A calculated risk

Report of a CELT project on supporting students through innovation and researc

Adolescent gambling: still a cause for concern?

Problem adolescent gamblers were more likely than other children to have other addictive behaviours, more likely to report that their parents approved, to be male, have begun gambling at an early age, have had a big win early on, and to be from a lower social class. Very few adolescent problem gamblers turn up for treatment

Negotiating conflict and negativity in an online\ud Community for recovering heart pateints

When an online community has been set up to support members living\ud with heart disease, it has a responsibility to provide a safe environment in terms of\ud emotional security and accurate health information. Unfortunately, in online\ud communities as in communities generally, relationships developed among\ud members can sometimes go awry. Situations can arise where private exchanges\ud between members exacerbate public discord and conflict erupts: occasionally with\ud both sides having legitimate reason to feel aggrieved. At this point, a usually selfregulating community can polarise and request the moderator's intervention. What\ud happens when the moderator is perceived to be doing nothing about the situation\ud and members of the community take matters into their own hands? This paper\ud discusses the implications and challenges of conflict in a therapeutic community.\ud It acknowledges that sometimes the situation can be too complex for simple\ud resolution and that in such circumstances, one or both of the conflicted parties\ud may have to withdraw from the site for a period of time

Different Approaches to Dual Enrollment: Understanding Program Features and Their Implications

Examines program features, challenges, and benefits of secondary-postsecondary partnerships that allow high school students to take college courses for credit, with a career-focused strategy for engaging underperforming students. Includes recommendations

Emilie “Emi” Jackson-Edney

Emi’s interview centers on her gender reassignment journey. Growing up in Nampa, Idaho, Emi was raised with conservative Christian beliefs. During her childhood, she always felt female but felt obligated to accept her male gender. She met her wife at Boise State University, and the 37 year marriage produced two children. Emi talks about going to a gender psychotherapist and beginning the process of becoming female. Emi outlines the steps required for someone who wants to undergo gender reassignment and the experience of surgery in Thailand. Now as a woman, Emi refers to herself as a woman with a transsexual history instead of a “real woman.” Also discussed are the issues of dating and the difficulty of getting insurance coverage.https://scholarworks.boisestate.edu/idlgbtq_oral_histories/1008/thumbnail.jp

The Relationship Between Professional Development, Instruction, and Student Achievement in Elementary Mathematics

Many school districts acknowledge professional development (PD) as an approach that can change teaching practices and improve student achievement. Because elementary teachers often struggle to provide instruction for mathematical proficiency, the purpose of this quantitative study was to examine the strength of the relationships among teacher participation in math PD courses, Texas Teacher Evaluation and Support System (T-TESS) implementation scores, and student achievement. The theoretical framework for the study is based on Guskey’s model of teacher change. The research questions pertained to the strength of the relationship between the following pairs of variables: (a) teacher participation in math PD and student achievement; (b) teacher participation in math PD and T-TESS implementation scores, and (c) T-TESS implementation scores a and student achievement. Pearson’s product moment correlations were used to quantify the strength of the association between each pair of variables. The study included a sample of 34 third-grade teachers who had math PD participation hours, student scores from the state math assessment, and T-TESS implementation scores from the teacher appraisal instrument. The results of the study revealed no statistically significant relationships between the variables. Therefore, further research is required to investigate why teacher participation in PD demonstrated non-significant relationships among the variables. The policy recommendation developed following the completion of the study is intended to help school districts design effective PD programs. This study can effect positive social change with the implementation of effective PD methods to improve student achievement in mathematics

‘The Front Line’: Firefighting in British Culture, 1939–1945

This article examines cultural depictions of firemen during the Second World War in film, radio and the press. It focuses on the masculine identities ascribed to those unable to fulfil the idealised masculine role of being in the armed forces. The article argues that firemen’s role in the defence of Britain gave them access to many, if not all, of the ideal attributes more commonly associated with the venerated image of the armed forces hero. However, such an image was temporally specific and only prominent during the months of the Blitz. As such, this article imparts important knowledge about men and masculinity in this period

The Hardships of Homelessness

The homeless face stigma every single day due to the obstacles that they are faced with. These misperceptions about homelessness will help the audience gain new perspectives on commonly known beliefs about the homeless

An exploration of the educational experiences of dyslexic school-aged students

This research aims to develop knowledge of dyslexia from the subjective experiences of dyslexic students currently attending mainstream, state schooling in England. As the importance of identifying dyslexia early within a student’s schooling, to prevent educational failure, is generally agreed (Rose 2009) research within the field of dyslexia remains predominantly concerned with neurological and cognitive studies of causation, identification, and remediation. Consequently, to date, there is limited research designed to gain an understanding of dyslexia through the lived experiences of dyslexic individuals. The current research draws upon twenty-one school-aged students and explores their lived experience of being identified and labelled as dyslexic and the effects of dyslexic difficulties within their schooling. The research was guided by the interactional approach to disability (Shakespeare 2014). The research was guided throughout by a qualitative approach to data collection. The data was derived using a digital communication aid entitled ‘Talking Mats’ and follow-up semi-structured interviews. The dyslexic students who participated in this research came from one mainstream state secondary school and three mainstream state primary schools in England. The data collected was analysed using thematic analysis and three overarching themes emerged. These were: Diagnosis, dyslexic students’ experiences of the process of being identified and labelled as dyslexic, Dyslexia, the difficulties experienced by dyslexic students in the classroom and Discrimination, dyslexic students’ experiences of discrimination and the effects within schooling. The students’ experiences suggest that regardless of the age of being identified and labelled as dyslexic, the experience of the assessment process remained a challenging experience, that did not aid their understanding of dyslexia. Despite their diagnosis, the students continued to experience a range of difficulties predominantly with reading, spelling, and handwriting. Although the students requested the use of reasonable adjustments to lessen their difficulties this was often denied. This research highlighted a multitude of barriers these dyslexic students experienced within school, for example, discrimination, humiliation, and punishments