Countering the Furor Around Critical Race Theory

National right-wing media and their viewers are alleging that critical race theory (CRT) is “infecting” public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching “sensitive” topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT.

1701 A Systematic Review of The Use of Stents in The Treatment of Bariatric Surgery Complications

41 retrospective observational studies were identified of 792 obese and super obese patients treated with endoscopic stents for bariatric surgery complications including leaks (n = 770) and strictures (n = 22) post-Roux en Y gastric bypass (n = 228) and sleeve gastrectomy (n = 534). The main outcomes of the studies were the percentage success of stent therapy and percentage stent migration. Stents included self-expanding metal stents (SEMS), including partially covered self-expanding metal stents (PcSEMS) and fully covered self-expanding metal stents (FcSEMS). Several SEMS used were specifically designed for bariatric complications, being larger in diameter to reduce migration. The pooled percentage success for all patients (SG and RYGB) was 80.81% with stent migration occurring in 24.67% in all groups. The pooled percentage success for the RYGB group was 80.28% and in the LSG group was 85.86% with percentage migration occurring in 20.65% and 23.82% respectfully.

Welfare Beneficiary Community BUMDes Karya Dermawan Dusun Dalam Village

Dusun Dalam Village Government established a Village-Owned Enterprise (BUMDes) Karya Dermawan is a policy utilization. The main pillar was established BUMDes Karya Dermawan in accordance with the mandate of the objectives whose activities were oriented to encourage the welfare of the village community. Therefore, this study was conducted aimed at looking at the welfare provided by BUMDes Karya Dermawan Dusun Dalam village especially to the beneficiary community and compare the level of welfare before and after BUMDes Karya Dermawan was established. This study uses a descriptive quantitative approach, and data sourced from primary data by using Paired Sample t-Test as a data analysis tool. This study shows that BUMDes Karya Dermawan provides welfare to the beneficiary communities through businesses that have been established including Cooperatives; Alsintan; and Workshop, which is directly able to change or succeed in providing an increase in welfare for the beneficiary community after the establishment of BUMDes as evidenced by the results of the Paried Sample t-Test analysis. With this evidence of success, for all elements should give intensive attention; so that the development of BUMDes Karya Dermawan exists even more as a driver of community welfare. And also, integratedly invites and becomes a valuable lesson for existing villages to establish BUMDes or villages that already have BUMDes, but have not succeeded in providing a common thread for the welfare of their citizens.

Perfil do Professor de Educação Física Inclusivo: Contributos para uma reflexão

The complexity of the inclusive education paradigm increasingly requires from physical education professionals the ability to indorse, at the same time and in the same space, the promotion of inclusion, participation, and educational success for all students. However, the assertiveness of this answer requires a profile of the physical education teacher that transcends the scientific pedagogical matrix and brings together, intentionally, and equitably, dimensions of human education, knowing how to be, knowing how to be and act. Thus, and in reply to the scant evidence surrounding the profile of the inclusive physical education teacher, in this article we aim to catalyze the theoretical reflection around the values, attitudes, skills and practices that can establish this profile in facing the inclusion processes of students with specific educational needs in the context of physical education. In this sense, in achieving an inclusive physical education teacher profile, we defend teacher training and intervention we praise teaching achievement from a bio-psycho-socio- axiological perspective. Therefore, the inclusive physical education teacher must be guided by an intentionality in thinking, acting, and being, because of the integrated and permanent catalysis of the following dimensions: (a) ethics of being a physical education teacher, (b) specific training, and (c) teaching achievement and performance.

Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China

Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China’s “New Basic Education” project, we summarized the reference value of SFA for China, and further discussed the possible path of China’s evidence-based school improvement.

Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.

Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

This essay explores how “student success” is defined in the education literature broadly, using specific examples from CBE-Life Sciences Education from 2015 to 2020. This essay posits that success is most often implicitly defined by researchers in terms of quantitative outcomes. Recommendations for centering student voice within policy, practice, and research are provided.

A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform “Success for All”

Purpose: The effectiveness of the 14-component evidence-based whole-school reform Success for All (SfA) has been well established, but research on its implementation is limited although fidelity of implementation is vital for the effectiveness of such a program. This review sheds light on this issue. Design/Approach/Methods: A systematic literature review was conducted to acquire an overview of qualitative and quantitative aspects of SfA’s implementation in primary schools as well as to identify stimulating and hindering factors when implementing SfA. Sixteen studies, conducted in the United States and the United Kingdom, were included in this review. Findings: Results indicate that 48% of schools implemented SfA at the minimal level, 45% at a more advanced level, and 7% at an insufficient level. Information on the implementation for each of the 14 components was rare. Most of the factors that affected implementation were hindering factors rather than stimulating ones. For successful implementation of this evidence-based program, the crucial factors appear to be leadership, fulfilling organizational conditions, staff development, and relentlessly implementing all 14 components together. Originality/Value: This review shows that for an evidence-based program to be effective, implementation fidelity is a very serious concern, which needs to be addressed systematically.