Poverty\u27s Multiple Dimensions

Poverty is examined historically and multi-dimensionally focusing on the gendered nature of racism and capitalism. Multiple intersections are discussed that undergird poverty\u27s structuralization and institutionalization to maintain capitalism\u27s efficacy. The discussion supports Kunjufu\u27s (2006) assertion that Payne\u27s (2001) poverty model represents deficit thinking. Education and its relationship to poverty to attain social transformation and social justice are addressed. Analysis is done through critical race theory and critical race feminism

Eleanor\u27s story: growing up and teaching in Iowa: one African American woman\u27s experience

Eleanor\u27s story is oral history biographical narrative research about the remarkable life of an 81-year old African American woman who was born and raised in Des Moines, Iowa. The study is rich with primary document artifacts from Eleanor Rebecca Powell Archer\u27s personal collection. Primary documents are interspersed within the chapters and in three galleries. Fourteen interviews averaging two and one-half hours in length each were conducted over one year\u27s time.;The Introduction provides a historical overview of the State of Iowa and sets the context for the state into which Eleanor\u27s ancestors migrated and settled. The prevailing climate and attitudes about African Americans in the territory and the state are discussed. Laws and legislation are featured that directed the course of living and education for African Americans in Iowa.;The Preface addresses the literature review, questions investigated, methodology, interpretation and analysis, and rationale and significance of the research.;Chapter contents address Eleanor\u27s ancestors and their origins to the extent that they are known; Eleanor\u27s experiences growing up in Des Moines, her K--12 experiences, as well as her experiences within her community and with her family; Eleanor\u27s experiences as an undergraduate student at Iowa State College from 1936--1941; Eleanor\u27s early professional and teaching experiences; Eleanor\u27s marriage, travel during that time, her children, and her early years as a schoolteacher; Eleanor\u27s life as a schoolteacher in Des Moines; and Eleanor\u27s retirement years and activities.;The Conclusion provides interpretation and analysis through the dual lenses of Critical Race Theory and Black Feminist Thought of Eleanor\u27s life as an African American woman who never sought to teach school, but whose career was dictated by her race and gender. More primary document research is brought to bear in responding to the question, Have things really changed for Blacks in Iowa? Implications of the study and questions inviting further investigation complete the Conclusion. A Bibliography listing all resources concludes the manuscript. Endnotes follow each chapter and also identify resource listings

The Quest for Education: Racism, Paradox, and Interest Convergence in the Life of George Washington Carver

George Washington Carver is known primarily for his life and work at Tuskegee Institute in Alabama. This historical research provides insight prior to that time and into his journey from Missouri to several towns in Kansas, and then to Iowa. The intersection of race, education, and philanthropy combined to guide the culmination of his life’s work—in concert with interest convergence

The Model Minority Stereotype as a Prescribed Guideline of Empire: Situating the Model Minority Research in the Postcolonial Context

It has been 50 years since the term, model minority, first appeared in the United States to describe Asian Americans as an ethnic group that overcame the image of the “yellow peril” and successfully climbed the social ladder. Scholars have tried to debunk the myth and reveal racism behind the notion. However, the “over-education” view has flourished in Asian American Studies as the most popular research direction, serving the socioeconomic self-interest of professors with highly educated Asian Americans as research subjects (Sakamoto, Takei, & Woo, 2012). To refute the “over-education” view and meet the contextual need to generate a new paradigm of research, this article reviews major themes of the MMS through the lens of postcolonialism based on the discourse of Empire by Hardt and Negri (2000). In the domain of Empire, the model minority stereotype (MMS) is defined as a strategy for imperial control that integrates, differentiates, and manages. Asian American intellectuals and professionals are analyzed from the perspective of Empire with suggestions for future research directions

Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families

This study explores how Latinx teachers engage in social justice agendas for their Culturally and Linguistically Diverse students, specific barriers and support systems these Latinx teachers encounter in their social justice work, and the educational strategies Latinx teachers value in their role as advocates in their social justice work. The following three themes emerged from participant data: (a) Tesoros from students and families, (b) Advocacy for CLD students: High expectations of all students, (c) Support system as pre-service and in-service teachers: hechale ganas/work hard. We briefly formulate each of these themes, providing fragments from participant testimonios as examples. After formulation and discussion of each theme, we provided recommendations for delivering support to CLD students and their families

Constructivist Instructional Design: Creating a Multimedia Package for Teaching Critical Qualitative Research

Instructors for quantitative research courses often find that there are many different types of support material for those courses. That is not the case with qualitative courses. Very little support material is available for qualitative research courses. In this paper we describe the creation of one multimedia package that focuses on one type of qualitative research - critical ethnographic techniques. The package was created to help graduate students learn to use five critical ethnographic techniques: meaning fields, validity reconstruction, role analysis, power analysis, and horizon analysis. We used a constructivist instructional design model, R2D2, to guide our development work. It is based on an interpretivist epistemology and a constructivist theory of learning. The result was a multimedia instructional package designed and developed for use in courses teaching qualitative research. The hypermedia, multimedia program called The Critical Researchers Guide to Conducting Qualitative Research (CRIT) has three major components: (1) video cases of middle school settings or sites; (2) definitions and descriptions of qualitative strategies; and (3) application of qualitative techniques. The paper describes revisions and reformulations of the instructional package across the instructional design process

Vanessa Siddle Walker: Honoring Keepers of Knowledge by Using Their Stories to Improve Education

Dr. Vanessa Siddle Walker, a renowned historical researcher in the field of education, is a leading voice in the history of school desegregation in the United States. In this interview, she discusses positioning black educators as significant agents of change in the collective narrative of schools and highlights how their organized action and strategic advocacy has led to social justice and equity for black students. Her research informs how our schools have worked in the past, and how lessons from our past can serve to mobilize resources for the equitable education of all children today

Lesson Study: A Professional Development Model for Mathematics Reform

In this action research report 4 teachers and 1 teacher educator use the Japanese lesson study model of professional development for 15 months in rural Carlinville, Illinois. In March 2001, 4 teachers identified a goal to improve their students’ understanding of two step word problems in 2nd grade elementary mathematics. Teachers completed three cycles of researching, planning, teaching, evaluating and reflecting. They were motivated, empowered, and found lesson study effective professional development in their rural setting. It focused on the classroom lesson; provided an effective lesson plan and hours of focused professional development; supported attempts to put into practice best professional knowledge of reform mathematics; and developed a professional community among them

ClinicalTrials.gov registration can supplement information in abstracts for systematic reviews: a comparisonstudy.

PMC3689057BACKGROUND: The inclusion of randomized controlled trials (RCTs) reported in conference abstracts in systematic reviews is controversial, partly because study design information and risk of bias is often not fully reported in the abstract. The Association for Research in Vision and Ophthalmology (ARVO) requires trial registration of abstracts submitted for their annual conference as of 2007. Our goal was to assess the feasibility of obtaining study design information critical to systematic reviews, but not typically included in conference abstracts, from the trial registration record. METHODS: We reviewed all conference abstracts presented at the ARVO meetings from 2007 through 2009, and identified 496 RCTs; 154 had a single matching registration record in ClinicalTrials.gov. Two individuals independently extracted information from the abstract and the ClinicalTrials.gov record, including study design, sample size, inclusion criteria, masking, interventions, outcomes, funder, and investigator name and contact information. Discrepancies were resolved by consensus. We assessed the frequencies of reporting variables appearing in the abstract and the trial register and assessed agreement of information reported in both sources. RESULTS: We found a substantial amount of study design information in the ClinicalTrials.gov record that was unavailable in the corresponding conference abstract, including eligibility criteria associated with gender (83%; 128/154); masking or blinding of study participants (53%, 82/154), persons administering treatment (30%, 46/154), and persons measuring the outcomes (40%, 61/154)); and number of study centers (58%; 90/154). Only 34% (52/154) of abstracts explicitly described a primary outcome, but a primary outcome was included in the "Primary Outcome" field in the ClinicalTrials.gov record for 82% (126/154) of studies. One or more study interventions were reported in each abstract, but agreed exactly with those reported in ClinicalTrials.gov only slightly more than half the time (88/154, 56%). We found no contact information for study investigators in the abstract, but this information was available in less than one quarter of ClinicalTrial.gov records (17%; 26/154). CONCLUSION: RCT design information not reported in conference abstracts is often available in the corresponding ClinicalTrials.gov registration record. Sometimes there is conflicting information reported in the two sources and further contact with the trial investigators may still be required.JH Libraries Open Access Fun

Using Virtual Reality Tools in Design and Technical Graphics Curricula: An Experience in Learning

This paper presents findings from a project for introducing virtual reality (VR) technology into design and technical graphics curricula.  In particular, findings are presented that show how the implementation of VR technology affected and changed pedagogical practices between instructors and students in classrooms at three educational institutions.  Classroom observations were obtained from a team of curriculum and instruction professors and graduate students, who provided feedback concerning use of VR technology in the classrooms.  Student surveys, both before and after using VR tools, and focus group interviews, were also conducted.  Quantitative and qualitative evaluation data was analyzed and used to plan for future use of VR technology.  Implementation findings provide insights into how to use VR technology in design and technical graphics education, which can help instructors to effectively introduce the new VR tools in their classrooms