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This article illustrates how students can discover empowerment through filling in an open syllabus and using benchmarking to establish an international competitive standard. By holding the class to their agenda Socratically, the teacher enables students to create their own publication for distribution to policy elites, Stress is on "I create, therefore I am" and hands-on learning by creating an information product of policy significance in the service/knowledge economy. This course design for an undergraduate seminar in international management called "America in the World Economy: Government and Business Strategies" received the MAACBA Innovation in Business Education Award. [ABSTRACT FROM AUTHOR]

The article discusses the Sarah Mazelis Paper of the Year Award, which recognizes authors whose articles in the journal "Health Promotion Practice" made contributions to the fields of health education and health promotion and reports that in 2014 the award was given for the article "Integrating Health Literacy and ESL: An Interdisciplinary Curriculum for Hispanic Immigrants" by Francisco Soto Mas, Erika Mein, Brenda Fuentes, Barry Thatcher, and Héctor Balcázar.

Most people wish to die at home yet significant barriers exist in accessing care in one's home, especially for individuals with caregiver and/or housing instability. Across the U.S., residential homes for the dying are opening to address gaps in end-of-life care by recruiting community members to serve as caregivers to hospice patients during their final days. This paper describes a blended-experiential training program, informed by both an evidence-based educational framework and transformative learning theory, that trains undergraduate students to serve as surrogate family members to hospice patients in residential care homes. This study analyzed data from a sample of undergraduate students (n = 35) who participated in an 8-week program. Applying Kirkpatrick's evaluation model, study results indicate the program provided essential knowledge and skills in end-of-life care, benefiting both student learning outcomes and resident care. [ABSTRACT FROM AUTHOR]

This article describes the capstone course in the sociology major at Cornell College in Mount Vernon, Iowa. The capstone course in the sociology major at Cornell College is a senior seminar called Social Problems and Policy. In this course the students' principal task is to write a research paper on a social problem or component of a social problem and on the social policy that exists to address this problem. The capstone course is required only of sociology majors. Students take this capstone course during the first part of their senior year, after they have completed most of the other required courses in the major, including the methods and theory courses. The school added Social Problems and Policy to the major in 1990. The particular course developed by the college reflects their departmental emphasis on the application of the sociological perspective to social problems and policy. Nearly all of the subject area courses in the department reflect this emphasis to some degree. The capstone course also provides sociology majors with an opportunity to write a major research paper using library and other resources. Since 1978 Cornell has operated on the one-course-at-a-time calendar, in which students take and professors teach a single course in consecutive four-week terms.

This article discusses the capstone course at Loras College in Dubuque, Iowa. Sociology 489, Senior Seminar, is a required core course that is offered during the fall semester. This course endeavors to crystallize students' knowledge and appreciation of the discipline. Another goal is to provide closure to students' undergraduate sociology experience and to assess their understanding of the discipline. Thirteen readings are discussed by the seminar participants. These readings consist of articles and chapters that are related to methodological, theoretical, and selective substantive issues of interest in the discipline. Several of the readings deal explicitly with the sociology. In addition to the required readings, students are encouraged to elect one or two optional sources. These and other sources are integrated into the seminar when and where appropriate. Students are required to submit a 15-to 20-page paper at the end of the course. Students work closely with the seminar instructor and meet frequently to discuss the progress of their paper. This activity helps to nurture a collaborative relationship between students and professor. The final grade for the capstone course is based on the student's seminar participation and paper.

In the United States, school shootings are a common social problem and frequently occur on both K-12 and college campuses. High profile school shootings have resulted in a growing number of state governments legalizing "concealed carry" on college campuses, increasing the presence of guns in classrooms. This research study employs qualitative autoethnography to present the author's experiences teaching on a campus where concealed carry was implemented in 2014. Through autoethnographic narratives, the author describes her lived experiences. This paper analyses these narratives using intersectional feminist theory and situates the narratives within the broader socio-cultural context of gun culture in the Pacific Northwestern USA. The author spent four years immersed in the culture of concealed carry, and has written multiple narratives detailing these experiences. Two narratives are presented in this work. Important findings in this work include examinations of: how the presence of guns in college classrooms shapes power dynamics; the use of fear-based curricula in active-shooter survival trainings; the cultural construction of the "good guy with a gun"; and the implications of the author's positionalities within gun culture. This research study encourages the reader to engage with and learn from the lived experiences of the author. [ABSTRACT FROM AUTHOR]

One internship requirement at Saint Mary's College, in Saint Mary's City, Maryland is the submission of a monthly log by each student intern. The great majority of these logs are extremely narrow in focus; many are merely time sheets in which the student gives a chronology of tasks she has performed throughout the day. Most make no reference to any larger questions covered in courses, even those in the student's own major. What follows is a proposal for a program in which a key element is the use of participant observation methods by student interns. The program includes a pre-internship methods course, a periodic log to be submitted by the student and a final integration paper. The ethical issues surrounding participant observation research are relevant to an enriched major and must be emphasized in this course. This issue is especially important for student interns who conduct such research because roles of researcher and intern often carry conflicting expectations. The major internship prerequisite is the successful completion of a course in participant observation.

WE PRESENT AN ANALYTICAL FRAMEWORK for use by fellows of the Fogarty International Center--sponsored Advanced Certificate Program in Research Ethics for Central and Eastern Europe to identify gaps in the public policies establishing research ethics review systems that impede them from doing their job of protecting human research subjects. The framework, illustrated by examples from post-Communist countries, employs a logic model based on the public policy and public management literature. This paper is part of a collection of papers analyzing the Fogarty International Center's International Research Ethics Education and Curriculum program. [ABSTRACT FROM AUTHOR]

This paper uses an action science approach in analyzing attempts to introduce readable/writable web technology, specifically blogging, into a course curriculum. It is suggested that action science is an important and to this point underused approach for understanding the potential and ramifications of introducing this new technology as a central part of the teaching and learning process. We concentrate especially on Argyris and Schon’s construct “double loop” learning where study of the target phenomenon focuses on the impact of underlying “governing variables” on the ways members of an organization – in the case of this paper the classroom community – act in everyday situations. The intervention studied in this paper was the introduction of blogs as not only a key, but the primary component of a large, undergraduate, general education course. The intervention is analyzed two sequential classrooms. In the initial classroom the teaching team attempted to implement blogs by making adjustments to a traditional curriculum and was largely unsuccessful in terms of what teachers claimed they wanted to accomplish through introduction of the new technology. In the second classroom the teaching team opened the class up to changes in governing variables and through double loop learning developed more successful strategies for using blogs. [ABSTRACT FROM AUTHOR]

The article comments on a paper by J. Myron Atkin and Ernest R. House about the role of the federal government in curriculum planning in the U.S., that appears in the September-October 1981 issue of the journal "Educational Evaluation and Policy Analysis." Atkin and House conclude that it is unrealistic to expect that curriculum development policy can be formulated effectively in isolation from economic, cultural, and political influences. That is, strategy based on all that is known today about curriculum development could easily prove ineffective tomorrow because of unpredictable events such as a major depression, broad-scale domestic violence, the rise or fall of particular special interest groups, a new consensus bred of a rapid decline in the American standard of living, or a new period of American isolationism. Atkin-House hand out a mixed report card on the effects of federal involvement in the curriculum. They see modest although largely positive main effects on the curriculum and--their real story--largely negative side effects on teaching, the teaching profession, and educational governance.

Amid ongoing controversies in ethnography concerning representation, reproducibility, and generalizability, social scientific scholarship has increasingly taken a mixed-methods turn. While studies that blend qualitative and quantitative data promise to enhance the validity of representations of social worlds under analysis, they cannot escape contending with foundational dilemmas of scientific translation, integration, and commensurability across methodological paradigms. Recent debates have ignited a new line of inquiry about the integration of multiple methods in ethnography. In this paper, we argue that “cameo appearances”—the summoning of either qualitative or quantitative analyses in separate, purely mono-method studies—amounts to a form of methodological tokenism under the guise of methodological pluralism. We articulate sampling design, enhanced training, and curriculum development as crucial for arbitrating these debates as mixed-methods research emerges as a distinct innovation in twenty-first-century ethnography. [ABSTRACT FROM AUTHOR]

Although Dorothea Orem’s Self-Care Deficit Nursing Theory has been used for curricula framework for years, it was not until 2001 that Orem identified the nursing practice sciences and the foundational nursing sciences and specified the appropriate content for the two sciences. The broad purpose of this paper is to reinforce the importance of utilizing nursing theories as curricular conceptual frameworks. The specific purpose is to delineate the appropriate content for baccalaureate programs that adopt a Self-Care Deficit Nursing Theory conceptual framework for their curriculum. [ABSTRACT FROM PUBLISHER]

The article provides an overview of a survey which investigated the usefulness of a portfolio to document and assess development of musicianship in a university course on elementary music methods for early childhood and elementary education majors in the U.S. It indicated a feedback that suggests an appreciation on the part of student on the usefulness of the portfolio relative to their learning in the course. Students have stated that it helped them to understand what musicianship is and became aware of and grow in their own musicianship.

Inspired by their goal for a well-rounded education in a world that has become more globalized, an increasing number of schools in the United States, Europe, and other parts of the world have been adapting the philosophy and curricula of international schools. While there have been several studies to support Diploma Program as an established curriculum at the senior high school level, there has been little evidence that would support any particular curriculum at the junior high school level. The purpose of this study was to investigate the relationship between external examination scores of International General Certificate of Secondary Education (IGCSE) and those of Diploma Program. A purposive sample was drawn from high school students who attended an international school in a major metropolitan city in Turkey. Data were analyzed with multiple regression approach. Statistically significant and relatively strong relationships were found between external examination scores, both in mathematics and science. [ABSTRACT FROM AUTHOR]

In the United States, students with mild intellectual disability (MID) are expected to access the general education curriculum and some of these students are required to pass the same high-stakes exams as students without disabilities. Research supports that students with MID can demonstrate success with mathematics after receiving interventions that emphasize the strategic use of visual representations. In this qualitative case study, the researchers describe the teaching methods of a seventh grade, special education teacher who heavily emphasized visuals, such as diagrams and gestures, in her instructional approach. In her classroom, two students with MID demonstrated the ability to solve and discuss algebra problems that required use of the distributive property and to solve word problems of the same structure. [ABSTRACT FROM AUTHOR]

Advances in online learning have benefited rural special education teacher preparation programs through increased recruitment, access, and collaboration. This paper describes how additional challenges, such as monitoring teacher candidate use of evidence-based practices, can be addressed through a digital teaching platform. Project REACH online is a freely available website developed under a grant from the U. S. Department of Education. The platform includes information on 67 evidence-based practices and six formative assessments aligned with professional standards. The assessments, designed to further and measure teacher candidate skills, mirror daily classroom tasks, such as planning before instruction and reflection after instruction on the impact on student learning. Assessments are aligned with Common Core Learning Standards and include tasks, such as applying Universal Design for Learning to instructional plans, field-testing reports, and annotating student work. Faculty benefit from the constant stream of formative assessment data at their fingertips. For teacher candidates, the platform provides a vehicle for learning and tracking progress toward goals through surveys, feedback requests, and digital badges. The platform increases interactions among teacher candidates, graduates, and faculty and extends collaboration to content experts and school partners. Preliminary research suggests that teacher candidates report variance in efficacy for teaching students with disabilities related to their program, general or special education. Data may be helpful in revising courses and program sequences to foster greater teacher efficacy and abilities to use evidence-based practices to ensure all students in inclusive settings learn. [ABSTRACT FROM AUTHOR]

Introduction: The United States is experiencing maternity care shortages. Family physicians can play a role in addressing these shortages. Family medicine obstetrics fellowships train family physicians in obstetrics care. Fellowship websites are important for promoting programs and attracting applicants. However, whether websites provide sufficient program information is unknown. This study aimed to assess completeness and utility of family medicine obstetrics fellowship websites across the United States. Method: The study analyzed 46 family medicine obstetrics fellowship websites. The component analysis evaluated the presence of 17 components related to orientation, curriculum, program, personnel, and additional content. The qualitative analysis included ratings for navigation and application, information quality, and esthetics. Analysis included percentages for websites and components and average qualitative ratings. Results: Common components included overviews, training requirements, and contact information. Description of the patient population was the least common component. Usability ratings varied across programs, with higher ratings observed for navigation and application, and information quality. Esthetics and visual appeal received lower ratings. Regional analysis indicated that websites from fellowships in the West and Southwest tended to include more components compared to those in the Southeast. Discussion: Family medicine obstetrics fellowship websites serve as valuable sources of program information for prospective applicants. However, not all websites include essential program details. Some information is rarely provided. Given the shortage of maternity care providers, it is crucial to develop informative and functional websites to attract applicants. Improving website content and design could prove to be a cost-effective strategy to increase the number of applicants. [ABSTRACT FROM AUTHOR]

Our Grassroots Maternal and Child Health (MCH) Initiative works to build the capacity of individuals and organizations in zip codes with persistently high infant mortality rates to bring about systems change that will improve maternal and child health (MCH) outcomes. Foundational to the Initiative is the training and mentoring of local women to become Grassroots MCH Leaders. We greatly honor that these women possess community expertise, essential to the Initiative's success. Our training equips them with strategies they can use to bring about changes in social, economic, political, and/or cultural systems that underlie poor birth outcomes. One impactful strategy they learn is the use of critical narrative intervention (CNI). This approach, grounded in the crafting and sharing of stories, complements statistical, behavioral, and medical approaches to improve MCH outcomes. This article describes the impact of CNI within the Grassroots MCH Initiative. Drawing from 14 Grassroots MCH Leaders' narratives, we present five significant maternal traumas and influential supports in their surrounding contexts. We explore the leaders' reflections on the impact of story development and dissemination. Our findings reveal that situating CNI within the context of a grassroots initiative provides opportunities for leaders to use their stories to advocate for systems change. Personal MCH narratives provide a powerful and respectful approach to public health promotion, as they highlight important systems-level failures that need to be addressed to sustainability improve MCH outcomes. [ABSTRACT FROM AUTHOR]

This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student's primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. [ABSTRACT FROM AUTHOR]

Health equity is an aspirational goal for health outcomes that can be achieved when systemic inequalities are addressed. The human cost of health inequities is without number; we can and must ameliorate health inequities. This essay summarizes the impact of continued health disparities and inequities in the United States and outlines the ways in which increasing diversity in the nursing workforce and graduating equity-minded nurses can promote innovation and problem-solving to address these disparities and inequities. We then present multiple pathways for nurses in academia to advance health equity. [ABSTRACT FROM AUTHOR]

Objectives: With an ever-expanding medical knowledge base and requirements for clinical training, medical schools struggle to incorporate subspecialty education, such as otolaryngology (OTO), into curricula. This study aims to assess the current state of OTO education, and evaluate factors contributing to the extent of OTO teaching in United States (U.S.) medical schools. Methods: A 48-question survey evaluated the extent and practices of OTO teaching. The survey was distributed by email to all 155 LCME accredited U.S. allopathic medical schools in 2020 and 2021. Results: Sixty-eight unique responses were received (43.9% of U.S. allopathic medical schools). 36.8% (n = 25) of schools reported having formal expectations of OTO knowledge in their core curriculum. Only 1 school (1.5%) had a required OTO rotation; the majority of schools offered an optional third or fourth year clerkship rotation (76.5% and 95.6%, respectively). Schools with residency programs and who employ their faculty through an OTO or surgery department were more likely to have otolaryngologists teach basic science lectures and the Head & Neck exam, offer an optional third year rotation, and have formal expectations of rotating students. Conclusions: Medical schools with residency programs and who employ their faculty through an OTO or surgery department have more robust OTO curricula. Despite the ubiquity of OTO presentations across specialties, incorporation of OTO knowledge in U.S. medical school curricula remains variable, and at times limited. [ABSTRACT FROM AUTHOR]

In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group’s disciplined rationalization of youth engagement in literacies. We organize our critical exploration of “A Pedagogy of Multiliteracies” around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the moment-by-moment unfolding or emergence of activity. This nonrepresentational approach describes literacy-related activity not as projected toward some textual end point but as living its life in the ongoing present, forming relations and connections across signs, objects, and bodies in often unexpected ways. Such activity is saturated with affect and emotion; it creates and is fed by an ongoing series of affective intensities that are different from the rational control of meanings and forms. It helps us to keep the distinction between description and prescription sharp and to begin imagining what else might be going on. [ABSTRACT FROM PUBLISHER]

This paper presents the findings of a study of learning gains made by students with disabilities and those without disability when taught by teacher candidates completing a unified teacher preparation program. The Student Academic Performance Sample, the culminating performance- based assessment of the program was the primary data source. This assessment permits analysis of student learning on a curriculum unit of instruction that is differentiated to meet the needs of all K-12 learners. Units of 20 teacher candidates were examined to determine: (a) the learning demonstrated by students with disabilities; and, (b) the teaching models and strategies used by the teacher candidates. Evidence of student learning was determined through analysis of disaggregated data from class-wide results. These data reveal that students with disabilities achieved within the range of their typical peers in 14 of the 20 units. The teaching model most frequently associated with learning by these students was cooperative learning. The implications of these results for inclusive teacher preparation are discussed. [ABSTRACT FROM AUTHOR]

This study reviewed the alternate assessment results (N = 1,404) from 1 state that uses a portfolio system. It addressed 3 main questions: (a) the extent to which assessment content was linked to the state's general curricular standards, (b) the types of tasks that operationalized the general curricular standards, and (c) the correlation of the completeness of the portfolio with student performance. Although we found connections to the general curriculum on paper, the actual tasks used to represent the standards raised concerns about the strength of those connections. Additionally, we noted serious concerns with construct underrepresentation. Finally, practical issues with portfolio assembly may be contributing to poor student performance. We present implications for practice in the context of federal regulations such as No Child Left Behind and the Individuals With Disabilities Education Act, as well as existing research on alternate assessment practices. [ABSTRACT FROM AUTHOR]

This article delineates the results of 7 gifted program evaluation studies conducted in 20 different school districts and places them in the context of major areas for gifted program improvement. The author suggests that the field of gifted education may be vulnerable to losing its infrastructure at local levels if enhanced program development in key areas does not occur over the next few years and if the studied districts are at all similar to the larger group. The paper discusses key areas of program development including identification, curriculum, program design, staff development, parental involvement assessment, and evaluation. The author contends that attention to these areas is essential for improving gifted program quality and stabilizing programs. [ABSTRACT FROM AUTHOR]

This article describes a grant-funded effort to improve the lives of academically able middle and high school students living in rural poverty. The program, Project Aspire, attempts to increase the number of these children in the most rigorous math and science coursework available in their schools. To that end, Project Aspire assists 14 school corporations by helping faculty in those settings increase the level of rigor of their courses and by offering Advanced Placement (AP) courses through multiple platforms of distance education technologies. A primary component of the project is the attempt to assist the school counselors' work with their students, in hopes that the students' lives will be improved. To prepare the counselors, ongoing training has been provided. This paper reports an analysis of the ideas and experiences shared during the lengthy training sessions with 21 school counselors. From the analysis and a literature review, the authors offer in three tables concise information for effectively working with high-ability middle and high school students living in rural poverty. [ABSTRACT FROM AUTHOR]

Teachers at the University of Wyoming Lab School, a part of Albany County public schools, wanted to create a curriculum that provided all children equal access to high quality education in a caring environment that nurtured personal growth. Their approach found the Japanese Lesson Study format provided that vehicle. The researchers warn that it should not be assumed that this model translates flawlessly to U.S. schools. Their work describes how the program was altered for their school and the promising results they obtained. [ABSTRACT FROM AUTHOR]

Offers a look on service-learning in music teacher education. Percentage of teacher education programs in the U.S. that offer service-learning courses in 1998; Reasons teacher educators cite for integrating service-learning into their courses; Overview of the integration of service-learning into music.

The article focuses on the importance of leadership studies for college students in the U.S. The author also describes the importance of leadership for the U.S. citizens. The author described the McDonough Leadership Program, started at the Center for Leadership and Business at Marietta College. The leadership program aimed to promote democratic values resulted from a campus wide process. The McDonough Leadership Program is offered in two forms: a minor in leadership studies requiring twenty-two hours of coursework and a less intensive certificate in leadership studies. The courses are traditional in some respects: they employ readings in classic texts, a combination of class discussion and lecture, critical analysis of issues in expository papers, and tests.

This article examines the ongoing curriculum wars in reading and mathematics education. It presents an overview of an edited book that emanated from a conference hem at Harvard University titled Curriculum Wars: Alternative Approaches to Reading and Mathematics. With the historical view in mind, the article summarizes key points of agreement and conflict in an effort to say clearly why the conflict is so difficult to resolve. In addition, these curriculum conflicts are reexamined from the perspective of the globalization of contemporary social and economic processes. The article concludes with an acknowledgment that it is unlikely that curriculum conflicts will end any time soon. [ABSTRACT FROM AUTHOR]

Introduction: An estimated 38 million people are living with human immunodeficiency virus (HIV) worldwide. Pharmacists are well positioned to provide care to patients with HIV, but gaps in HIV education among pharmacists exist. Recognizing the need to educate and prepare future pharmacists, a 2-credit advanced HIV elective course was created for Doctor of Pharmacy students at Washington State University College of Pharmacy and Pharmaceutical Sciences in the United States, and Masters of Clinical Pharmacy students from University of Western Cape School of Pharmacy in South Africa. Methods: Course topics included diagnosis and treatment of HIV in children and adults, management of common comorbidities, pre-exposure prophylaxis, pharmacogenetic applications, and antiretroviral drug-drug interactions. Course effectiveness was evaluated using student examination results. Student perceptions were evaluated using pre- and post-course self-assessments involving abilities, confidence, and attitudes toward caring for people living with HIV. Results: Student pharmacists demonstrated competency in HIV knowledge, demonstrated skills in application to clinical-based scenarios, and reported significantly improved confidence and abilities as well as positive changes in attitudes toward people with HIV. Conclusion: This course contributed to student learning across different student cohorts in an institutional program in the United States including successful execution of distance learning and clinical application for students at a program in South Africa. [ABSTRACT FROM AUTHOR]

The article comments on a paper by J. Myron Atkin and Ernest R. House about the role of the federal government in curriculum planning in the U.S., that appears in the September-October 1981 issue of the journal "Educational Evaluation and Policy Analysis." Atkin and House have looked at three decades of experience, attempting to wrest the lessons of the changes in policy and approach that have taken place. They have matched those changes to the shifting context in which the federal curricular experience has evolved. That breadth of perspective is further enhanced by the application of the three-part analytical framework growing out of House's earlier work on innovation policy. In approaching the federal involvement in curriculum development from the contrasting technological, political and cultural perspectives, useful observations and contrasts can be drawn. if Atkin and House's focus opens more widely to concern about the federal impact on curriculum as contrasted with the more narrow concern of their title--the federal role in curriculum development--then the reader's attention tends to be drawn to the even larger question of the federal role in stimulating, sanctioning, and shaping educational change, more generically speaking.

This article comments on the capstone course. Reform of the college curriculum acquired social movement status in the mid to late 1980. Although most of the attention focused on changing general education, some critics also noted the need to revise the major. Foremost among these was the Association of American Colleges (AAC). According to the AAC Sociology Task Force Report, the capstone course should be a regular required seminar course focusing on synthesizing information and emphasize pulling the disparate pieces of the sociology major together. Students' work should bring all their preparation in the major to bear on the topic at hand and should write a senior paper or thesis or complete some other kind of professional product. The type of capstone course developed depends on how one responds to different mandates and how one views the major and the purpose of a college education. Identifying the goals of the capstone experience is the easy part. Designing and teaching the course is a continual challenge. Writing assignments are one of the most important components of the capstone course. The major writing task is compiling an intellectual autobiography. In this assignment students must assemble a portfolio of their work and must write an essay discussing their intellectual development.

Fifteen years later, the topic of September 11, 2001 is slowly being woven into the U.S. curricular fabric. This paper presents an analysis of the ways current U.S. state curriculum standards treat 9/11 in elementary social studies, and a critical analysis of children's books about 9/11. Finally, the authors suggest children's books that can help treat the historical event of 9/11 in more critical and thought-provoking ways in elementary classrooms, despite the topic's scant representation in state standards. [ABSTRACT FROM AUTHOR]

This qualitative study evaluates physician training and experience with treatment and prevention services for people who inject drugs (PWID) including medications for opioid use disorder (MOUD) and HIV pre-exposure prophylaxis (PrEP). The Behavioral Model of Healthcare Utilization for Vulnerable Populations was applied as a framework for data analysis and interpretation. Two focus groups were conducted, one with early career physicians (n = 6) and one with mid- to late career physicians (n = 3). Focus group transcripts were coded and analyzed using thematic analysis to identify factors affecting implementation of treatment and prevention services for PWID. Respondents identified that increasing the availability of providers prescribing MOUD was a critical enabling factor for PWID seeking and receiving care. Integrated, interdisciplinary services were identified as an additional resource although these remain fragmented in the current healthcare system. Barriers to care included provider awareness, stigma associated with substance use, and access limitations. Providers identified the interwoven risk factors associated with injection drug use that must be addressed, including the risk of HIV acquisition, notably more at the forefront in the minds of early career physicians. Additional research is needed addressing the medical education curriculum, health system, and healthcare policy to address the addiction and HIV crises in the U.S. South. [ABSTRACT FROM AUTHOR]

This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages and frequency counts were reported. For identifying vocabulary deficits, SLPs favored omnibus language tests over vocabulary-specific tests. The most frequently selected informal assessments for identifying vocabulary deficits were language samples and curricular-based measures. For monitoring progress, respondents favored creating their own tasks and using curricular-based measures. Minor differences were noted in the responses of elementary and middle-high school SLPs. Results were compared with evidence-based principles for vocabulary assessment. [ABSTRACT FROM AUTHOR]

Review of video recorded sessions is a powerful teaching tool in medical education, helping students appreciate both spoken and unspoken communications not fully appreciated in the moment. For many years, the American Balint Society has used video review in its Leadership Training Intensive courses, however technical challenges around setting up and operating the equipment have led some faculty to question whether the benefits are worth the effort and anxiety. We describe here an approach to video review in Intensives with a focus on the case presentation. Close attention to the case presentation can uncover important clues about a presenter's feelings and conflicts in a case, clues that may easily be missed on first pass. The Balint group leader listens for clues and cues to the patient's state of mind, and how the clinician is being distracted or deflected from their authentic role. Focusing the video review at an Intensive on the case presentation highlights for novice leaders the importance of maintaining keen focus on this initial section of the Balint group process for information on "what this case is about." Finally, we predict that Balint group leaders who emerge from an Intensive with this new appreciation for close listening to the presentation will not only be more effective Balint group leaders but will also be in a better position to serve as clinical role models, teaching by example to their Balint group members the importance of attending closely to the patient's communications in the patient – clinician encounter. [ABSTRACT FROM AUTHOR]

The personality trait of openness has been shown to contribute to a person's ability to function effectively. Additionally, scholars have suggested that openness to experience and foreign language experience were related to music preference. Extending from earlier scholarship, this study examined the relationship between openness to experience and the various types of musical and language experiences reported by undergraduate music majors in Turkey and the United States. Participants (N = 380) were surveyed using the Openness to Experience domain of the NEO-PI-R and an author-designed survey with questions about participants' musical backgrounds and interests, foreign language abilities, age, and sex. Results showed that U.S. students rated significantly higher in four of the five dimensions of the Openness domain than their Turkish counterparts (Wilks'λ =.57; F (5, 374) = 55.37, p <.001). Factor analysis results showed that (a) experiences in foreign languages, (b) listening to Turkish traditional, pop, and folk music, and (c) listening to American (pop and folk) and Western classical music cumulatively explained 68.49% of the variance in openness. Correlation analyses suggested that listening to Western classical, American folk, and American pop music was associated with higher openness scores, and listening to Turkish traditional, folk, and pop music was associated with lower openness scores. Additionally, the number of foreign languages participants studied correlated with four of the dimensions. Results suggest that both groups could benefit from increased, broader, and deeper exposure to different musical genres from diverse cultures. [ABSTRACT FROM AUTHOR]

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented. [ABSTRACT FROM AUTHOR]

Over 80% of chronic disease is caused by lifestyle practices, including an unhealthy diet. Despite this, most medical students in the United States graduate having received minimal nutrition education, guidance towards improving their nutrition, or skills needed to coach patients to adopt a healthier diet. This study aimed to educate fourth-year medical students in evidence-based knowledge regarding a delicious, whole-food plant-based diet while introducing practical culinary skills and patient coaching skills. We adapted an open-source culinary medicine curriculum designed for in-person teaching of pre-clinical medical students to provide a novel 1-month online elective to fourth-year medical students. We used a 26-item pre/post questionnaire to assess change in evidence-based knowledge regarding nutrition, culinary skills, patient coaching skills, and attitudes toward a whole-food plant-based diet. In addition, we reviewed narrative comments by the student participants, course directors, and medical-school administrators. Scores in all 4 domains were tested, and for all individual questions, they showed statistically significant improvement following the course. Most narrative responses were positive, and areas for improvement were also identified. We successfully adapted an open-source whole-food plant-based culinary medicine curriculum for advanced medical students into a 1-month elective taught on a virtual platform. This course filled a need for training in nutrition and counseling for these students as they start their professional careers. [ABSTRACT FROM AUTHOR]

Although adaptive teaching is considered a cornerstone of effective instruction, there remains a lack of focus on teacher adaptability in policy, professional practice, and teacher education in the United States. High-profile educational reform efforts have pressured districts and states across the nation to rely on prescriptive curricula that fail to meet the linguistic, cultural, and instructional needs of the nation's diverse student population. In this article, we describe the development of the Adaptive Teaching Inventory and present validity evidence from our administration in the United States. These findings provide insight into the potential for widespread implementation of adaptability and its focus to support teacher professionalism and decision-making. The discussion centers on moving adaptability to the forefront of policy and practice efforts to counter the prevailing emphasis on restrictive curricula that has stymied teachers in their efforts to support students for far too long. Implications for administrators, policymakers, and researchers are discussed. [ABSTRACT FROM AUTHOR]

Summary: Involvement in the political process in the United States is critical for social work professionals, as social policies dictate funding and programming in social work practice. Yet, there is little to no focus given to the regulation writing process in the social work literature in the United States. This article contributes to the scant body of knowledge that addresses the regulatory process from a social work perspective. A brief overview of the regulation writing process is provided, followed by a case study using the regulations for the U.S. Older Americans Act Long-Term Care Ombudsman Program to illustrate the process. Findings: A total of 85 comments, submitted to the Federal Register docket, were analyzed using content analysis. Findings reveal that comment submissions varied greatly in terms of length, source, and input. Notably, findings indicate low participation from the social work profession. Application: The open comment period of the regulation writing process offers a free, but effortful, window of opportunity for social workers to engage in post-legislative advocacy. There is a need to support the involvement of the social work profession in the regulation writing process, through practice and training enhancements. [ABSTRACT FROM AUTHOR]

Background/Context: The pressure to understand "what works" to advance adolescents' reading development has increased as the Common Core State Standards' call for youth to grapple with a range of complex texts. While we have learned more about promising reading programs and interventions for adolescent students in schools, few programs have had a demonstrable impact on middle and high school students' reading achievement. As a result, categorical reading underperformance among youth persists in schools nationwide and is worse in urban schools. Instead of examining the effects of a reading program in isolation, we may need to turn our attention to understand how those programs are lived and enacted within the contexts of their school cultures. Purpose and Research Questions: This study depicts one urban school's efforts to support its middle and high school students in reading. Two research questions guided this study: 1. What are the current practices designed to provide a sociocultural context conducive to growth in reading skills at Grant Street Secondary School? 2. How do various organizational members (i.e., students and staff) perceive and experience these practices at Grant Street Secondary School? Though a range of factors influenced students" reading at the school, this paper provides an in-depth portrayal of another instructional component -- independent reading -- that emerged in my analysis as vital to the way students and staff oriented themselves around literal. Research Design: Because the theoretical frame for this study assumes that literacy is social and situated, my research design reflected an effort to describe interactions related to reading, the domains where reading activity circulated, and perceptions of those interactions. As such, I drew upon three sources of qualitative data: interviews from staff and students, ethnographic observational data, and documents. These three sources of qualitative data enabled me to describe the literacy activities at the school and locate them in the larger school organizational and cultural processes. Conclusions and Recommendations: This study suggests that students may benefit from daily, sustained time for independent reading time that is instructional. This study also suggests that coordinated efforts across school staff may ensure youth's positive interactions with texts. This study also holds implications for school-based research focused on disciplinary literacy. Ultimately, this research reconceptualizes our understanding of effective instructional practices for adolescents, emphasizing a multidimensional approach that highlights the role of reading as a social activity. [ABSTRACT FROM AUTHOR]

This article examines the history of the 1964 Mississippi Freedom Schools to illustrate how integrating the Civil Rights Movement into the social studies curriculum refocuses the aims of American education on participatory democracy. Teaching the Civil Rights Movement and employing the teaching strategies used in the Freedom Schools leads to the conclusion that a freedom-based pedagogical intervention can be used to re-conceptualize the overarching goals of American education and better meet the needs of all students. This paper examines the historical development of the Freedom Schools during a movement for social, political and economic equality and analyzes the pedagogical implications of incorporating this into the social studies curriculum. This history illustrates, connects to, and bridges the gap between the contemporary social studies curriculum and looking at education as a civil rights issue in order to address educational disparities in terms of underfunded schools, the achievement gap, and inequitable educational opportunity. [ABSTRACT FROM AUTHOR]

Background/Context: The lack of court-ordered support for race-based policies that maintain and create integrated schools has forced communities of color to seek other avenues to obtain equitable education, such as school choice. Individual states and the federal government, as seen in grant provisions through the American Reinvestment and Recovery Act, are encouraging the expansion of choice at the very time that options for increasing student diversity, particularly racial diversity, are being narrowed by the courts. Purpose/Objective/Research Question/Focus of Study: The article uses critical race theory to examine the outcomes of specific school reforms, based on market theory models of school choice, that were designed to alleviate schooling inequities in urban districts. Setting: The context of Milwaukee, Wisconsin, serves as a microcosm of urban districts that have embraced school choice to create more equitable schooling options. Milwaukee, like most metropolitan areas, has a history of court-ordered desegregation that served as a temporary solution to racially segregated schools. Given the federal and district court turn from supporting race-based desegregation policies in schools, Milwaukee and other metropolitan districts are looking for new models to serve students of color in their districts and cities. Research Design: This article is a conceptual paper that incorporates data from a variety of sources to support the authors' conclusions. Data Collection and Analysis: Data for this project were taken from the U.S. Census Bureau, documents from newly created small high schools, such as Web sites and curriculum designs; current newspaper articles discussing issues of small high schools; archival newspaper articles documenting the creation of the 1990 choice and charter programs; professional experiences as a member of the Bill and Melinda Gates institutional selection and small-school team support system; and an empirical study that documents teachers' attempts to provide curriculum and instruction in newly created small schools. Conclusions/Recommendations: In combination, these data sources tell the story of market theory reforms that will continue to struggle to meet reformists' goals to serve all Milwaukee populations so long as policy makers and the courts continue to deny the irrefutable power that race and class exercise in parental choice in U.S. urban schools. [ABSTRACT FROM AUTHOR]

The article discusses the Bordering on Excellence framework and graphic organizational planning tool for teachers. Twice-exceptional students who are identified as gifted and talented as well as having a disability are explored. According to the article, Bordering on Excellence allows educators to plan lessons for their students integrating the best practices for appropriate accommodations, interventions and differentiation. The importance of teachers knowing the 2004 reauthorization of the U.S. Individuals with Disabilities Education Act and the Response to Intervention approach are explored. How the framework is used to make gifted student instruction accessible to students with learning challenges are discussed.

Purpose: This paper explores an instructive case in which two potentially opposed reform theories converge on schools, in order to understand how productively or unproductively the two theories coexist. We attempt to answer the following questions: Can these two reform theories coexist, or do they get in each other's way? In what ways, if any, do the two complement each other? Separately, or together how do they affect instructional practice and the school-level conditions that support teaching and learning? Finally, can policies and leadership, in this case reflecting two such different reform theories, provide mutually supporting conditions for teaching and learning in urban schools? Setting: The theories are analyzed as they occurred over the 1990s and into this century in three middle schools in one New York City Community School District. Research Design: The study utilized a qualitative multiple case study design. Three middle schools within one district were sampled using criteria related to student population, school structure, and configuration of resources such as time and staff Data were collected over three years during three site visits per year and included extensive interviews, observations, and analysis of pertinent documents. Conclusions/Recommendations: We argue that the reform theories primarily complemented one another in this case. In the schools, differences in steps taken by school leaders and staff to realize the first reform theory enabled schools to respond productively to, rather than resist, district initiatives based on the second theory. The sophistication of the district's vision for teaching and learning (both for students and adults), combined with a flexible approach to implementing the second reform theory, reduced the likelihood of conflicting reform messages. [ABSTRACT FROM AUTHOR]

Philanthropic studies has made impressive gains in recent decades in terms of its research achievements and its curriculum and program offerings. That success creates the pressure for it to develop its standing as a discipline or as an interdisciplinary field that operates with the responsibilities of a discipline. This article outlines the process that Indiana University-Purdue University lndianapolis (IUPUI) philanthropic studies faculty undertook to create a rationale for their work and suggests that the work offers a model for any faculty group facing deep and important changes in their contexts. Articulating the values and parameters of a field, as indicated by what the philanthropic studies faculty at IUPUI have done, needs to be pursued with increasing regularity as the conditions of faculty work continue to change and respond to new pressures on the academic community. [ABSTRACT FROM AUTHOR]

The article presents information on developing general education curriculum for students with cognitive disabilities in the U.S. General curriculum consists of all the activities that comprise a typical school day. The major problem faced by educators is to ensure that students with significant cognitive disabilities actively participate and demonstrate progress in the general education classroom. Researchers suggest that general curriculum means that such students adhere to curricular standards, content, and materials that are similar to those of their classmates without disabilities. Teachers are further advised to provide them with additional supports and adaptations that they need to maximize their learning and participation. Research findings conclude that students with severe disabilities benefit academically when they approach the general curriculum. To support students with severe disabilities in general education settings, educators are suggested to identify classroom plans and conducting classroom observations.

With fixed, uniform learning materials, teachers are left with the burden of individualizing instruction by providing supplementary adaptations or accommodations for students with special learning needs. Unfortunately, few teachers have either the time or expertise to adequately adapt the curriculum materials to meet the diverse needs of their students. The new view of curriculum and instruction that is a key feature of Universal Design has the potential to improve outcomes for all learners. For the first time in the history of federal special education legislation, the appropriateness of core instructional textbooks to meet the needs of students with disabilities is being addressed. This initiative creates the foundation for expanding learning alternatives to every student with a disability, and even to those students who might simply prefer to work with more flexible and supportive materials. [ABSTRACT FROM AUTHOR]