Locating the Problem Within: Race, Learning Disabilities, and Science

2017 ◽  
Vol 119 (5) ◽  
pp. 1-28
Author(s):  
Justin Freedman ◽  
Beth A. Ferri
Keyword(s):  
Learning Disabilities ◽  
Research Design ◽  
Biological Markers ◽  
Social Problems ◽  
Historical Analysis ◽  
Modern Science ◽  
Demographic Variables ◽  
Analytical Tool ◽  
Key Issues ◽  
Background Context

Background/Context In this paper we draw on an intersectional critical framework to analyze and account for the simultaneous interworkings of race and dis/ability. Specifically, we draw on this framework to examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities (LD). These aims persist despite evidence that both race and LD are socially and politically constructed categories. Purpose/Objective By reviewing historical and contemporary attempts by researchers to locate race and LD as immutable features embodied by individuals, we reveal how the science behind these categories shares similar underlying systems of logic; both efforts attempt to locate social problems within bodies and illustrate what Samuels (2014) calls “fantasies of identification,” or culturally embedded desires to definitively identify and categorize bodies. Research Design This is a historical analysis Conclusions/Recommendations We assert the need to engage with intersectional analyses, not simply as demographic variables along the lines of identity categories, but as an analytical tool for uncovering underlying logics that undergird systems of oppression. Examining the shared scientific explanations of race and learning disabilities illuminates possibilities for rethinking key issues at the intersection of race and disability.

Societal Forces that ERODE Creativity

2018 ◽  
Vol 120 (5) ◽  
pp. 1-18 ◽  
Author(s):  
Robert J. Sternberg ◽  
James C. Kaufman
Keyword(s):  
Economic Development ◽  
Research Design ◽  
Research Question ◽  
Historical Analysis ◽  
Educational Practice ◽  
Media Analysis ◽  
Bottom Line ◽  
Education Resources ◽  
Background Context ◽  
Objective Research

Background/Context Creativity is an indispensable force in intellectual, social, cultural, and economic development. Yet societal forces conspire to erode it. Educators have despaired for many years over how schools often fail to encourage creativity, but society as a whole is just as guilty. But how do schools and society fail to encourage, or actually even erode, creativity? This essay addresses this question. Purpose/Objective/Research Question/Focus of Study The goal of our research was to specify the specific societal forces that erode creativity. We have labeled these forces ERODE: Education, Resources, Opportunities, Diffusion, and Exaggeration. The bottom line is that, although our society claims to want creativity, it most wants it when no one is negatively affected. Because creativity almost always negatively affects some people and groups, society tends to be much more supportive of creativity in theory than in practice. We show why. Research Design Our research design is an analysis of the forces in society that erode creativity. We used historical analysis, media analysis, and analysis of educational practice to draw our conclusions.

Two Types of Interpersonal Listening

2010 ◽  
Vol 112 (11) ◽  
pp. 2743-2762
Author(s):  
Leonard J. Waks
Keyword(s):  
Research Design ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Research Question ◽  
Presidential Address ◽  
Philosophy Of Education ◽  
Focused Attention ◽  
Education Society ◽  
Background Context ◽  
Objective Research

Background/Context Although the concept of listening had been neglected by philosophers of education, it has received focused attention since 2003, when Sophie Haroutunian-Gordon addressed it in her presidential address to the Philosophy of Education Society. Purpose/Objective/Research Question/Focus of Study Haroutunian-Gordon offered a cognitive theory of listening, according to which an act of listening involves raising questions about both the speaker's utterance and the listener's own beliefs. Research Design This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening, a cognitive (thinking) type and a noncognitive (empathic feeling) type. Findings/Results By considering a number of familiar classroom incidents, I show that both kinds of listening have important roles in teaching and learning. Conclusions/Recommendations I conclude by questioning whether the empathic type of listening can directly be taught. I conclude that it cannot be, but that teachers can provide three kinds of “helps” indirectly to foster its growth in learners.

Mapping Curricular Assemblages

2019 ◽  
Vol 121 (11) ◽  
pp. 1-32
Author(s):  
Paul William Eaton ◽  
Petra Munro Hendry
Keyword(s):  
Research Design ◽  
Theoretical Concepts ◽  
Educative Process ◽  
Data Points ◽  
Relational Capacities ◽  
Background Context ◽  
Contemporary Schooling

Background/Context This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being∼becoming.

scholarly journals Commentary on “promoting positive communication environments: a service evaluation”: the communication partnership as a focus for change

2018 ◽  
Vol 23 (4) ◽  
pp. 201-206 ◽  
Author(s):  
Karen Bunning
Keyword(s):  
Learning Disabilities ◽  
Research Design ◽  
Service Evaluation ◽  
Realist Evaluation ◽  
Content Type ◽  
Positive Communication ◽  
Communication Environments ◽  
Adults With Learning Disabilities ◽  
Instructional Training

Purpose The purpose of this paper is to debate the complexities of intervening with adults with learning disabilities and support staff in the natural environment and challenges of evaluating change. Design/methodology/approach A critical review of the relevance and amenability of communication partnerships for interventions that promote communication growth in context was carried out. Particular consideration was given to the mechanism for change and implications for research design. Findings The communication partnership is a reasonable focus for interventions aiming to promote the communication of adults with learning disabilities. Combining instructional training with in situ coaching appears to provide the most effective approach. Bringing about change within the dynamic context of communication is challenging and may benefit from an open, investigative design. Originality/value This paper synthesises the available evidence on intervening in the communication environment and debates the potential of realist evaluation as a context-focused research design.

scholarly journals Assess the Awareness on Ill Effect of Electronic Waste on Health among General Population of Selected Urban Community

2021 ◽  
pp. 426-430
Author(s):  
Julie Vanlalsawmi ◽  
Pratibha Wankhede ◽  
Madhuri Shambharkar
Keyword(s):  
General Population ◽  
Research Design ◽  
Family Income ◽  
Urban Community ◽  
Demographic Variable ◽  
Electronic Waste ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Research Approach ◽  
The World

Background: "Electronic wastes" are discarded electrical or electronic devices which includes used electronics which are destined for reuse, resale, salvage, recycling, or disposal [1] Per year approximately 20-50 million tons of Electronic Waste are disposed of globally [2]. The effects of these electronic materials are far worse in counties liked India where most of the people are having poor economic status that leads to engagement in picking up and recycling of trash cans and other dumps and they are not equipped with any proper protective measures [3]. Electronic waste is emerging as a serious public health and environmental issue in India. India is the "fifth largest electronic waste producer in the world"; approximately 2 million tons of e-waste are generated annually and an undisclosed amount of e-waste is imported from other countries around the world [4] Objectives: 1. To assess the awareness on ill effect of electronic waste among general population of selected urban community. 2. To associate the awareness on ill effect of electronic waste on health among selected urban community with a selected demographic variable. Material and Methods: Research Approach: Quantitative Research Approach. Research Design: Descriptive Research Design. Setting of the study: The study was conducted at Aarvi Naka, Wardha. Population- General population of Aarvi Naka. Sampling Technique: Non-Probability Sampling Technique. Sample Size- 100. Result: The result shows that 18% of the general population had poor level of awareness score, 38% had low level of awareness, 30% had average level of awareness and 14% of general population had high level of awareness score. Mean awareness score was 9.51±3.98 and mean percentage of awareness score was 47.55 ± 19.94. While dealing with the association of awareness score with their demographic variables, age in years of general population from selected urban community is statistically associated with their awareness score (p=0.05). Conclusion: In this study the findings of the study shows that there is no significant association of awareness level on ill effect of electronic waste on health with the demographic variables like gender, educational status, religion, occupation, monthly family income, marital status and home ownership; but there is a significant relationship with age of the corresponding samples.

Postmodern Test Theory

2014 ◽  
Vol 116 (11) ◽  
pp. 1-24
Author(s):  
Robert J. Mislevy
Keyword(s):  
Research Design ◽  
Educational Measurement ◽  
Educational Assessment ◽  
Test Theory ◽  
Learning Sciences ◽  
Multiple Perspectives ◽  
Model Based ◽  
Contemporary View ◽  
Aims Of Education ◽  
Background Context

Background/Context This article explains the idea of a neopragmatic postmodernist test theory and offers some thoughts about what changing notions concerning the nature of and meanings assigned to knowledge imply for educational assessment, present and future. Purpose Advances in the learning sciences—particularly situative and sociocognitive stances—call into question the adequacy of the trait and behaviorist psychological perspectives under which educational measurement evolved. This article argues nevertheless that its models and methods, appropriately reconceived and extended as necessary, can be useful in assessment framed in a contemporary view of learning. Research Design This is an analytic essay. Conclusions/Recommendations The model-based reasoning that characterizes test theory is useful not because it measures extant traits defined and evidenced in the same way for all students, but because it helps us organize our thinking, marshal and interpret evidence, and communicate our inferences and their grounding to others. A skeptical attitude about models in assessment makes our uses of them more flexible, more powerful, and, ultimately, more effective at meeting and fulfilling the aims of education than they would be if we believed that they accurately captured the totality of the phenomenon. Our understandings of students’ learning and programs’ effects are enriched by multiple perspectives and diverse sources of evidence, some new or previously neglected but others with familiar (albeit reconceived) forms.

scholarly journals Student trauma experiences, library instruction and existence under the 45th

2020 ◽  
Vol 48 (1) ◽  
pp. 183-199
Author(s):  
Michelle Gohr ◽  
Vitalina A. Nova
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
Information Science ◽  
Historical Analysis ◽  
Health And Safety ◽  
Educational Systems ◽  
Literacy Practice ◽  
Systemic Racism ◽  
Content Type ◽  
Key Issues

Purpose By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed. Design/methodology/approach The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique. Findings This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions. Practical implications This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs. Social implications The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change. Originality/value Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.

A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test

2002 ◽  
Vol 15 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Sallyanne Broughton
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Cervical Screening ◽  
Complex Nature ◽  
Relaxation Techniques ◽  
Cervical Smear ◽  
Capacity To Consent ◽  
Smear Test ◽  
Key Issues ◽  
Screening Services

Due to the complex nature of the cervical screening for women with learning disabilities, this literature review has several different strands. The aim of which is to give a general overview of the literature available about women with learning disabilities and cervical screening. Discussing key issues in relation to uptake, access and risk factors associated with cervical screening. The role of the learning disability nurse in supporting access to cervical screening services within primary care will be explored. The notion that anxiety and a woman's capacity to consent impacts on her accessing cervical screening services and ultimately undergoing a cervical smear test, will be examined. Relaxation techniques with regard to ascertaining which techniques are more effective when used with individuals with a learning disability will also be discussed.

Key Issues in Evaluation: Quantitative and Qualitative Methods and Research Design

2001 ◽  
Vol 2 (1) ◽  
pp. 20-23 ◽  
Author(s):  
Vincent T. Francisco ◽  
Frances D. Butterfoss ◽  
Ellen M. Capwell
Keyword(s):  
Qualitative Methods ◽  
Research Design ◽  
Key Issues ◽  
Quantitative And Qualitative Methods
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