scholarly journals “I feel the Responsibility”

2021 ◽  
Vol 11 (2) ◽  
pp. 67-94
Author(s):  
Nidza V. Marichal
Keyword(s):  
United States ◽  
Rural Communities ◽  
Teacher Knowledge ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
The United States ◽  
Relationship Building ◽  
Photo Elicitation ◽  
Primary Data ◽  
Rural Settings

Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education    

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals EPID-07. ACCESS TO GLIOBLASTOMA CLINICAL TRIALS FOR RURAL PATIENTS IN THE UNITED STATES FROM 2010–2020

2020 ◽  
Vol 22 (Supplement_2) ◽  
pp. ii79-ii79
Author(s):  
Kathryn Nevel ◽  
Samuel Capouch ◽  
Lisa Arnold ◽  
Katherine Peters ◽  
Nimish Mohile ◽  
...  
Keyword(s):  
United States ◽  
Clinical Trials ◽  
Rural Communities ◽  
The United States ◽  
Interventional Treatment ◽  
Phase Ii Trials ◽  
Treatment Trials ◽  
Rural Sites ◽  
Rural Patients ◽  
Urban Sites

Abstract BACKGROUND Patients in rural communities have less access to optimal cancer care and clinical trials. For GBM, access to experimental therapies, and consideration of a clinical trial is embedded in national guidelines. Still, the availability of clinical trials to rural communities, representing 20% of the US population, has not been described. METHODS We queried ClinicalTrials.gov for glioblastoma interventional treatment trials opened between 1/2010 and 1/2020 in the United States. We created a Structured Query Language database and leveraged Google application programming interfaces (API) Places to find name and street addresses for the sites, and Google’s Geocode API to determine the county location. Counties were classified by US Department of Agriculture Rural-Urban Continuum Codes (RUCC 1–3 = urban and RUCC 4–9 = rural). We used z-ratios for rural-urban statistical comparisons. RESULTS We identified 406 interventional treatment trials for GBM at 1491 unique sites. 8.7% of unique sites were in rural settings. Rural sites opened an average of 1.7 trials/site and urban sites 2.8 trials/site from 1/2010–1/2020. Rural sites offered more phase II trials (63% vs 57%, p= 0.03) and fewer phase I trials (22% vs 28%, p= 0.01) than urban sites. Rural locations were more likely to offer federally-sponsored trials (p< 0.002). There were no investigator-initiated or single-institution trials offered at rural locations, and only 1% of industry trials were offered rurally. DISCUSSION Clinical trials for GBM were rarely open in rural areas, and were more dependent on federal funding. Clinical trials are likely difficult to access for rural patients, and this has important implications for the generalizability of research as well as how we engage the field of neuro-oncology and patient advocacy groups in improving patient access to trials. Increasing the number of clinical trials in rural locations may enable more rural patients to access and enroll in GBM studies.

Secondary teachers’ meanings for function notation in the United States and South Korea

2020 ◽  
Vol 60 ◽  
pp. 100804
Author(s):  
Hyunkyoung Yoon ◽  
Patrick W. Thompson
Keyword(s):  
United States ◽  
South Korea ◽  
Secondary Teachers ◽  
The United States

scholarly journals Exploring Experiences and Perceptions of Older African American Males Aging With HIV in the Rural Southern United States

2016 ◽  
Vol 11 (2) ◽  
pp. 221-232 ◽  
Author(s):  
Barbara J. Blake ◽  
Gloria A. Jones Taylor ◽  
Richard L. Sowell
Keyword(s):  
United States ◽  
African American ◽  
Rural Communities ◽  
African American Men ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Health Concern ◽  
Treatment And Prevention ◽  
Age Related ◽  
Living With Hiv

The HIV (human immunodeficiency virus) epidemic in the United States remains a serious public health concern. Despite treatment and prevention efforts, approximately 50,000 new HIV cases are transmitted each year. Estimates indicate that 44% of all people diagnosed with HIV are living in the southern region of the United States. African Americans represent 13.2% of the United States population; however, 44% (19,540) of reported new HIV cases in 2014 were diagnosed within this ethnic group. The majority of cases were diagnosed in men (73%, 14,305). In the United States, it is estimated that 21% of adults living with HIV are 50 years or older. There exists limited data regarding how well African American men are aging with HIV disease. The purpose of this study was to explore the perceptions and experiences of older African American men living with HIV in rural Georgia. Data were collected from 35 older African American men living with HIV using focus groups and face-to-face personal interviews. Qualitative content analysis revealed six overlapping themes: (1) Stigma; (2) Doing Fine, Most of the Time; (3) Coping With Age-Related Diseases and HIV; (4) Self-Care; (5) Family Support; and (6) Access to Resources. The findings from this study provide new insights into the lives of rural HIV-infected African American men, expands our understanding of how they manage the disease, and why many return to or remain in rural communities.

scholarly journals Facilitators and Barriers to Engagement and Effective SoTL Research Collaborations in Faculty Learning Communities

2020 ◽  
Vol 8 (2) ◽  
pp. 53-72
Author(s):  
Claudia A. Cornejo Happel ◽  
Xiaomei Song
Keyword(s):  
United States ◽  
Learning Communities ◽  
Teaching And Learning ◽  
The United States ◽  
Faculty Engagement ◽  
Faculty Learning Communities ◽  
Academic Communities ◽  
Faculty Learning ◽  
Explanatory Sequential Design ◽  
Collaborative Structures

To determine factors that influence faculty engagement and success in faculty learning communities focused on collaborative Scholarship of Teaching and Learning (SoTL), our project gathered information on (1) faculty motivation to engage with SoTL; (2) structures that support collaboration; (3) the perceived impact of SoTL on teaching, scholarship, and faculty engagement in academic communities on campus and beyond; and (4) the role of the teaching center in supporting collaborative faculty learning communities focused on SoTL. In this explanatory, sequential design mixed-methods study, participants were asked to complete a survey on their experience as participants in faculty learning communities at a large comprehensive public university in the southeastern United States; researchers then conducted one-on-one interviews with select participants to gain an in-depth understanding of trends and questions emerging from the survey data. Results indicate that personal, institutional, professional, and team factors contribute to participants’ perception of the success and effectiveness of collaborative research teams. Findings from the study offer guidance for setting up effective collaborative structures for SoTL projects and nurturing inter-disciplinary research among faculty members, thus providing insights that can inform the design and facilitation of similar programs in the United States and internationally.

Respon Masyarakat Terkait Hoax Covid-19

An Nadwah ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 1
Author(s):  
Zata Isma ◽  
Lili Surya Pratiwi ◽  
Rema Rurianti
Keyword(s):  
United States ◽  
The United States ◽  
Primary Data ◽  
Public Knowledge ◽  
Knowledge Level ◽  
Cross Sectional ◽  
Collection Method ◽  
Public Response ◽  
The Public ◽  
Age Range

<p>Believing in hoaxes is more deadly than the Covid-19 virus. The hoax came from</p><p>the United States (US), India, Spain, China, Indonesia and Brazil. In the</p><p>development of this case, public knowledge is needed on the prevention and</p><p>transmission of Covid-19, but unfortunately there are still many people who are</p><p>very easy to believe in information that cannot be justified, the source and the</p><p>truth. This study aims to determine the level of public knowledge regarding the</p><p>prevention and transmission of Covid-19 and the public response to the Covid-19</p><p>hoax. This study used a cross sectional approach. With the data collection method</p><p>in the form of giving a questionnaire containing a set of questions to the</p><p>respondents. The number of respondents in this study as many as 700 respondents</p><p>with an age range of 14 years and over was conducted in September 2020. The</p><p>data collected in this study is primary data, namely data obtained directly from</p><p>respondents through structured questionnaires. The results showed that the</p><p>majority of respondents had a knowledge level of 54% of Covid-19 prevention and</p><p>96% of respondents' knowledge of Covid-19 transmission and 44% of hoaxes.</p>

Latinx Basketball

2021 ◽  
Keyword(s):  
United States ◽  
Latin America ◽  
Rural Communities ◽  
Race And Ethnicity ◽  
The United States ◽  
Political Role ◽  
History Of ◽  
Government Reforms ◽  
Sociopolitical Structures ◽  
Lazaro Cardenas

Research on Latinx athletes and their communities is a significant contribution to sports studies. Recent studies on sports in Latinx communities have highlighted regional teams, transnational relationships, race and ethnicity, and sociopolitical structures. Still, the need continues for more attention on Latinx sport identity and community. Although basketball originated in the United States, the sport played a significant political role in regions throughout Latin America and the Caribbean. For example, in Mexico, President Lázaro Cárdenas (r. 1934–1940) introduced government reforms that included promoting sports; thus, in Oaxaca, Catholic missionaries used basketball as a socialization tool to strengthen relationships in rural communities (see Rios 2008 [cited under Society and Culture]). Rios 2019 (cited under Society and Culture) and Garcia 2014 (cited under History and Geography) are the primary texts dedicated to the history of basketball in Latin America and the importance of basketball to Latinx communities in the United States.

“Putting Down Roots”

On the Move ◽  
2016 ◽  
Author(s):  
Filiz Garip
Keyword(s):  
United States ◽  
Rural Communities ◽  
Urban Communities ◽  
The United States ◽  
The Other ◽  
Large Share ◽  
Urban Migrants ◽  
First Time ◽  
Central South ◽  
Migrant Groups

This chapter discusses a particular group that continually increased its share among the first-time migrants between 1965 and 2010—from less than 10 percent to nearly 70 percent. This group, called urban migrants, included a large share of men, mostly from urban communities in the border, central-south, and southeastern regions of Mexico rather than the traditional migrant-sending rural communities in the central-west. Urban migrants were significantly more educated compared to the circular, crisis, and family migrants in the preceding chapters, and also relative to non-migrants at their time. The group worked mostly in manufacturing and construction in the United States, earned significantly higher wages than the other migrant groups, and made fewer return trips to Mexico.

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