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Toward A Deeper Appreciation Of Participatory Epistemology In Community-Based Participatory Research, Karie Jo Peralta

PRISM: A Journal of Regional Engagement

The purpose of this article is to advance an understanding of a key philosophical underpinning that is necessary for projects to become authentically community-based, that is, an epistemology that is “participatory.” This theory of knowledge has critical importance for realizing Community-based Participatory Research (CBPR) in regions around the world. To demonstrate the significance of participatory epistemology in CBPR, this article examines and rethinks traditional CBPR approaches through a community-based lens, presents a critical understanding of the link between CBPR theory and practice, and offers a perspective to move beyond the typical theory-practice debate. The central message for future community-engaged scholars …

Community Engagement In A Former Steel Town: The Role Of A Living-Learning Community, Stephanie A. Wilsey, Alicia M. Welty, Wendy V. Whelpley

PRISM: A Journal of Regional Engagement

Prior research indicates that Living-Learning Communities (LLC's) can help promote college students' community engagement. This applied research, a mixed-methods program evaluation, investigated the extent to which an LLC situated in a mid-Atlantic former steel town enhanced college students' community engagement and feelings of attachment to the community. The evaluation involved interviewing and surveying current and past students from the LLC as well as community neighbors living near the LLC. Results indicated that students increased their feelings of connectedness to the community and neighbors expressed a desire for long-term engagement with City House. The program evaluation suggested multiple contributors to student-community …

A Taste Of Learning: A Collaborative Early Childhood Pilot Project At Grocery Stores, Helene A. Harte, Jaesook L. Gilbert, Lenore Kinne, Laura Tiller, Amy Neal

PRISM: A Journal of Regional Engagement

A Taste of Learning, a community initiative involving several collaborating agencies, has two primary foci: 1) To encourage healthy food decision-making at grocery stores and 2) to have families of young children engage in fun learning opportunities while grocery shopping. This paper provides an overview of the pilot project, which was implemented at two Remke Market stores, the preliminary findings, and the lessons learned from working with multiple partnering agencies.

Scientific Evidence And Forensic Science Since Daubert: Maine Decides To Sit Out On The Dance, Thomas L. Bohan

Maine Law Review

In 1993, the Supreme Court of the United States stated that with the federal adoption of statutory rules of evidence in 1975, the common law rule for determining admissibility of scientific testimony was superseded, and that thenceforth admissibility of scientific testimony was to be determined solely by Federal Rule of Evidence 702 (Rule 702). The Frye standard had been adopted in one form or another by most of the federal circuits and by many of the state courts during the 70 years preceding Daubert. Referred to as the “general acceptance” standard, the Frye standard--although adopted in a variety of forms--had …

Hiv And The Ada: What Is A Direct Threat?, Dawn-Marie Harmon

Maine Law Review

Anne, a surgical technician at a local hospital, recently learned that she was HIV-positive. She works in the emergency room and, as a part of her job, she hands surgical instruments to doctors performing emergency surgery. It is a fast paced and unpredictable environment. Her hands often come in contact with sharp instruments. Although Anne has never put her hands into a patient's body cavity, there is a remote possibility that she may need to do so in the future. There is always a possibility, however small, that she will cut herself and come into blood-to-blood contact with a doctor …

Articulated Racial Projects: Towards A Framework For Analyzing The Intersection Between Race And Neoliberalism In Higher Education, Jon S. Iftikar

Journal of Critical Scholarship on Higher Education and Student Affairs

Scholars have been documenting the effects of neoliberal educational policies, practices, and ideologies on staff, faculty, and students of color in higher education. Their work has raised important conceptual questions about the relationship between neoliberalism and race: Has neoliberal hegemony brought about a significant rupture with previous racial regimes, or does the current racial-neoliberal formation in higher education represent a re-articulation, a recombination of pre-existing elements in new formations? Our ability to answer this question will aid in theory development and lead to new strategies for interventions. In this article, I argue that the intersection between race and neoliberalism should …

Normal Schools Revisited: A Theoretical Reinterpretation Of The Historiography Of Normal Schools, Garrett H. Gowen, Ezekiel Kimball

Journal of Critical Scholarship on Higher Education and Student Affairs

This article provides a theory-driven account of the emergence, development, and ultimate disappearance of the normal school as a unique institutional form within higher education. To that end, this article engages new institutionalism in order to construct a composite narrative from the historiography of teacher education which counters the cursory treatment of normal schools in popular and widely-used synthetic histories of higher education. This article also responds to the challenge of better integrating normal schools into the historiography of higher education and suggests future avenues for theory-driven history.

Conversations In Education Reform: Socioeconomic Integration As A Tool For Student Success, Anjani Kapadia

Gettysburg Social Sciences Review

Background

Since the U.S. Supreme Court deemed racially segregated schooling unconstitutional in 1954, education reformers have strived to find the most effective methods to ensure that students of all socioeconomic backgrounds have access to an effective and equitable education. Despite many efforts to address this challenge, exemplified by the highly decentralized U.S. education system, the achievement gap between students of ranging socioeconomic backgrounds persists. Mounting research, beginning with the foundational Coleman Report of 1966, demonstrates that the socioeconomic make-up of a student’s classroom is the most influential factor on his or her success. Consequently, this paper seeks to determine if …

Social Movements And Memory: Education, Age, And Memories Of The Women's Movement, Kimberly A. Longfellow

Gettysburg Social Sciences Review

Past research in memory studies has indicated that there are social factors that influence who are more or less likely to recall certain events as important. Past research emphasizes age as one of the most important variables; however, when regarding memories of social movements, additional demographic factors such as gender, race, region, and education may have potential impacts. More so, past research has not studied the importance of these factors over time. This study re-analyzes the data collected by Schuman and Rodgers (2004) combined with the data collected by Schuman and Scott (1985), in which 5,294 people were asked to …

Gettysburg Social Sciences Review Fall 2017

Gettysburg Social Sciences Review

No abstract provided.

The Slow Work Of Democracy: Resisting Reductionist Views Of Women And Children, Stephanie C. Serriere

Democracy & Education

In her research article “State your defense!": Children negotiate analytic frames in the context of deliberative dialogue," Hauver offers important contributions to the field of elementary civic education that illuminate how young people apply various analytical frames to make collective decisions. First, I highlight significant contributions of her work, namely children’s capabilities to build perspective-taking through dialogue, which I suggest can be more solidly grounded in a sociocultural framework, not a developmental one. Second, I offer suggestions toward such a theoretical framework that loosens determinism for children’s development and offers a less deterministic framework for women. My review seeks …

Listening To Children In Dialogue. A Response To “‘State Your Defense!’ Children Negotiate Analytic Frames In The Context Of Deliberative Dialogue”, Kathy Bickmore

Democracy & Education

In this appreciative response to Jennifer Hauver’s article about elementary children’s negotiation of analytic frames in deliberative dialogue during input into a school governance decision, Bickmore argues for the value of such agentic, citizenship-relevant learning opportunities in public schools. She points to their unfortunate infrequency (to the detriment of socially just democracy) in economically and racially marginalized communities. The concept of analytic frames is compared with the notion of interests—desires, needs, concerns, and ethical principles—underlying each party’s proposals in integrative negotiated conflict resolution theory. Questions are raised about the roles played by cultural context and status inequalities within dialogue groups. …

The Rights Of The Learner: A Framework For Promoting Equity Through Formative Assessment In Mathematics Education, Crystal A. Kalinec-Craig

Democracy & Education

An elementary mathematics teacher once argued that she and her students held four Rights of the Learner in the classroom: (1) the right to be confused; (2) the right to claim a mistake; (3) the right to speak, listen and be heard; and (4) the right to write, do, and represent only what makes sense. Written as an emerging framework to promote equity in the mathematics classroom through divergent formative assessment, the RotL assumes that students can take more explicit ownership of their learning, both in writing and in oral communication. Foregrounded in the literature, this paper discusses how the …

Seeking Democracy Inside, And Outside, Of Education: Re-Conceptualizing Perceptions And Experiences Related To Democracy And Education, Paul R. Carr, Gina Thésée

Democracy & Education

This conceptual article underscores the importance of critical engagement in and through education with a view to enhancing education for democracy (EfD). As a centerpiece to illustrating this connection, we refer to our research project, which engages international actors through an analysis of the perceptions, experiences and perspectives of education students, educators and others in relation to EfD. The article presents the Thick-Thin Spectrum of EfD and a Spectrum for Critical Engagement for EfD to re(present) the problematic of political engagement and literacy on the part of teacher-education students. The findings of our study highlight a necessity for education to …

May The Force Be With You: Jedi Mindfulness, Wendy Whedon

Georgia Association for Positive Behavior Support Conference

Jedis-in-training will experience a fun, unique way to introduce the concepts of yoga, mindfulness, meditation and visualization to their students. Padawans will share their love of Star Wars with a true Star Wars fanatic while learning some simple character-inspired yoga moves, be led through a guided visualization of the forest moon of Endor, and share ways to incoprorate Jedi mindfulness into everyday activities for personal and student well-being. Parents and students will be challenged to create their own mindfulness activities based on a movie favorite of the family.

Let's Get Social: Practical Strategies To Help Teachers & Parents Encourage Social Skills Development, Lenaya Smith Crawford

Georgia Association for Positive Behavior Support Conference

We live in a social world and children need the tools necessary to adapt in a world that requires social interaction. These skills help children to succeed socially, emotionally, academically and mentally. Parents and teachers should be aware of the signs and the diagnoses associated with social skills difficulty. They also need more practical tools and strategies to help children both identify social skills and improve their social interactions. By offering social skills coaching as an avenue of early intervention it is our goal to equip caregivers with the necessary tools to learn, identify and implement strategies that will benefit …

The Success Ambassador Peer Mentor Program Boot Camp: Best Practices For Full Program Implementation, Ebony L. Payno

Georgia Association for Positive Behavior Support Conference

Are you looking for a unique program designed to enhance your school’s learning environment and academic success? Come hear this dynamic and refreshing presentation to learn how to equip your students with the tools they need to make a positive change serving as Success Ambassadors. This session will offer you a wealth of invaluable information, creative resources and practical strategies that will give your students the resources they need to truly make a difference in the lives of their peers, academically, socially, and professionally. Participants will leave the session with specific research based strategies and resources to jumpstart a Success …

Everyone On The Same Page: District, Family And Community Collaboration, Dr. Michele F. Flowers

Georgia Association for Positive Behavior Support Conference

As Districts embark on the PBIS journey to reduce problem behaviors and increase adaptive, socially appropriate behaviors, buy-In from ALL major stakeholders is critical to the overall success of PBIS implementation. It is not enough to just have a few people in the school or district to buy in if a climate and society in which appropriate behavior is the norm is to be established. District, family, and community support is vital to the sustainability of Positive Behavioral Interventions and Supports. The support of PBIS by all major stakeholders ensures the continued ability of the school to decrease office discipline …

Learning Social Skills Through Natural And Paid Supports, Miyah Sundermeyer

Georgia Association for Positive Behavior Support Conference

With 1 in 68 individuals living with autism, most are born with parts of the brain that pick up on social skills. While these skills can be taught, individuals with autism extra special support in learning in this area. Social skills can be taught in two different types of supports being that they are paid and natural supports. Furthermore, social skill styles can be taught through other methods such as the internet.

Teacher-Student Relationships: Strengthening The Impact Of Pbis On Climate, Kate Mcphee, Kiarra Givhan, Emily N. Srisarajivakul, Vanessa Ramirez, Ella Taylor, Kris Varjas, Catherine Perkins, Joel Meyers

Georgia Association for Positive Behavior Support Conference

Researchers have emphasized the importance of teacher-student relationships (TSRs), showing that the quality of these relationships can have significant, short and long-term effects on student outcomes and school climate (Baker, Grant & Morlock, 2008; Guess & Bowling, 2013; Hamre & Pianta, 2001). While School-Wide Positive Behavior Interventions and Supports (SW-PBIS) also has positive effects on school climate (Bradshaw, Waasdorp & Leaf, 2015), little research has been done to examine how SW-PBIS and TSRs intersect to influence student outcomes and school climate. This presentation will address the integration of these two factors as perceived by practitioners responsible for implementing SW-PBIS.

Data …

A Person's A Person No Matter How Small - Understanding The Role Of Temperament In Working With Toddlers And Young Children, Kimberly B. Robinson, Ann Vanbuskirk Dr.

Georgia Association for Positive Behavior Support Conference

Early childhood and educational research have indicated that a young child’s temperament is predictive of success in school and adulthood. A child’s temperament has the potential to impact not only their interpretation of life events, but can also influence the activities that they choose and how adults respond to and interact with them. Child temperament research has identified three widely known profiles based on nine dimensions of behavior: “difficult”, “easy”, and “slow to warm up”. The purpose of this presentation is to provide information about child temperament and the ways in which adults can use positive relational interventions to teach …

Viewing Classroom Climate Through Rose Colored Glasses Of Cultural Competence, Jason Byars, Lisa Pearce Ms.

Georgia Association for Positive Behavior Support Conference

Conscious Classroom Management are comprehensive, practical and easy effective teaching tools that integrate PBIS practices in the classroom. Effective classroom and behavior management is directly related to student achievement and classroom climate. This presentation addresses: prevention, expectations, monitoring, encouragement and correction with a toolbox of strategies and interventions. Intertwined in conscious classroom strategies are culturally responsive practices. Culturally Responsive Teaching Practices are specific educational practices, instructional strategies, team processes, and curricula content which have been established by research to increase the achievement gap. Cultural mismatch between home and school and educators’ lack of knowledge about culturally responsive educational practices are …

The Lights Are Out And Nobody's Home - Renewing Positive Energy And Becoming Fully Present, Ann Vanbuskirk Dr., Kimberly B. Robinson

Georgia Association for Positive Behavior Support Conference

In an age of high demand and limited resources, exponential information flow through constant connection with technology, sensory overload and high stress, staff and caregiver burnout is increasing. More educators are leaving the field, and teacher retention is a significant challenge. In order to be positive in our intervention, it is critical for educators, therapists, administrators, parents and caregivers to recognize symptoms of fatigue and burnout, renew our own source of positive energy and be fully present in our work. This presentation will provide information on recognizing symptoms of burnout in self and others. Participants will engage in active learning …

From Chaos To Calm, Rhonda Harris, Kelly Petaccio

Georgia Association for Positive Behavior Support Conference

A hands on session demonstrating and discussing the most engaging strategies for addressing emotional and social concerns of students for Tier 2 and Tier 3 interventions. An overview of an effective student referral process, evidence based interventions like Positive Action & Second Step as well as tried and true tools such as Zones of Regulation, Social Thinking, Mindfulness and creative interventions.

Chaos To Calm: Three Behavior Management Strategies For "Complex" Students, Elaine Taylor-Klaus, Diane Dempster

Georgia Association for Positive Behavior Support Conference

Supporting and teaching children with complex challenges can be a daunting task. Teachers want to inspire their students to reach their full academic potential. But when children struggle with learning – when they fail to hit typical milestones commensurate with their peers – their challenges can raise serious obstacles for teachers in the classroom, and damage children’s self-esteem.

While behavioral management systems have been proven to be effective for classroom behavior modification, challenges with implementation prevent teachers from consistently feeling successful in using them. Teachers may know what to do in theory, but they struggle with how to make it …

Self-Management & Social Skills Strategies To Support Student Success, Tom Clees, Lacey Ray

Georgia Association for Positive Behavior Support Conference

This presentation will describe research-based self-management and social skills instructional strategies to promote social and academic skills for students with disabilities, including self-recording strategies designed to facilitate academic productivity and social skills instruction designed to increase compliance to teacher requests. These strategies are pragmatic and can be used by school/clinical personnel, as well as parents.

Dolores Vees Establishes Scholarship To Assist First-Generation Students, Winthrop University

Winthrop News 2017

• The scholarship will award annually to a first-generation student who is majoring in psychology or counseling and development at the graduate level.
• Vees, who retired as a counselor from the Rock Hill School District, now owns a private counseling practice in Rock Hill.

Grand Valley Forum, Volume 042, Number 08, December 4, 2017, Grand Valley State University

2017-2018, Volume 42

Grand Valley Forum is Grand Valley State's faculty and staff newsletter, published from 1976 to the present.

The Statesman, V. 61, I. 14, Stony Brook University

Stony Brook Statesman-Sucolian

v. 61, i. 14;

Current, December 04, 2017, University Of Missouri-St. Louis

Current (2010s)

Holidy Guide