injustice, the racialization of educational opportunities and outcomes in the United States. We provided a critical review of literature to examine the structural and social barriers facing Black college students identified with LD in terms of access to adequate support services, refusal of funds of knowledge that Black students bring to higher education, and hegemonic organization of higher education. Following themes are explored: a) historical legacy of racial inequity in academia; b) systemic contradictions in institutional practices; c) absence of collaborative networks. This article offers a conceptualization of antiblackness and the denial of Black exceptionality informed by Vygotskian cultural-historical activity theory and critical pedagogies. The concepts of cultural mediation, cultural hegemony, resistance, and agency will be used to examine the challenges and possibilities of scaffolding success and joy of Black males identified as LD in higher education

Evidence-based Interventions for Immigrant Students Experiencing Behavioral and Academic Problems: A Systematic Review of the Literature

The purpose of the present research review is to identify effective, high quality school-based interventions for immigrant students with disabilities or academic and behavioral problems. A systematic review of the literature was conducted to synthesize international research studies. Initial and criteriabased selection processes yielded six intervention studies published between 1975 and 2010. Two of the studies are academic interventions while four are behavioral interventions. Three studies were conducted in the United States while the remaining three in Israel, Canada, and Norway. The identified studies were evaluated against the quality indicators of special education research. Three experimental studies met the minimum criteria for acceptable methodological rigor. The results show an urgent need for methodologically robust intervention studies in the field of special education for immigrant students. Implications for research and practice are discussed

Transformative agency for Justice : Addressing racial disparity of school discipline with the indigenous learning lab

In the U.S. school systems, Native American students receive harsher and more frequent school discipline than White counterparts. Exclusionary discipline may result in adverse academic, social, and life outcomes. There is an urgent need for creating an inclusive, equity-oriented learning environment where Native American students’ identities, well-being, and dignity are promoted and nurtured. To develop a culturally responsive behavioral support system aimed to address racial disparity in school discipline, the Indigenous Learning Lab was implemented at a rural high school in Wisconsin. Indigenous Learning Lab is an inclusive problem-solving process through which Native American students, parents, and community members and non-native school staff collectively examine disproportionality in school discipline and design a new school-wide system. The purpose of this study is to examine how participation in Indigenous Learning Lab expanded local stakeholders’ individual agency to collective, transformative agency in designing a culturally responsive behavioral support system.acceptedVersionPeer reviewe

The Effects of Biomechanical Factors to Teach Different Hook Punch Techniques in Boxing and Education Strategies

The aim of this study was to investigate the effects of biomechanic factors to teach different hook punches in boxing. Eight light middleweight boxing athletes (mean age±SD 19.00±2.00 yrs, mean height±SD 173.88±3.89 cm, mean weight±SD 64.25±4.66 kg) participated in this study. Athletes performed a trial using three different hook punch techniques on a sandbag. The techniques were recorded using eight cameras using a frequency of 120 Hz. Qualisys Track Manager was used to analysis on motion. Mean acceleration of the sandbag, stride length, angles of the knee, shoulder, and elbow were calculated. The forces of impact were also calculated. Hook punch data were compared with Friedman test using SPSS 20.0. The results indicated a significant difference was found only in stride length. Stride length using a southpaw stance was shorter than the other stances (p<0.05). Athletes need more practice increasing stride length and use a repeating method in Mitt workout, models, sandbag trainings, self- monitoring and regional trainings

Alteridade espacial: A análise de áreas residencias, regiões escolares, e disciplina escolar em um distrito escolar em processo de urbanização

oai:ojs.pkp.sfu.ca:article/4676Drawn from interdisciplinary perspectives of special education, critical geography, and education policy, in this study, we examined the spatial patterns of residential areas, school attendance zones, and school discipline rates of an urbanizing school district in Wisconsin to understand the construction of spatial “Other.” We measured the city’s dissimilarity index to examine racial and economic segregation between neighborhoods and elementary schools. We also measured the school district suspension rates to examine racial disproportionality in school discipline. We then analyzed to what extent the redrawing of elementary school attendance zones in the 2007-2008 school year was able to reduce the spatial concentration of racially and economically minoritized students in one elementary public school. We found that despite the well-intentioned efforts of the rezoning committee to lower the percentage of students from low-income families, spatial othering at the neighborhood level continued to funnel students from racially and minoritized backgrounds into the school, due to the concentration of low-income housing in the neighborhood of the school. Basándose en perspectivas interdisciplinarias de la educación espacial, la geografía crítica, y la política educativa, en este estudio examinamos configuraciones espaciles de zonas residenciales, las zonas de asistencia a la escuela, y tazas de disciplina en las escuelas de un distrito escolar en el proceso de urbanización en Wisconsin para entender la construcción del “Otro” espacial. Medimos el índice de desemejanza de la ciudad para examinar la segregación racial y económica entre barrios y escuelas primarias. También medimos tazas de suspensión para examinar desproporciones en la disciplina de la escuela. Luego analizamos hasta qué punto la redistribución de zonas de asistencia de la escuela primaria en el año escolar 2007-8 era capaz de reducir la concentración especial de estudiantes marginalizados racialmente o económicamente en una escuela primaria pública. Encontramos que a pesar de los bien intencionados esfuerzos por parte del comité de recalicación para reducir el porcentaje de estudiantes de familias de bajos ingresos, ‘otrando’ espacialmente al nivel del barrio continuaba enviandoles a estudiantes de entornos racialmente marginalizados a la escuela, debido a la densidad de viviendas para personas de bajos recursos.A partir de uma perspectiva interdisciplinar da educação especial, geografia crítica e política da educação, este estudo investigou arranjos espaciais de áreas residencias, regiões escolares, e índices de disciplina escolar de uma cidade de Wisconsin em processo de urbanização para compreender a produção de alteridade espacial. O índice de dissimilaridade da cidade foi mensurado para examinar segregação racial e econômica entre bairros e escolas de ensino fundamental. Analisamos desproporcionalidade racial em suspensões escolares no distrito escolar da cidade. Em seguida, analisamos até que ponto a redemarcação das regiões escolares de ensino fundamental no ano escolar de 2007-2008 foi capaz de reduzir a concentração espacial de alunos das minorias raciais e econômicas em uma escola pública de ensino fundamental. Nossa análise revela que apesar de esforços do comitê de redemarcação em reduzir a porcentagem de alunos de baixa-renda, produção de alteridade espacial no bairro continuou a afluir alunos das minorias para uma escola devido a concentração de moradias populares nos arredores desta

The Relation between Self-Efficacy and Group Cohesiveness Perceptions of Professional Men and Woman's Football Team (Ankara Province Example)

The Purpose of the study is to determine whether there is a meaningful difference between the self-efficacy and self-efficacy perceptions of the footballers (gender, marital status, age and education level etc.) according to their personal qualities. The sample of the work consists of professional male and female soccer teams in Ankara. A total of 354 athletes from 10 male to 5 female soccer teams participated in the study. 128 female soccer players and 226 male soccer players participated. The majority of the athletes participating in the survey are between the ages of 19-23. ''Group Cohesion Scale'' developed by Hatem Ocel and Orhan Aydın (2006) and '' General Self-Efficacy Scale'' developed by Aysin Yesilay, Ralf Shcwarzer and Matthias Gersusalem (1995) were used in the research. Because of the obtained data did not show normal distribution, the nonparametric tests Mann Whitney U and Kruskal Wallis test statistics were used. According to the findings, "Group Cohesion and Self-Efficacy" perceptions differ significantly according to gender. Male participants (X =2,26) were found to have a higher "Group Cohesion" score than female participants (X = 2,08). It is also seen that male participants (X = 2,14) received "Self-Efficacy" scores higher than female participants (X = 1.96). According to the marital status variable, there was no significant difference in the perception of "Group Cohesion" and "Self-Efficacy". There was a significant difference between "Group Cohesion" scores according to age variable. As a result of the multiple comparison tests, the 15-18 age groups were found to score higher than the age group of 19 and above. According to the educational status variable, there was no significant difference between the scale scores of "Group Cohesion and Self-Efficacy"

Promising Practices for ELs with Special Needs

The majority of ELs are educated in urban schools where they often face substandard learning opportunities, under-qualified teachers, unchallenging curricula, lack of specialized resources, culturally irrelevant assessment and instructional practices, prejudice, and de facto racial segregation [1]. To improve academic and social outcomes for this population of students, educators working with ELs with suspected or identified LDs should focus on the following three areas

Inflammatory Myofibroblastic Tumor of the Prostate

Inflammatory myofibroblastic tumors (IMT) of the prostate are very rare lesions that may mimic sarcomas and spindle carcinomas both clinically and histopathologically. The case presented here is a 63-year-old patient, with normal prostate specific antigen levels and a chronic history of complaints, who underwent to suprapubic prostatectomy due to the infravesical obstruction symptoms that are resistant to medical therapy. Histopathological examination of the excision material revealed a well demarcated spindle cell lesion with focal nuclear polymorphism, hyperchromasia, mononuclear inflammatory infiltration and myxoid areas. Mitosis was rare. Immunohistochemically smooth muscle actin and vimentin were positive, anaplastic lymphoma kinase-1 was focal positive, S-100 and pancytokeratin were negative. The lesion was diagnosed as an inflammatory pseudotumor. Differential diagnosis of the IMT from malignant spindle cell tumors of the prostate is crucial to prevent overtreatment

Resistance to macrolide, lincosamide and streptogramin antibiotics in Staphylococci isolated in Istanbul, Turkey

The purpose of this study was to investigate the prevalence and genetic mechanisms of erythromycin resistance in staphylococci. A total of 102 erythromycin resistant non-duplicate clinical isolates of staphylococci [78 coagulase negative stapylococci (CNS), 24 Staphylococcus aureus] were collected between October 2003 and August 2004 in Istanbul Faculty of Medicine in Turkey. The majority of the isolates were from blood and urine specimens. Antimicrobial susceptibilities were determined by the agar dilution procedure and the resistance phenotypes by the double disk induction test. A multiplex PCR was performed, using primers specific for erm(A), erm(B), erm(C), and msrA genes. Among the 78 CNS isolates, 57.8% expressed the MLSB-constitutive, 20.6% the MLSB-inducible, and 21.6% the MSB phenotypes. By PCR, 78.2% of these isolates harbored the erm(C) gene, 8.9% erm(A), 6.4% erm(B), and 11.5% msrA genes. In S. aureus, the constitutive MLSB (58.3%) was more common than the inducible phenotype (20.8%). erm(A) was detected in 50% and erm(C) in 62.5% of the isolates, while 37.5% contained both erm(A) and erm(Q. erm(C)-associated macrolide resistance was the most prevalent in CNS, while erm(C) and erm(A, Q was the most prevalent in S. aureus