Painting and Podcasting as Play: Assemblages (With)in Classroom-Situated Multimodal Design

2021 ◽  
Vol 123 (3) ◽  
pp. 1-20
Author(s):  
Julie Rust
Keyword(s):  
Literacy Practices ◽  
Research Question ◽  
Age Groups ◽  
After School ◽  
Multimodal Composition ◽  
Digital Products ◽  
Audio Recordings ◽  
8Th Grade ◽  
Vantage Points ◽  
Community Spaces

Background Researchers interested in more playful literacy practices often abandon school-related contexts to instead follow young people to after-school settings, community spaces, social spaces, home environments, and online hangouts. However, play also makes itself visible, even (and sometimes especially) in more formalized learning spaces. Sometimes it emerges subversively in much the same way that flowers grow through cracks in concrete. Other times, teachers deliberately carve out experiences for students to make space for humor, creativity, laughter, and social imagining. Purpose/Objective/Research Question This inquiry examines two questions: What assemblages of play emerge when youth engage in multimodal composition in classroom spaces? What did these assemblages of play produce? Participants Participants included youth and teachers from two very different classrooms engaging in a diverse set of multimodal composition projects: one 6th-grade class in an independent school engaging in the creation of podcasts, and one 8th-grade class in a rural public school painting a scene from a recently read novel. Research Design This inquiry was designed as a qualitative case study. Data Collection Data sources gathered for this project included descriptive fieldnotes taken during approximately 3 hours of classroom observation during multimodal design, audio recordings during class sessions, photographs taken at the school sites, digital products produced by youth, reflective interviews with teachers, follow-up focus groups with 6th-graders, and reflective surveys filled out by all 8th-grade participants. Findings Two focal assemblages emerged from various participant/researcher vantage points. Youth conceptualized play as craft, and the researcher observed work-play flows. Conclusions Recommendations include (a) better recognizing play across age groups and places/spaces, (b) conceptualizing play as a complicated assemblage of materials, humans, emotions, technologies, and space-times, and (c) embracing work-play flows.

scholarly journals A Rapid Realist Review of Group Psychological First Aid for Humanitarian Workers and Volunteers

2021 ◽  
Vol 18 (4) ◽  
pp. 1452
Author(s):  
Julia Corey ◽  
Frédérique Vallières ◽  
Timothy Frawley ◽  
Aoife De Brún ◽  
Sarah Davidson ◽  
...  
Keyword(s):  
Research Question ◽  
Grey Literature ◽  
Age Groups ◽  
Integrated Design ◽  
Realist Review ◽  
First Aid ◽  
Psychological Consequences ◽  
Post Traumatic Stress ◽  
Psychological First Aid ◽  
Rapid Realist Review

Humanitarian workers are at an elevated risk of occupational trauma exposure and its associated psychological consequences, and experience increased levels of anxiety, depression, and post-traumatic stress disorder (PTSD) compared to the general population. Psychological first aid (PFA) aims to prevent acute distress reactions from developing into long-term distress by instilling feelings of safety, calmness, self- and community efficacy, connectedness and hope. Group PFA (GPFA) delivers PFA in a group or team setting. This research sought to understand ‘What works, for whom, in what context, and why for group psychological first aid for humanitarian workers, including volunteers?’ A rapid realist review (RRR) was conducted. Initial theories were generated to answer the question and were subsequently refined based on 15 documents identified through a systematic search of databases and grey literature, in addition to the inputs from a core reference panel and two external experts in GPFA. The findings generated seven programme theories that addressed the research question and offered consideration for the implementation of GPFA for the humanitarian workforce across contexts and age groups. GPFA enables individuals to understand their natural reactions, develop adaptive coping strategies, and build social connections that promote a sense of belonging and security. The integrated design of GPFA ensures that individuals are linked to additional supports and have their basic needs addressed. While the evidence is sparce on GPFA, its ability to provide support to humanitarian workers is promising.

Directionality of cross-linguistic influence: Which referring choices do bilingual Ukrainian–English children make?

2016 ◽  
Vol 21 (1) ◽  
pp. 99-121 ◽  
Author(s):  
Roksolana Mykhaylyk ◽  
Elinor Ytterstad
Keyword(s):  
Language Development ◽  
Dual Language ◽  
Research Question ◽  
Age Groups ◽  
Direct Object ◽  
Object Language ◽  
Related Factors ◽  
Main Research ◽  
Null Object ◽  
Significant Difference

Aims and research questions: This paper presents a new study addressing the issue of cross-linguistic influence in acquisition of referring expressions. The main research question is how to predict directionality of this influence in a dual language development. Methodology: The method is an elicited production task. We consider the phenomenon of direct object referring choices, i.e. noun, pronoun and null element, in a ‘null-object’–‘overt-object’ language pair (Ukrainian and English). Data and Analysis: Participants of the experiment are 4–6-year-old Ukrainian–English bilinguals (N20) and Ukrainian monolinguals (N21). The data are analyzed in the statistical program R, utilizing the R-library function lme4. The results are presented as odds ratios (ORs) of each direct object type. Findings: Our data reveal that while there is no significant difference in Ukrainian object types in most of the age groups, there is a considerable amount of null object usage in English at the ages of four to five. Originality: The innovative nature of this study lies in: (i) the consideration of a licit object omission at a later stage of language development (from 4 to 6 years of age); (ii) the examination of an under-investigated language combination (i.e. English and Ukrainian); and (iii) the innovative approach to linguistic data analysis (e.g. comparing OR values). Implications: Our findings suggest that the directionality of influence in dual language acquisition depends on the developmental stage, language-specific means of syntax–pragmatics interaction, and extra-linguistic input-related factors. At the early stages of development, the null-object language is likely to influence the overt-object language, especially under conditions of limited exposure to the latter.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

scholarly journals Motivation Differences between Youth Single-Sport, Multi-Sport, and Single-Sport Specialized Athletes in the Western United States

2022 ◽  
Vol 9 (1) ◽  
pp. 37-50
Author(s):  
Kyle L. Crouch ◽  
Abigail Larson ◽  
Mark DeBeliso
Keyword(s):  
United States ◽  
Parental Involvement ◽  
Sport Psychology ◽  
Extrinsic Motivation ◽  
Sport Participation ◽  
Age Groups ◽  
Youth Sport ◽  
Western United States ◽  
Intrinsic And Extrinsic Motivation ◽  
8Th Grade

The motivation for youth sport involvement may differ for single-sport (non-specialists), multi-sport, and single-sport specialized athletes. To investigate differences between adolescent single-sport athletes (NSSA), multi-sport athletes (MSA), and single-sport specialized athletes (SSSA) on measures of sport enjoyment and motivation. A secondary aim was to compare these variables between age groups. Adolescent sport participants in 6th, 7th, and 8th grade from the Western United States (n=306, age=13.0±1.0 yrs) completing the Sources of Enjoyment in Youth Sport Questionnaire (SEYSQ) that assesses sport enjoyment in the subscales of self-referenced competency (SRC), other-referenced competency and recognition (ORCR), effort expenditure (EE), competitive excitement (CE), affiliation with peers (AP), and positive parental involvement (PPI). The participants also reported their age, gender, grade, years of sport participation and sport status (NSSA, MSA, SSSA). SSSA reported significantly more enjoyment in all subscales except PPI when compared to NSSA (p<0.05; ES 0.4 – 0.99). MSA and SSSA showed significant differences in the subscales of SRC and EE; however, effect size was small (0.37 and 0.33, respectively). Overall scores for intrinsic and extrinsic motivation were significantly lower among NSSA compared to MSA and SSSA (p<0.01) with no differences between MSA and SSSA (p>0.05). Results revealed no significant differences in the SEYSQ’s subscales for age (p>0.05). Within the parameters of this study, adolescents that specialize in a single sport or those who compete in multiple sport both rely on intrinsic and extrinsic sources of enjoyment for motivation in very similar ways; whereas adolescent NSSA are less motivated and experience less enjoyment from sport participation compared to MSA and SSSA. Keywords: adolescent, enjoyment, SEYSQ, motivation, sport psychology

scholarly journals WORK RELATED VALUES AND ORGANIZATIONAL COMMITMENT RELATIVE TO GENDER AND AGE

2018 ◽  
Vol 6 ◽  
pp. 296-302
Author(s):  
Agnieszka Leszczynska
Keyword(s):  
Organizational Commitment ◽  
Research Question ◽  
Age Groups ◽  
Research Problem ◽  
Organisational Commitment ◽  
Motivational Systems ◽  
Work Related ◽  
Gender And Age ◽  
And Gender ◽  
Gender Groups

This article discusses issues related to organizational commitment and work related values. The research problem focuses on the correlation between values related to professional work and the affective, normative and calculative commitment of employees. A research question was posed as to what work related values are correlated with organisational commitment. The article presents the results of an empirical study conducted on a group of 2076 people with the use of a diagnostic survey. The obtained data were analysed relative to the gender and age of the respondents. The results indicate certain discrepancies in terms of the value hierarchies observable between employees of different ages. Both men and women selected work-life balance and security as their most important values. The level of commitment was comparable between representatives of the two genders, with the levels observed for normative commitment. Organisational commitment increased with age and was statistically different for the respective age groups. The study confirmed the correlation between the hierarchy of work related values and the level of commitment, as well as the discrepancies in this respect between the respective age and gender groups. The same suggests that there is a need to account for values held by the employees when developing and employing motivational systems and HR practices.

Measuring Funds of Knowledge: Contributions to Latina/o Students’ Academic and Nonacademic Outcomes

2010 ◽  
Vol 112 (8) ◽  
pp. 2209-2257 ◽  
Author(s):  
Cecilia Rios-Aguilar
Keyword(s):  
Academic Achievement ◽  
Quantitative Methods ◽  
Literacy Practices ◽  
Funds Of Knowledge ◽  
Research Question ◽  
Household Survey ◽  
The United States ◽  
Economic Research ◽  
Achievement Data ◽  
Social Reciprocity

Background/Context The educational performance of Latina/o students in the United States is becoming a central concern in education policy and reform. In an attempt to explain variation in the academic achievement of Latina/o students, considerable sociological and economic research has emerged. Even though the contributions of these studies are of great benefit, there remain important knowledge gaps. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to offer an alternative explanation for the variation in Latina/o students’ academic and nonaca-demic outcomes by using an integrated theoretical framework—funds of knowledge— that takes into consideration the many resources, skills, and knowledge inherent in Latino households. Research Design This study uses quantitative methods to examine the relationship between funds of knowledge and Latina/o students’ academic and nonacademic outcomes. A random sample of 212 Latina/o students enrolled in grades K through 12 was selected to examine the association between funds of knowledge and Latina/o students’ academic outcomes—reading and academic achievement, and nonacademic outcomes—literacy practices. The data for this study were drawn from the survey responses to the Latino/Hispanic Household Survey and from student achievement data. Findings/Results Results obtained from the factor analysis suggest the emergence of six theoretically relevant factors: social reciprocity, household frequent activities, parental educational philosophy, parental language acquisition, English literacy-oriented activities, and Spanish literacy-oriented activities. Multiple regression analyses indicated the existence of a significant association between some components of funds of knowledge and students’ academic and nonacademic outcomes. Conclusions/Recommendations This study's findings suggest that Latina/o students and families do engage in many different activities that contribute to students’ academic and nonacademic outcomes. So, instead of viewing Latino families as needing remediation services and lacking resources to support students’ learning, it is critical to build on their life experiences, knowledge, and skills. It is also clear that there is need to refine the approaches and methodologies used to explain and understand the academic and nonacademic outcomes of Latina/o students.

Employment Characteristics of University Graduates in the Russian Labor Market

2019 ◽  
Vol 2019 (2) ◽  
pp. 138-157
Author(s):  
Tatiana Razumova ◽  
Olga Zolotina
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Age Groups ◽  
After School ◽  
University Graduates ◽  
Ministry Of Education ◽  
Regional Features ◽  
Professional Field ◽  
Market Relations ◽  
Employment Characteristics

The article presents the results of study of the positions of university graduates in the Russian labor market. The relevance of the subject is due to the fact that getting higher education instead of starting to work directly after school is now considered a social norm, and the fact that the structure of training in specialties and its quality, as stated by the top officials, does not meet the needs of the economy. The research is based on data of the first selective observation of employment of graduates of Rosstat, obtained in 2016, and the Ministry of Education and Science monitoring of graduates employment of 2015-2017. In the paper we assess the employment rate of young people with higher education by age groups; highlight regional features of university graduates employment; evaluate employment characteristics by groups of specialties; we study the distribution of employed university graduates by types of economic activity in comparison with the all-Russian structure of employment. It is concluded, that with an increase in the level of education the probability of success employment, including finding a job in the specialty, increases; and that job satisfaction is higher for those who work in their professional field. For NEET youth with higher education, recommendations on how to integrate into the labor market relations have been suggested.

scholarly journals P140: Risk factors for adverse outcomes in hyperglycemic patients presenting to the emergency department: a systematic review

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S106-S107
Author(s):  
L. Siddiqi ◽  
K. Van Aarsen ◽  
A. Iansavitchene ◽  
J. W. Yan
Keyword(s):  
Systematic Review ◽  
Protective Factors ◽  
Quality Assessment ◽  
Research Question ◽  
Age Groups ◽  
Adverse Outcomes ◽  
Assessment Scale ◽  
Patient Specific ◽  
Diabetic Patients ◽  
The Past

Introduction: Hyperglycemia is a significant cause of morbidity and mortality, often resulting in adverse outcomes such as recurrent ED visits, hospitalization or death. The objective of this study was to perform a systematic review to identify predictors of these adverse outcomes among patients who present to the ED with hyperglycemia. Methods: Electronic searches of Medline and EMBASE were conducted for studies published in English between the years 1946 and June 2017. Studies with patients presenting to the ED with hyperglycemia were eligible for inclusion. Both adult and pediatric populations were included, as were diabetic and non-diabetic patients. Two reviewers independently screened all titles and abstracts for relevance to the research question. If consensus could not be reached, full-length manuscripts were reviewed. For any discrepancy, a third reviewer was consulted, and disagreement was resolved through discussion. Study quality was assessed using the Newcastle-Ottawa Quality Assessment Scale. Study- and patient-specific data were then extracted and presented descriptively in the systematic review. Results: Thirteen observational studies were included, with a combined total of 664,829 patients. The studies scored between 5 to 8 on the Quality Assessment Scale out of a possible total of 8. Predictors of adverse outcomes included patients in both older and younger (< 25) age groups, history of diabetes, multiple comorbidities, patients requiring insulin, sepsis and hyperlactatemia, access to a family physician, a sentinel hyperglycemia visit in the past month, and triage glucose level > 20 mmol/L. Protective factors included no admissions in the past year, care from a diabetes team while in hospital, systolic blood pressure between 90-150 mmHg and heart rate > 110 bpm. Conclusion: This systematic review found eight predictors and four protective factors for adverse outcomes in patients presenting to the ED with hyperglycemia. These factors should be considered for easier identification of higher-risk patients for adverse outcomes in order to guide management and follow-up.

Latina Elementary School Girls’ Experiences in an Urban After-School Physical Education and Literacy Program

2020 ◽  
pp. 1-10
Author(s):  
Risto Marttinen ◽  
Mara Simon ◽  
Sharon Phillips ◽  
Ray N. Fredrick
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Role Models ◽  
Critical Role ◽  
Literacy Program ◽  
After School ◽  
Educational Approach ◽  
Community Spaces ◽  
The Impact ◽  
Latina Girls

Purpose: To understand where and how Latina girls are physically active outside of the Reflective Educational Approach to Character and Health program and the impact of female role models on participation in the program. Methods: The authors implemented a yearlong after-school physical activity and literacy program for fifth and sixth grade girls (N = 22 girls) in a low-income, urban community. Four university students/coaches delivered all sessions. Data were triangulated through 10 Latina girls’ interviews, student journals, coaches’ journals, researcher journals, and field notes, and analyzed using constant comparison. Results: Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. Conclusion: After-school programs, community spaces, and strong connections with coaches play a critical role in students’ engagement in physical activity.

Evidence-Based Practice Guideline: Increasing Physical Activity in Schools—Kindergarten Through 8th Grade

2007 ◽  
Vol 23 (3) ◽  
pp. 137-143 ◽  
Author(s):  
Karen Bagby ◽  
Susan Adams
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Age Groups ◽  
International Health ◽  
The United States ◽  
Evidence Based ◽  
Activity Levels ◽  
Sedentary Behaviors ◽  
Obesity Epidemic ◽  
8Th Grade

Because of the growing obesity epidemic across all age groups in the United States, interventions to increase physical activity and reduce sedentary behaviors have become a priority. Evidence is growing that interventions to increase physical activity and reduce sedentary behaviors have positive results and are generally inexpensive to implement. National and international health organizations are calling for a comprehensive approach for reducing obesity in children that includes increasing physical activity in the school setting. Although the call to increase activity levels in schools is clear, little guidance has been given to schools on specific methods to accomplish this task. This article provides an overview of an evidence-based guideline developed by a physical education teacher and a school nurse to provide inexpensive, easy-to-implement, effective strategies to increase physical activity in students. Tools are also included in the guideline to measure the effectiveness of the intervention.

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