A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

2021 ◽  
pp. 003465432110424
Author(s):  
Christine L. Bae ◽  
Daphne C. Mills ◽  
Fa Zhang ◽  
Martinique Sealy ◽  
Lauren Cabrera ◽  
...  
Keyword(s):  
United States ◽  
Empirical Studies ◽  
The United States ◽  
Individual Student ◽  
Science Discourse ◽  
Discourse Practices ◽  
Science Talk ◽  
K 12 ◽  
Complex Phenomena ◽  
Urban Classrooms

The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of science discourse, including interacting elements across levels as well as stable and changing patterns that influence students’ access to, and nature of, science talk in urban classrooms. Unresolved questions related to high-leverage, equitable, and sustainable discourse practices; future lines of inquiry that can benefit by drawing from diverse theoretical traditions and mixed methodological approaches; and practical implications for classroom-based strategies to support science discourse are also discussed.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

My Brother’s Reaper: Examining Officially Reported Siblicide Incidents in the United States, 2000–2007

2014 ◽  
Vol 29 (3) ◽  
pp. 523-540 ◽  
Author(s):  
Jeffrey A. Walsh ◽  
Jessie L. Krienert
Keyword(s):  
United States ◽  
Theoretical Foundation ◽  
Empirical Studies ◽  
The United States ◽  
Male And Female ◽  
Sibling Violence ◽  
Extreme Form ◽  
Older Brothers ◽  
Intrafamilial Violence ◽  
Frequent Offenders

With higher rates than any other form of intrafamilial violence, Hoffman and Edwards (2004) note, sibling violence “constitutes a pandemic form of victimization of children, with the symptoms often going unrecognized and the effect ignored” (p. 187). Approximately 80% of children reside with at least one sibling (Kreider, 2008), and in its most extreme form sibling violence manifests as siblicide. Siblicide is poorly understood with fewer than 20 empirical studies identified in the extant literature since 1980 (see Eriksen & Jensen, 2006). The present work employs 8 years of Supplemental Homicide Report (SHR) data, 2000–2007, with siblicide victims and offenders age 21 years and younger, to construct contemporary victim and offender profiles examining incident characteristics. Findings highlight the sex-based nature of the offense with unique victimization patterns across victims and offenders. Older brothers using a firearm are the most frequent offenders against both male and female siblings. Strain as a theoretical foundation of siblicide is offered as an avenue for future inquiry.

Political sophistication

2012 ◽  
Author(s):  
Παύλος Βασιλόπουλος
Keyword(s):  
United States ◽  
American Literature ◽  
Empirical Studies ◽  
Political Knowledge ◽  
The United States ◽  
Political Information ◽  
Cognitive Capacity ◽  
Basic Knowledge ◽  
Political Sophistication

This dissertation is concerned with the concept of political sophistication, referring to the extent and organization of a person’s stored political cognition (Luskin 1987).Available empirical evidence on the levels of political sophistication in mass publics comes almost exclusively from the United States and point to two broad conclusions: First, systematic empirical research has demonstrated that political information in the mass public is particularly low (Converse 1964, Delli Carpini and Keeter 1996). Citizens lack basic knowledge over political affairs. Time and again empirical studies have systematically showed that citizens in the United States and elsewhere fall short of passing even the most rudimentary political knowledge tests. This finding that was first illustrated by the Michigan school in the early 1960s (Campbell et al. 1960) resulted in a wide pessimism over the meaning of public opinion and even of representative democracy (Inglehart 1985).The second broad conclusion is that the politically sophisticated and unsophisticated differ: Political sophisticates have the cognitive capacity to translate their deeper held political values and predispositions into consistent political attitudes (Zaller 1992). They are able to use their political knowledge in order to make informed vote choices in the sense that they accurately adjust their political positions to the parties’ platforms (Delli Carpini and Keeter 1996, Lau and Redlawsk 1997, 2006). What is more, they are more likely to participate in elections and other political activities and are less susceptible to political propaganda (Delli Carpini and Keeter 1996).However the idea that political sophistication matters for the quality of the public’s political decision-making has met strong theoretical and methodological criticism by the ‘low information rationality’ perspective (Popkin 1991, Lupia 1994,Graber 2001). This group of theories argues that politically inattentive citizens can form their political judgment on the basis of heuristics that allow them to make reasonable choices reflecting their predispositions and interests even though they lack political knowledge.The principal aims of this thesis are: a)to compare different measurement perspectives on political sophistication and assess their methodological potential especially in regard with comparative research on political knowledgeb)to explore the extent to which the pattern of ignorance that has been repeatedly highlighted in the American literature is an internal characteristic of political behavior stemming from the low expected utility of acquiring political information or it is subject to particular cultural and systemic characteristics. To this direction I use Greece as a case study by undertaking an analytical survey of political sophistication, one of the very few that have been conducted across the Atlantic.c)The third aim is to investigate the determinants of political sophistication and especially the potential of the mass media in political learning and in the context of the Greek political and media system.d)d) Finally this thesis addresses the unresolved question concerning the differences in quality of political decisions between the political sophisticated and unsophisticated layers of the public by evaluating the explanatory potential of two competing theories (political sophistication v. low information rationality) in the multi-party political environment of Greece

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

Accountability Challenges in Networks and Partnerships: Evidence from Educational Partnerships in the United States

2004 ◽  
Vol 70 (2) ◽  
pp. 331-344 ◽  
Author(s):  
Muhittin Acar ◽  
Peter J. Robertson
Keyword(s):  
United States ◽  
Public Schools ◽  
Field Research ◽  
The United States ◽  
Public Private Partnerships ◽  
Interorganizational Networks ◽  
Access To Information ◽  
Educational Partnerships ◽  
Non Profit ◽  
K 12

The study from which this article is drawn constitutes one of the first attempts to remedy the paucity of research on accountability in the context of interorganizational networks and public–private partnerships. The data for the study were drawn from field research focusing particularly on partnerships formed between K-12 public schools and private and/or non-profit organizations in the United States. The most frequently cited difficulties associated with accountability in partnerships were the availability of and access to information, sectoral and personal differences, and frequent changes in personnel, resources, and partners.

Curriculum Reform for K-12 Physical Education in the United States: Standards or Standardization

2020 ◽  
Vol 29 (6) ◽  
pp. 651-664
Author(s):  
Jung-Hwan Oh ◽  
Jae-Ho Park ◽  
Sung-Woo Cho ◽  
Sok Park
Keyword(s):  
United States ◽  
Physical Education ◽  
Curriculum Reform ◽  
The United States ◽  
K 12

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

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