Ghetto Education

The important role of education in America is evidenced in compulsory school attendance laws enshrined in state constitutions and codes; it is made apparent in the vigorous and often heated debate over education reform at the state and national level; and it is endorsed in the powerful rhetoric of our highest court. However, something has gone terribly wrong in the American system of public education. Two systems of public education have emerged—one for the privileged and one for the poor. Under this paradigm, education equity, the promise of Brown v. Board of Education, remains unfulfilled. For the privileged, who are wealthy and mostly white, public education works just fine. Students graduate with the knowledge, ability, and ambition to achieve success across multiple domains. The poor, who are mostly urban and from historically oppressed groups, not only live in the ghetto of life but are also receiving a ghetto education. The pervasiveness of ghetto education is especially troubling in a post-racial America because it harkens back to the Jim Crow era, when black youth regularly received substandard education in segregated schools all across the country. Then, public education was targeted by the NAACP through institutional reform litigation because of the important role segregated, unequal education played in perpetuating the legal regime of racial subordination. Now, although there is significant data documenting an ever-widening achievement gap divided along lines of race and class, the discussion around education reform often skirts a frank assessment of the underlying causes of this gap. This Article addresses these underlying causes, which amount to ghetto education when grouped together. In Part I, I focus on the historical context of public education, which has important implications for my proposed reforms and policy initiatives. Part II examines the ghetto education phenomenon in its component parts and looks at how these components affect student socialization in detrimental ways. Part III argues for the constitutionalization of education equality. I set forth a national legislative agenda that includes the creation of a fundamental right to education and the repeal of No Child Left Behind

Adaptive Guidance: Effects On Self-Regulated Learning In Technology-Based Training

Guidance provides trainees with the information necessary to make effective use of the learner control inherent in technology-based training, but also allows them to retain a sense of control over their learning (Bell & Kozlowski, 2002). One challenge, however, is determining how much learner control, or autonomy, to build into the guidance strategy. We examined the effects of alternative forms of guidance (autonomy supportive vs. controlling) on trainees’ learning and performance, and examined trainees’ cognitive ability and motivation to learn as potential moderators of these effects. Consistent with our hypotheses, trainees receiving adaptive guidance had higher levels of knowledge and performance than trainees in a learner control guidance. Controlling guidance had the most consistent positive impact on the learning outcomes, while autonomy supportive guidance demonstrated utility for more strategic outcomes. In addition, guidance was generally more effective for trainees with higher levels of cognitive ability and autonomy guidance served to enhance the positive effects of motivation to learn on the training outcomes

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Striving toward team-based continuity: provision of same-day access and continuity in academic primary care clinics

Abstract Background An important goal of the patient-centered medical home is increasing timely access for urgent needs, while maintaining continuity. In academic primary care clinics, meeting this goal, along with training medical residents and associated professionals, is challenging. Methods The aim of this study was to understand how academic primary care clinics provide continuity to patients requesting same-day access and identify factors that may affect site-level success. We conducted qualitative interviews from December 2013–October 2014 with primary care leadership involved with residency programs at 19 Veterans Health Administration academically-affiliated medical centers. Interview recordings were transcribed verbatim. To analyze the data, we created comprehensive, structured transcript summaries for each site. Site summaries were then entered into NVivo 10 software and coded by main categories to facilitate within-case and cross-case analyses. Themes and patterns across sites were identified using matrix analysis. Results Interviewees found it challenging to provide continuity for same-day in-person visits. Most sites took a team-based approach to ensure continuity and provide coverage for same-day access, notably using NPs, PAs, and RNs in their coverage algorithms. Further, they reported several adaptations that increased multiple types of continuity for walk-in patients, urgent care between in-person visits, and follow-up care. While this study focused on longitudinal continuity, both by individual PCPs or by a team of professionals, informational continuity and continuity of supervision, as well as, to a lesser extent, relational and management continuity, were also addressed in our interviews. Finally, most interviewees reported clinic intention to provide patient-centered, team-based care and a robust educational experience for trainees, and endeavored to structure their clinics in ways that align these two missions. Conclusions In contending with the tension between providing continuity and educating new clinicians, clinics have re-conceptualized continuity as team-based, creating alternative strategies to same-day visits with a usual provider, coupled with communication strategies. Understanding the effect of these strategies on different types of continuity as well as patient experience and outcomes are key next steps in the further development and dissemination of effective models for improving continuity and the transition to team-based care in the academic clinic setting.https://deepblue.lib.umich.edu/bitstream/2027.42/148210/1/12913_2019_Article_3943.pd

Loop corrections for Kaluza-Klein AdS amplitudes

Recently we conjectured the four-point amplitude of graviton multiplets in ${\rm AdS}_5 \times {\rm S}^5$ at one loop by exploiting the operator product expansion of $\mathcal{N}=4$ super Yang-Mills theory. Here we give the first extension of those results to include Kaluza-Klein modes, obtaining the amplitude for two graviton multiplets and two states of the first KK mode. Our method again relies on resolving the large N degeneracy among a family of long double-trace operators, for which we obtain explicit formulas for the leading anomalous dimensions. Having constructed the one-loop amplitude we are able to obtain a formula for the one-loop corrections to the anomalous dimensions of all twist five double-trace operators.Comment: 37 pages. One ancillary file containing data on the correlator