Valuing student relationships across race and ethnicity : an exploration of the development of positive intergroup contact in a college classroom.

This qualitative research inquiry explores the development of intergroup relationships across race and ethnicity in a college classroom. The study describes the conditions that support the development of positive intergroup contact among members of racially and ethnically diverse groups and identifies the factors that impede intergroup relationships. College faculty are searching for effective ways to work with diverse racial and ethnic populations in college classrooms and for interventions when faced with challenging intergroup dynamics. Issues of differential status among students often impact their ability to develop intergroup relationships. The literature in the field of intergroup relations lacks an analysis of social inequality to balance the literature on intergroup difference. This study positions intergroup relations within a framework of social justice education that acknowledges issues of inequality as well as difference. Focus groups were the primary methodological tool for this study, complemented by additional data sets drawn from field notes and student writing that was used as confirming data. The constant comparative analysis approach was useful for the emergent style of the data, as patterns and themes guided the process of analysis. Five significant themes emerged from student reports regarding their perceptions and experiences with racial and ethnic difference. Distinctions between the responses of White students and Students of Color reflected the impact of different lived experiences and perspectives shared by their racial and ethnic differences. Allport\u27s Contact Hypothesis (1954), particularly his emphasis on equal status roles, was used as one of the frameworks for analysis, supplemented by social justice theory. The findings in this study suggest that equal status roles cannot be achieved between members of unequal social groups in a classroom but that positive intergroup relationships among students are achievable by the presence of a number of other environmental factors. Participants identified conditions in the classroom setting and the role of the teacher as enabling factors that supported their ability to develop intergroup relationships. Educators can enhance the learning outcomes for their students when attention is given to the diverse racial and ethnic identities in the classroom population and the development of relationships among students

The construction of a test to measure the associational reading ability of the intermediate grades

Thesis (M.A.)--Boston University, 1947. This item was digitized by the Internet Archive

Further decrease in glycated hemoglobin following ingestion of a LoBAG30 diet for 10 weeks compared to 5 weeks in people with untreated type 2 diabetes

<p>Abstract</p> <p>Background</p> <p>We previously determined that a weight-maintenance, non-ketogenic diet containing 30% carbohydrate (CHO), 30% protein, 40% fat, (30:30:40) (LoBAG₃₀) decreased glycated hemoglobin (%tGHb) from 10.8 to 9.1% over a 5 week period in subjects with untreated type 2 diabetes. Both the fasting glucose and postprandial glucose area were decreased. Our objective in the present 10-week study was to determine: 1) whether the above results could be maintained, or even improved (suggesting a metabolic adaptation) and 2) whether the subjects would accept the diet for this longer time period. In addition, protein balance, and a number of other blood and urine constituents were quantified at 5 and at 10 weeks on the LoBAG₃₀diet to address metabolic adaptation.</p> <p>Methods</p> <p>Eight men with untreated type 2 diabetes were studied over a 10-week period. Blood was drawn and urine was collected over a 24 hour period at the beginning of the study with subjects ingesting a standard diet of 55% CHO, 15% protein, 30% fat, and at the end of 5 and 10 weeks following ingestion of a LoBAG₃₀diet.</p> <p>Results</p> <p>Body weight was stable. Fasting glucose decreased by 19% at week 5 and 28% at week 10; 24-h total glucose area decreased by 27% at week 5 and 35% at week 10 compared to baseline. Insulin did not change. Mean %tGHb decreased by 13% at week 5, 25% at week 10, and was still decreasing linearly, indicating that a metabolic adaptation occurred. Serum NEFA, AAN, uric acid, urea, albumin, prealbumin, TSH, Total T₃, free T₄, B₁₂, folate, homocysteine, creatinine, growth hormone and renin did not differ between weeks 5 and 10. IGF-1 increased modestly. Urinary glucose decreased; urinary pH and calcium were similar.</p> <p>Conclusions</p> <p>A LoBAG₃₀diet resulted in continued improvement in glycemic control. This improvement occurred without significant weight loss, with unchanged insulin and glucagon profiles, and without deterioration in serum lipids, blood pressure or kidney function. Extending the duration of time on a LoBAG₃₀diet from 5 to 10 weeks had little or no further effect on the hormones and metabolites measured, i.e. a metabolic equilibrium was established.</p

Poetry in Action: Understanding Experiences, Perceptions, and Impacts of PIA in Secondary Schools: Research Report. Part 2, Schools

Poetry in Action is an Australian touring theatre group that has worked for fifteen years delivering intense, high-energy performance-based programs to schools around Australia and beyond. Poetry in Action aims to evoke joy and wonder, bring poetry to life, inspire and complement the work of teachers. In its emphasis on the vocal elements and musicality of poetry, and on embodiment and physicality in poetic expression, Poetry in Action provides more dynamic entry points to poetic language and form than students usually experience in text-based study of poetry. This mixed method research evaluates the impact of PIA on artists, teachers and students in the diverse secondary schools that PIA reaches. Report 2: Schools draws on a national survey with teachers and interviews with PIA artists to explore what schools value most and identify those factors that are barriers to delivery and quality of impact. Clearer insights into PIA's value to schools informs recommendations based on how teachers currently incorporate PIA shows into teaching and learning in their schools and how this might be strengthened to further increase and diversify the impact of PIA in secondary schools

Poetry in Action: Understanding Experiences, Perceptions, and Impacts of PIA in Secondary Schools: Research Report. Part 1, Artists

Poetry in Action is a theatre in education (TIE) company that has worked with schools around Australia for more than fifteen years, and apart from repeat bookings and anecdotal responses, little is known about the impact of PIA on teaching and learning in the schools that it has reached. In the arts industry, PIA provides employment to a range of artists, ranging from new graduates from theatre courses to industry experts. The research investigates experiences, perceptions, and impacts of PIA in Australian schools and in the arts industry. Report 1: Artists focuses on the interviews held with artists, particularly the themes of artists' practices, artists' professional capacity-building and artists' career development