101 research outputs found

    A Case Study of the Development of a Career Academy: Good Intentions Not Enough?

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    The purpose of this study was to explore how a career academy featuring an information technology (IT) theme approached the adoption of the model and the particular curricular focus. We used a case study design to explore the experiences of school personnel and community partners associated with the implementation of the career academy. We found that growing enrollment in the local district was a major driver to pursue small school designs as an alternative to the traditional high school comprehensive model. The small school size associated with small learning communities was valued by stakeholders and used to adopt and implement a career academy around a technology curricular theme. Another factor in the adoption decision was the availability of existing building infrastructure in the community. While the premises of the career academy model appeared to be a good fit in the district and community, we also found that good intentions are not enough to guarantee consistent fidelity throughout the career academy implementation. When new crises arise, input from all stakeholders may be shortchanged and decisions can turn into a top-down approach

    Promoting Active and Sustained School-Business Partnerships: An Exploratory Case Study of an IT Academy

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    In support of the national push for promoting career readiness, school-business partnerships have been noted as an important support strategy. However, there is limited research in the context of career academies. Thus, we sought to explore the nature of a partnership between an information technology (IT) career academy and local business partners. We found that the development of social capital is required to keep the network of partners bonded toward a common goal, bridged through a Business Advisory Council to facilitate planning and related supports, and linked by a local web of connecting relationships. Study findings add to the limited literature on the interface of school-business partnerships, career academies, and the promotion of career readiness in particular occupational contexts such as IT

    A Case Study of a Low-Income African American Career Academy’s Approach to Student Services

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    The provision of support services has been found critical for meeting the needs of students and their families, but related research in predominantly low-income, African American/Black communities, is limited. Thus, through a case study we explored how a school, located in a low-income area with a predominantly African American/Black population, adopted and enacted support services. The setting was an urban high school with an enrollment of 700 students who are predominantly African American (98%) and 100% low-income. We conducted interviews with district, school, and community stakeholders; and we followed a thematic approach for the analysis. A major finding was that the adoption of support services built on the shared belief that the school should serve as a central place of support for students and the community. We identified two distinct strands of support services, one represented by in-school supports for students and the other designed to help families in the community. Further, we found an underlying philosophy of removing obstacles for students as a means to help them succeed in school. Regarding implications for practice, it is important to note the difficulty in replicating the efficacy of support services without culturally relevant leadership at the district and school level

    This Is My Neighborhood: An Exploration of Culturally Relevant Agency to Support High School Latinx Students in an Urban Career Academy

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    The purpose of this study was to explore the perspectives and strategies internal and external stakeholders used to support students in a career academy serving a predominately Latinx community. Within this case study, the principal of the school was Latinx, grew up within the same community as the school, and therefore shared the same culture as his students. Thus, we wondered how effective the principal would be in overcoming the cultural, political, and social barriers of students in the predominately Latinx school. We found the school leaders had a heightened awareness of organizational, cultural, and political complexities because of their own personal investment as well as their lived experiences of living and growing up in the community. The identities of the school leaders, then, led to a collective sense of agency and transformational leadership practices that facilitated a change in the grim situations and prospects of their students, and motivated them to become role models and community leaders providing resources and supports to ensure the high academic performance of students in the academy. However, we also realized that cultural understanding may sometimes lead to parochial views on what is best for students, leading to practices that prevent the exploration of student options beyond high school

    Relationship between damage and mortality in juvenile-onset systemic lupus erythematosus: Cluster analyses in a large cohort from the Spanish Society of Rheumatology Lupus Registry (RELESSER)

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    Objectives: To identify patterns (clusters) of damage manifestation within a large cohort of juvenile SLE (jSLE) patients and evaluate their possible association with mortality. Methods: This is a multicentre, descriptive, cross-sectional study of a cohort of 345 jSLE patients from the Spanish Society of Rheumatology Lupus Registry. Organ damage was ascertained using the Systemic Lupus International Collaborating Clinics Damage Index. Using cluster analysis, groups of patients with similar patterns of damage manifestation were identified and compared. Results: Mean age (years) ± S.D. at diagnosis was 14.2 ± 2.89; 88.7% were female and 93.4% were Caucasian. Mean SLICC/ACR DI ± S.D. was 1.27 ± 1.63. A total of 12 (3.5%) patients died. Three damage clusters were identified: Cluster 1 (72.7% of patients) presented a lower number of individuals with damage (22.3% vs. 100% in Clusters 2 and 3, P < 0.001); Cluster 2 (14.5% of patients) was characterized by renal damage in 60% of patients, significantly more than Clusters 1 and 3 (P < 0.001), in addition to increased more ocular, cardiovascular and gonadal damage; Cluster 3 (12.7%) was the only group with musculoskeletal damage (100%), significantly higher than in Clusters 1 and 2 (P < 0.001). The overall mortality rate in Cluster 2 was 2.2 times higher than that in Cluster 3 and 5 times higher than that in Cluster 1 (P < 0.017 for both comparisons). Conclusions: In a large cohort of jSLE patients, renal and musculoskeletal damage manifestations were the two dominant forms of damage by which patients were sorted into clinically meaningful clusters. We found two clusters of jSLE with important clinical damage that were associated with higher rates of mortality, especially for the cluster of patients with predominant renal damage. Physicians should be particularly vigilant to the early prevention of damage in this subset of jSLE patients with kidney involvement

    High Prevalence of Sexually Transmitted Infections, and High-Risk Sexual Behaviors Among Indigenous Adolescents of the Comarca NgÀbe-Buglé, Panama.

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    BACKGROUND: There is scant information on sexually transmitted infection (STI) prevalence and risk factors among Latin American indigenous populations. We investigated STI prevalence and risk factors among adolescents of the Comarca NgĂ€be-BuglĂ© indigenous region of Panama. METHODS: A population-based cross-sectional study was conducted among school-going adolescents aged 14 to 19 years. Eligible consenting participants self-completed a questionnaire and provided blood and urine samples. Female participants provided additional self-administered genital swabs. Seroprevalences of human immunodeficiency virus (HIV), syphilis, hepatitis B (HBsAg, anti-HBc), and herpes simplex virus type 2 (HSV-2) were determined in all participants; genital Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) by PCR among participants who reported sexual experience or were seropositive for HIV/syphilis/HSV2/HBsAg; high-risk human papillomavirus (HPV) by qualitative DNA assay and bacterial vaginosis (BV) by Gram-stain among female participants. Risk factors were identified by estimating adjusted odds ratios (AOR) using random-effects logistic regression. RESULTS: We enrolled 700 participants (median age, 17 years [female participants]; 18 years [male participants]) from 20 schools. Sexual experience was reported by 536 participants (76.6%). The HIV/STI prevalences among females and males were: HIV 0.4% and 1.0%, high-titer active syphilis 1.3% and 6.6%, HSV-2 16.1% and 16.1%, HBsAg 1.3% and 1.4%, anti-HBc 3.2% and 1.4%, NG 1.8% and 1.7%, CT 17.5% and 10.7%; among females: BV 42.9% and HPV 33.2%. CT was independently associated with being female (AOR, 2.02; 95% confidence interval [CI], 1.20-3.41); high-titer active syphilis with being male (AOR, 4.51; 95% CI, 1.17-17.40). Bacterial vaginosis was associated with sexual behavior (≄3 lifetime sex partners: AOR, 3.81; 95% CI, 1.29-11.26), HPV with sexual experience (AOR, 4.05; 95% CI, 1.62-10.09). CONCLUSIONS: School-going indigenous adolescents in rural Panama have substantial STI burden. Targeted STI screening is required

    Associated factors to serious infections in a large cohort of juvenile-onset systemic lupus erythematosus from Lupus Registry (RELESSER).

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    Objective: To assess the incidence of serious infection (SI) and associated factors in a large juvenile-onset systemic lupus erythematosus (jSLE) retrospective cohort. Methods: All patients in the Spanish Rheumatology Society Lupus Registry (RELESSER) who meet =4 ACR-97 SLE criteria and disease onset <18 years old (jSLE), were retrospectively investigated for SI (defined as either the need for hospitalization with antibacterial therapy for a potentially fatal infection or death caused by the infection). Standardized SI rate was calculated per 100 patient years. Patients with and without SI were compared. Bivariate and multivariate logistic and Cox regression models were built to calculate associated factors to SI and relative risks. Results: A total of 353 jSLE patients were included: 88.7% female, 14.3 years (± 2.9) of age at diagnosis, 16.0 years (± 9.3) of disease duration and 31.5 years (±10.5) at end of follow-up. A total of 104 (29.5%) patients suffered 205 SI (1, 55.8%; 2-5, 38.4%; and =6, 5.8%). Incidence rate was 3.7 (95%CI: 3.2–4.2) SI per 100 patient years. Respiratory location and bacterial infections were the most frequent. Higher number of SLE classification criteria, SLICC/ACR DI score and immunosuppressants use were associated to the presence of SI. Associated factors to shorter time to first infection were higher number of SLE criteria, splenectomy and immunosuppressants use. Conclusions: The risk of SI in jSLE patients is significant and higher than aSLE. It is associated to higher number of SLE criteria, damage accrual, some immunosuppressants and splenectomy

    Black Girls Speak STEM: Counterstories of Informal and Formal Learning Experiences

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    This study presents the interpretations and perceptions of Black girls who participated in I AM STEM – a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners ⎯ from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime
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