Queering K-12 Classrooms Through Literature Discussion and Dialogue

2021 ◽  
pp. 188-209
Author(s):  
Winn Crenshaw Wheeler ◽  
Patrick Englert ◽  
Elizabeth G. Dinkins
Keyword(s):  
Narrow Range ◽  
Literature Discussion ◽  
Ya Literature ◽  
Lgbtq Students ◽  
K 12

Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.

Supporting LGBTQ+ Students in K–12 Mathematics

2020 ◽  
Vol 113 (11) ◽  
pp. 874-884
Author(s):  
Brandie E. Waid
Keyword(s):  
Inclusive Classroom ◽  
Curriculum And Pedagogy ◽  
Inclusive Curriculum ◽  
Lgbtq Students ◽  
K 12

Strategies range from engaging in self-education to creating inclusive classroom spaces and adopting inclusive curriculum and pedagogy.

scholarly journals Schism or Communion? A Discussion of the Morality of Online Learning through a Christian/Catholic Lens

2019 ◽  
pp. 249-276
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Online Courses ◽  
Narrow Range ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Masses ◽  
K 12

While massive open online courses (MOOCs) garnered plenty of attention at the beginning of the decade, initial findings about their value have been disappointing. In particular, only a narrow range of participants appear to be successful in completing and passing these unmonitored courses: white, educated, affluent males. One prominent Catholic scholar, Jonathan Malesic, went as far as saying that the very nature of MOOCs does not align with Catholic teachings of learning through social interaction, adapting to the needs of the learner, and teaching (i.e., successfully) the masses. Further, by extension, he applied these criticisms to online learning in general. This article examines these criticisms, describes how these problems are present in K-12 online learning, and gives examples of how these issues are mitigated. The article concludes with ideas for using the online learning medium to promote Catholic and Christian values.

Strategies to Support LGBTQ+ Students in High Schools: What Did We Learn in Chicago Public Schools?

2021 ◽  
pp. 152483992110064
Author(s):  
Elizabeth Jarpe-Ratner ◽  
Booker Marshall ◽  
Maham Choudry ◽  
Marisa Wishart ◽  
Bianca Reid ◽  
...  
Keyword(s):  
Professional Development ◽  
High School Students ◽  
Public Schools ◽  
School Health ◽  
Technical Assistance ◽  
Chicago Public Schools ◽  
Measure Data ◽  
School Staff ◽  
Lgbtq Students ◽  
K 12

In 2013, the Chicago Public Schools district received funding from the Division of Adolescent and School Health at the Centers for Disease Control and Prevention (CDC) to implement a series of strategies aimed to reduce HIV, STIs (sexually transmitted diseases), and related risk behaviors among students. One such set of strategies included “safe and supportive environments” (SSE), aimed to support lesbian, gay, bisexual, transgender, questioning, and other LGBTQ+ students. SSE strategies included professional development and technical assistance provided to K–12 school staff (teachers, administrators, social workers, etc.) to implement the following practices: support for transgender and gender nonconforming students in accordance with district guidelines, use of LGBTQ+ inclusive curricula, posting of signs and symbols of support, and creation of Genders and Sexualities Alliance student clubs. To monitor progress and performance, both quantitative and qualitative process measure data were collected. Quantitative data consisted of key metrics such as number of staff trained and surveillance data collected through school health profiles in collaboration with the CDC. Qualitative data were gathered to understand barriers and facilitators to implementation of SSE practices via interviews with 55 school staff members and four focus groups with 31 high school students. Results indicated an increased uptake of all SSE activities across the 5-year funding period. Findings also reveal additional needed supports, such as increased availability and offering of professional development for all staff, support for staff in engaging parents, and ensuring the LGBTQ+ inclusive sexual health education curriculum is experienced as such by students. Current work to address these needs is described.

scholarly journals Educator Advocacy for Queer Students in Schools

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Mary Quantz
Keyword(s):  
The United States ◽  
Educational Institutions ◽  
Community Members ◽  
School Environments ◽  
Transgender People ◽  
Gender Nonconforming ◽  
Face Threats ◽  
Lgbtq Students ◽  
And Gender ◽  
K 12

In this Dialogues we are highlighting educators, community members, and researchers whose work focuses on advocacy for lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ+) students in educational institutions. Despite greater visibility, more legal protections, and seemingly greater support for LGBTQ+ individuals, LGBTQ+ students in K-12 schools still face hostile school environments with little to no representation in school curricula. The Gay, Lesbian and Straight Education Network’s most recent school climate report found that over half the LGBTQ+, or queer, students surveyed reported facing regular bullying and harassment. Additionally, trans and gender nonconforming students, and transgender people in the United States at large, face threats to their rights under the Trump presidency.

(111) Monocrystalline Nickel Films

1972 ◽  
Vol 30 ◽  
pp. 512-513
Author(s):  
T.E. Pratt ◽  
R.W. Vook
Keyword(s):  
Film Thickness ◽  
Deposition Rate ◽  
Room Temperature ◽  
Narrow Range ◽  
High Vacuum ◽  
Residual Pressure ◽  
Temperature Dependent ◽  
Deposition Parameters ◽  
Transmission Electron ◽  
Substrate Temperatures

(111) oriented thin monocrystalline Ni films have been prepared by vacuum evaporation and examined by transmission electron microscopy and electron diffraction. In high vacuum, at room temperature, a layer of NaCl was first evaporated onto a freshly air-cleaved muscovite substrate clamped to a copper block with attached heater and thermocouple. Then, at various substrate temperatures, with other parameters held within a narrow range, Ni was evaporated from a tungsten filament. It had been shown previously that similar procedures would yield monocrystalline films of CU, Ag, and Au.For the films examined with respect to temperature dependent effects, typical deposition parameters were: Ni film thickness, 500-800 A; Ni deposition rate, 10 A/sec.; residual pressure, 10-6 torr; NaCl film thickness, 250 A; and NaCl deposition rate, 10 A/sec. Some additional evaporations involved higher deposition rates and lower film thicknesses.Monocrystalline films were obtained with substrate temperatures above 500° C. Below 450° C, the films were polycrystalline with a strong (111) preferred orientation.

State-by-State Use of AMA Guides

2019 ◽  
Vol 24 (5) ◽  
pp. 3-7, 16
Keyword(s):  
Expert Testimony ◽  
Narrow Range ◽  
The United States ◽  
Workers Compensation ◽  
Federal Employees ◽  
Permanent Disability ◽  
Sixth Edition ◽  
History Of ◽  
Canadian Provinces

Abstract This article presents a history of the origins and development of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), from the publication of an article titled “A Guide to the Evaluation of Permanent Impairment of the Extremities and Back” (1958) until a compendium of thirteen guides was published in book form in 1971. The most recent, sixth edition, appeared in 2008. Over time, the AMA Guides has been widely used by US states for workers’ compensation and also by the Federal Employees Compensation Act, the Longshore and Harbor Workers’ Compensation Act, as well as by Canadian provinces and other jurisdictions around the world. In the United States, almost twenty states have developed some form of their own impairment rating system, but some have a narrow range and scope and advise evaluators to consult the AMA Guides for a final determination of permanent disability. An evaluator's impairment evaluation report should clearly document the rater's review of prior medical and treatment records, clinical evaluation, analysis of the findings, and a discussion of how the final impairment rating was calculated. The resulting report is the rating physician's expert testimony to help adjudicate the claim. A table shows the edition of the AMA Guides used in each state and the enabling statute/code, with comments.

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