Transnationalizing Social Justice Education: InterAmerican Frameworks for Teaching and Learning in the 21st Century

Social Justice Education currently uses mostly U.S.-based theories and concepts, and it often relies upon nation-specific historical legacies and nation-centric contemporary understandings of patterns of inequality. This study offers interdisciplinary conceptual-historical frameworks garnered from historical studies, African Diaspora Studies, Gender and Women’s Studies, along with studies of frameworks and pedagogies in critical and multicultural education to enlarge Social Justice Education. This conceptual study utilizes a world-historical analysis and focuses on the interconnectedness of the Americas—Latin America, the Caribbean, and North America— establishing a hemispheric and regional framework to inspire more transnational work in educational projects. Arguing that there are shared historical and present-day patterns of social oppression across the Americas, this work excavates dynamics of race and gender and how they have lived in similar ways across American societies. Focusing on the African diaspora, this research charts a history of colonialism and the workings of race in various American nations. It also utilizes multicultural feminist thought and the theory of intersectionality to expand the frameworks that educators can use to “transnationalize” their thinking and practice, and to work with interlocking systems of gender, race and class in their teaching content and pedagogy

Smartphones In The Classroom

Research has shown that districts, schools, and teachers routinely ban students’ smartphones from the learning environment. Students see their smartphone as their most important possession. This project incorporates students’ preferred device within the academic environment. Bringing smartphones into the classroom, in a controlled way, can engage students and teach them to use their phones responsibly. The project involves modifying Pearson’s iLit ELL curriculum with Mentimeter presentations and G Suite for Education homework assignments. The Mentimeter presentations allow students to engage in the content and to launch class discussions using their smartphones. Homework is also assigned using G Suite for Education tools that can be completed on their smartphones, the device students are already using outside of the classroom. These small, engaging activities could be modified to fit any lesson. The goal of the project is for students learn self control on their smartphones within the classroom and learn to use their smartphones as a tool and not just a toy beyond the classroom

An Investigation of the Impact of Student Government Involvement at one Public Historically Black University on the Career Choice of African American Student Participants

The purpose of this study was to investigate student participation in collegiate student governance, the impact of that involvement and its influence on career choice for African-American participants, and to enlighten educators about role and value of collegiate student government participation. If participation in student government and involvement in leadership activities is important in the overall development of a student, then the benefits and characteristics of that development may appear after the student graduates and enters society and the workforce (Cress, Astin, Zimmerman- Oster, & Burkhardt, 2001). Studies conducted over the last twenty years have attempted to measure the impact of involvement and leadership development on college students after graduation (Cress, et. all, 2001; Sommers, 1991) but not much has been written about the subject specifically tied to student government (Downey, Bosco and Silver, 1984; Kuh and Lund, 1994; Schuh and Laverty, 1983; Sermersheim, 1996). A qualitative case study/cross case analysis of multiple participants was utilized for this project. Following the collection of data through the use of a written participant profile and oral interviews with each of the survey participants, case studies were constructed and presented in a narrative form to allow the individual personalities of the participants to emerge. The use of cross case analysis allowed the researcher to group the data into themes and highlight patterns that cut across each case, more narrowly defining what related factors were significant to the impact of student government participation and the selection of a particular career choice. x The findings from this study indicate that while the impact of student government participation has an overall positive effect on students who participate, including greater career competency and self confidence, students attribute their choice of career to their chosen undergraduate major or other factors. Study findings revealed evidence that the impact of student government involvement was limited in its direct influence on career choice

The Relationship Between Children’s Misbehavior and Parental Discipline

The way parents perceive behaviors in children as to whether they are harmful would influence how they choose to deal with that behavior. When employing ineffective disciplinary styles consistently throughout children’s development, behavioral issues may continue to arise. Researchers oftentimes study how parenting discipline styles affect a child’s behavior. However, researchers often fail to study how parental perception of children’s behaviors concerning parenting disciplinary styles. In terms of behaviors, the frequency of children’s positive and negative behaviors may be related to how parents choose to regulate the child. For example, if the child demonstrates a higher frequency of misbehavior, it is likely that the parent would use forceful strategies. On the other hand, if the child demonstrates compliant behaviors, the parent would more likely uses a mild form of regulation. In a study carried out by Snyder, Cramer, Afrank, and Patterson (2005), researchers stated that when parents carried out effective discipline techniques that entailed a “nonhostile attribution style” then they were more sympathetic towards changes in their child’s behavior. In contrast, children who display disobedient and noncompliant behavior are often disciplined ineffectively along with hostile parenting styles. Thompson et al. (2017) carried out a study which demonstrated similar findings – physical discipline from parental figures was related to more aggression and inappropriate behaviors in children. In the present study, we examined the frequency of children’s behaviors and its relationship to parental disciplinary strategies from more than 87 parents of age three and four years old from multiple cohorts collected in preschools. Additional factors such as social economic status (SES) are examined as well. We expect the higher frequencies of misbehavior are correlated with ineffective, hostile disciplinary styles. The SES is also expected to be associated with different parental styles. Results and findings will be shared at the conference

Tissue-specific silencing of homoeologs in natural populations of the recent allopolyploid Tragopogon mirus

The definitive version is available at www3.interscience.wiley.com http://dx.doi.org/10.1111/j.1469-8137.2010.03205.