Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article

I’ve Got You Covered: Adventures in Social Justice-Informed Co-Teaching

What is social justice-informed co-teaching? Why is it important? How can it enrich social justice pedagogy? While the answers to these questions may vary depending on context and perspective, they are nevertheless useful to address. Each of these questions will be discussed in this research paper. This auto-ethnographic narrative inquiry adds to the literature on social justice-informed co-teaching in an innovative way. It critically examines the purposeful endeavor of two professors who used social justice thinking to guide their co-teaching practice, and simultaneously used co-teaching to enrich their social justice pedagogy. At once, this paper is a lived experience, a story, and a research study. In deconstructing two narratives, the authors articulate specific ways in which co-teaching, as a practice, presents unique opportunities for social justice learning. Implications for research and practice in teacher education programs, teaching practices and field- experiences, and co-teachers themselves are shared in the closing segment of the paper

Universal Design for Instruction and Teaching Strategies

The broad objectives of this session are to gain insight into the transition process from the K-12 environment to the post-secondary context for students with accommodations and review some student-centred teaching strategies/practices that can enhance student engagement, diversity and success

Rad3ATR Decorates Critical Chromosomal Domains with γH2A to Protect Genome Integrity during S-Phase in Fission Yeast

Schizosaccharomyces pombe Rad3 checkpoint kinase and its human ortholog ATR are essential for maintaining genome integrity in cells treated with genotoxins that damage DNA or arrest replication forks. Rad3 and ATR also function during unperturbed growth, although the events triggering their activation and their critical functions are largely unknown. Here, we use ChIP-on-chip analysis to map genomic loci decorated by phosphorylated histone H2A (γH2A), a Rad3 substrate that establishes a chromatin-based recruitment platform for Crb2 and Brc1 DNA repair/checkpoint proteins. Unexpectedly, γH2A marks a diverse array of genomic features during S-phase, including natural replication fork barriers and a fork breakage site, retrotransposons, heterochromatin in the centromeres and telomeres, and ribosomal RNA (rDNA) repeats. γH2A formation at the centromeres and telomeres is associated with heterochromatin establishment by Clr4 histone methyltransferase. We show that γH2A domains recruit Brc1, a factor involved in repair of damaged replication forks. Brc1 C-terminal BRCT domain binding to γH2A is crucial in the absence of Rqh1Sgs1, a RecQ DNA helicase required for rDNA maintenance whose human homologs are mutated in patients with Werner, Bloom, and Rothmund–Thomson syndromes that are characterized by cancer-predisposition or accelerated aging. We conclude that Rad3 phosphorylates histone H2A to mobilize Brc1 to critical genomic domains during S-phase, and this pathway functions in parallel with Rqh1 DNA helicase in maintaining genome integrity

Diversity and Special Education: Korean Inter-Agency Network (KIN)

Diversity and Special Education: Korean Inter-Agency Network (KIN) explores issues relating to ethno cultural identity and special education. The paper outlines potential needs within the Korean-Canadian community, and identifies a source of support that has been developed by the community itself. Cobb concludes that agencies, such as the Korean Inter-Agency Network, can provide a vital link between schools and communities as educators and parents work together to dialogue, and develop formal and informal sources of support for children

Dear Children (Good and Bad), You Are Cordially Invited to a Roasting of Instructional Literature

Approaches Hemingway’s critically neglected “The Good Lion” as a parody, focusing on the author’s critique of the simplistic didacticism, racial elitism, and binary worldview permeating children’s literature of Hemingway’s youth

Toronto\u27s Korean Canadian Community: 1948-2005

Ethnicity, the influence of stereotyping – whether it is overt or not - and personal identity intersect on a daily basis. But what is ethnicity? One could argue that it is a flexible idea, or as Weber (1968) notes, a matter of “subjective belief” (p. 389). According to Troper and Weinfeld (1987) “the definition of an ethnic group involves a sense of shared history, real or imagined (p. 106).” I include these two definitions of ethnicity because they both acknowledge the subjective nature of ethnic identity. Reflecting on subjectivity, however, raises questions concerning the interplay between ethnicity and stereotyping. To move beyond generalizations and explore the lived experiences and shared histories of various ethno cultural groups, one may investigate how groups came to form communities in Canada; and then consider the dynamics of the communities themselves. The aim of this paper is to explore the genesis and development of the Korean-Canadian community in Toronto, and reflect on how historical events and various social forces have impacted on its path, and contributed to its present state. The key segments of this paper include: Perspective; Toronto’s Korean-Canadian community; and institutional completeness

The Short Happy Life of Francis Macomber, Theory, and the Systematic Literature Review

Drawing on constructivism and critical pedagogy, Cobb outlines his strategies for actively engaging upper-division undergraduates in how to conduct a systematic literature review of the body of scholarship devoted to the story. Students hone skills in applying theoretical lenses, formulating useful research questions, and developing appropriate research designs for addressing those questions. Notes the suitability of the story for such research given its critical popularity and diverse range of interpretation

The Slipperiness of Narrative Truth(making): The Neuroscience of Memory in Hemingway’s \u3cem\u3eA Moveable Feast\u3c/em\u3e

Considers how and why Hemingway constructed and amended elements of his lived experience in A Moveable Feast: The Restored Edition through the lens of neuroscience. Characterizing the memoir as memory-based storytelling, Cobb explores the impact of the aging writer’s troubled life on his recollection and shaping of the events featured in his Paris sketches of the 1920s

Blooming Hemingway

Approaches the teaching of literature from a constructivist perspective, which sees learning as an interaction among teachers, students, and subject matter. Cobb and Potter draw on Bloom’s Revised Taxonomy in their development of learning outcomes designed to foster students’ higher-level thinking skills. Principles of critical pedagogy are brought to the fore in their exploration of racial identity, privilege, and power in “The Doctor and the Doctor’s Wife.” Closes with a detailed explanation of interactive classroom exercises, including story mapping and reflection activities designed to empower students to recognize and challenge social inequalities in their own lives