Teaching Social Justice through Mathematics: A Self-Study of Bridging Theory to Practice

In this self-study I critically reflect upon my experience guest teaching a seventh grade unit that integrated social justice and mathematics in an urban school district. As a teacher educator who was newly introduced to the scholarship of social justice mathematics, I analyze my meaning-making process of bridging my conceptual understanding of social justice mathematics to my actual teaching practice to better understand the complexity of addressing issues of social justice and merging them with the content of mathematics. I end this article by discussing the implications for my role as a middle grades teacher educator who wants her majority middle class white preservice teachers to incorporate issues of social justice into their own teaching practices

Selecting women candidates: A critical evaluation

It is clear that the major political parties in Britain consider the under-representation of women in numerical terms a challenge to be addressed. Dr Lisa Harrison presents (i) a brief overview of existing debates on the ‘state’ of women’s representation, (ii) aggregate data about the numbers of elected women Liberal Democrats, (iii) a focus on the structure of the party, considering how this may aid or hinder the selection of more women candidates, and (iv) a review of quantitative and qualitative data which considers the attitudes within the party towards mechanisms for encouraging and assisting women candidates. It is important to acknowledge that underpinning some of the rather more crude debates based on numerical representation alone are more nuanced arguments surrounding effective representation. The factors influencing the decision to stand for election are subject to a range of potential issues – of which securing representation may not be the most important

Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework

In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it impossible to synthesize across articles. Using a conceptual framework that required: 1) clear definitions of terms; 2) a critically conscious stance; and 3) inclusion of the middle school concept, we identified 14 articles that met these criteria. We then mapped differences and convergences across these studies, which allowed us to identify the conceptual gaps that the field must address in order to have common definitions and understandings that enable synthesis across studies

The effectiveness of demonstration in training office ergonomics

This study, an extension of research reported by Cameron (1997), examines the effectiveness of a demonstration in training clerical workers in office ergonomics principles. The effectiveness was evaluated based on 4 factors: (1) reaction to training; (2) ergonomic knowledge; (3) work-related body-part discomfort (WBPD); and (4) directly observed workstation modifications. Office personnel at the University were trained in office ergonomics with Cameron’s PC-3-D-ME instructional materials. PC-3- D-ME is an instructional approach that addresses both intrinsic factors (work technique) and extrinsic factors (workstation adjustment). Half of the participants received Cameron’s PC-3-D-ME training literature in the form of a booklet. The other half received this literature and a demonstration. This study serves as an independent replication of Cameron’s study. Despite a small sample size (N = 38), the use of less powerful, non-parametric tests, and only a six week period between pre- and post-instruction data collection, results of the current study revealed that both groups of participants reacted positively to the training, displayed a significant increase in ergonomic knowledge, made a significant number of modifications to their workstations, and experienced significant decreases in discomfort severity, hifrequency, and duration in the back of the neck. Furthermore, participants in the literature-demonstration group made significantly more modifications to their workstations and experienced decreased discomfort of a greater magnitude than participants in the literature only group. This evidence indicates that while benefits can be seen after administration of office ergonomics training via literature alone, adding a demonstration that incorporates more sensory modalities and gives participants the opportunity to observe a model, practice, and ask and answer questions could lead to a greater number of workstation modifications and ultimately a greater reduction in the number of injuries experienced by training participants. Therefore, although providing a demonstration as part of office ergonomics training requires employers to make an additional investment, the return on investment can be seen in a greater reduction in the severity, frequency, and duration of injuries

Cumberland County Adult Treatment Court Comparing Opioid Participants’ Successful and Unsuccessful Completion

The purpose of this quantitative, retrospective, causal comparative study was to determine if differences existed between opioid-addicted participants who successfully completed or failed to complete the Cumberland County Adult Treatment Court. The current study was formulated on the theoretical framework of therapeutic jurisprudence and structural ritualization. The research questions were developed to determine whether there were differences in the demographics (age, gender, and education level) and treatment services utilized between participants who successfully completed and failed to complete the program. The study sample comprised 105 opioid addicted participants including 55 who successfully completed and 50 who unsuccessfully completed the program from 2006 to 2021. Secondary archival data were collected from the Cumberland County Adult Treatment Court. This research utilized the Chi square test of independence tests to identify differences between opioid-addicted participants who successfully completed or failed to complete the program. Results indicated no significant differences existed in program completion as a function of demographics. The Chi-square showed four of the treatment methods including inpatient (x2 = 9.336, p = .025), halfway house (x2 = 4.646, p = .031), outpatient (x2 = 31.769, p \u3c .001), and CBT (x2 = 26.312, p \u3c .001) showed significant differences in program completion when participants experienced the modality. The treatment modality analysis showed that seven of the 11 remaining treatment methods offered showed no significant differences in program completion when participants experienced the different modalities

SUB-NATIONAL ELECTORAL SYSTEMS AND MINORITY PARTIES IN THE EUROPEAN COMMUNITY

This thesis analyses the extent to which particular electoral system features and rules affect the opportunities for, and proportionality of, the representation of certain far right and regionalist at various sub-national levels in key European Community member states. The thesis employs data provided in a unique data base at the University of Plymouth. This data includes a wealth of information concerning shares of the votes and shares of the seats for as many identifiable parties as possible in a range of sub-national elections in the post World War Two period and measures the proportionality of elections using three indices of proportionality. Various authors have previously attempted to identify which electoral features are primarily the cause of disproportionalty at the national electoral level. Within this thesis we will test their claims at various sub-national levels in several west European states. We will also assess the impact of these electoral features upon the representation opportunities of certain far right and regionalist parties, as we have examples of these parties being both 'small' and 'large' at the sub-national level

The Evolving Middle School Concept: This We (Still) Believe

The Successful Middle School builds upon many decades of commitment to the middle school concept. The fifth edition of AMLE’s landmark position paper amplifies the importance of responding both to young adolescents’ developmental needs and to their social identities. The edition’s release amidst a global pandemic and increasing protests against racial injustice reminds us that responding to the full diversity of student experience is not optional. It is critical to helping young adolescents--and indeed the world--to thrive, now and in the future

Writing themselves in: a national report on the sexuality, health and well-being of same-sex attracted young people

This 1998 report is about young people who are attracted to their own sex. The need for accurate baseline figures about young people of non-heterosexual orientation has developed as part of a general concern about the spread of the HIV virus into the adolescent population and a specific concern around these young people’s emotional well-being. In the past three years, Australian adolescent research conducted by the National Centre in HIV Social Research, La Trobe University, has revealed that a significant minority of young people are not unequivocally heterosexual, with numbers ranging between 8 and 11% in recent research. Research which specifically targets this population has, until now, been conducted retrospectively and/or with people who identify as gay or lesbian recruited through gay and lesbian youth groups or the gay press. As researchers we know little about young people at pre-identity or pre-disclosure stages because their need for anonymity means they cannot be contacted through the usual channels. The young people represented in this project were accessed through an advertising campaign in National magazines, via radio and the Internet. A survey was available on a website and from the Centre for the Study of Sexually Transmissible Diseases. Surveys were also inserted in the gay and street press. These surveys sought information regarding sexual feelings and experiences as well as sexual and drug-taking practices in regard to STDs (including HIV) and related diseases. The source and adequacy of sexual health information for this group and their levels of support and experiences of abuse and discrimination were also elicited. The survey also charted young people’s perceptions of their quality of life and emotional well-being. In addition, participants were also asked to write stories about their experiences, including when they first knew about their sexual feelings, their relationships with family and friends, and their hopes for the future. &nbsp

Service user involvement in practitioner education: movement politics and transformative change

This paper will attempt to both celebrate key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service users activists for change. The approach is largely that of a discussion paper but we illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making