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Schools in the United States remain heavily segregated by race and income. Previous work demonstrates districts can promote group diversity within their schools with policies like redrawing attendance zones. Yet, the promise of such policies in many areas is limited by the fact that most school segregation occurs between school districts, and not between schools in the same district. I adapt Markov Chain Monte Carlo algorithms from legislative redistricting to redraw school district boundaries that decrease segregation while maintaining desirable criteria like distance to school and using only existing school facilities. Focusing on New Jersey, where the segregation of Black and Hispanic students from White and Asian students is among the worst in the country, I demonstrate that redrawing school districts could reduce more than 40% of existing segregation in the median New Jersey county, compared to less than 5% for redrawing attendance zones alone. Finally, I show how my proposed methodology can be applied to as few as two districts to reduce segregation in proposed consolidations, when small districts are merged into a larger district., (© 2024. The Author(s).)

School-based law enforcement (SBLE) have become increasingly common in U.S. schools over recent decades despite the controversy surrounding their presence and lack of consensus around their associated benefits and harms. Drawing on the history and evidence base regarding SBLE, we advocate for an end to SBLE programs. Grounding our argument in principles of Community Psychology and positive youth development, we outline how the presence and actions of SBLE negatively affect individual students as well as school systems, with particularly harmful outcomes for students with minoritized and marginalized identities. Research on SBLE and school crime does not provide consistent evidence of positive impacts, and many studies find null effects for the relationship between SBLE and school crime or increases in crime and violence in schools. Though funding for SBLE is often prompted by high-profile acts of gun violence in schools, evidence suggests that SBLE neither prevents these incidents, nor lessens the severity when they do occur. Thus, we advocate for removing law enforcement from school settings and redirecting resources into inclusive, evidence-informed responses that are generally safer and more effective than SBLE. We close by outlining the policy landscape governing SBLE programs and ways communities can lobby for change., (© 2023 The Authors. American Journal of Community Psychology published by Wiley Periodicals LLC on behalf of Society for Community Research and Action.)

The CDC reports that 30% of high school students have engaged in sexual intercourse. Evidence suggests biological, personal, peer, societal, and family variables affect when a child will initiate sex. The school environment plays an important role in a child's development. Evidence suggests that greater attachment to the school community can modify sexual risk-taking activity in adolescents. Future of Families and Child Wellbeing Study (FFCWS) comprises a cohort of approximately 4,700 families of children born in the U.S. between 1998-2000, over-sampled for non-marital births in large U.S. cities. Adolescents (N = 3,444 of 4,663 eligible) completed the wave six teen survey at approximately age 15. School connectedness was self-reported with four items measuring inclusiveness, closeness, happiness, and safety felt by the adolescent in their school environment. Sexual intercourse and nonconsensual sex were self-reported by the adolescent. Hierarchical regression analyses were conducted examining sexual intercourse, nonconsensual sex, risk factors, and school connectedness. In this sample of adolescents (48% female, 49% Black, 25% Hispanic, ages 14-19), school connectedness appears to reduce boys' risk of nonconsensual sex (OR = 0.29, p < 0.01), and reduce girls' risk of engaging in sexual intercourse (OR = 0.55, p < 0.01). Findings suggest gender differences in the association between school connectedness and sexual practices in adolescents. School connectedness may confer protection for boys' risk of nonconsensual sex, and for girls' risk of engaging in sexual intercourse. Further exploration of the relationship between school connectedness may allow for recommendations into preventative measures for teenage sexual behaviors., (© 2024. The Author(s).)

Low levels of social interaction across class lines have generated widespread concern 1-4 and are associated with worse outcomes, such as lower rates of upward income mobility 4-7 . Here we analyse the determinants of cross-class interaction using data from Facebook, building on the analysis in our companion paper 7 . We show that about half of the social disconnection across socioeconomic lines-measured as the difference in the share of high-socioeconomic status (SES) friends between people with low and high SES-is explained by differences in exposure to people with high SES in groups such as schools and religious organizations. The other half is explained by friending bias-the tendency for people with low SES to befriend people with high SES at lower rates even conditional on exposure. Friending bias is shaped by the structure of the groups in which people interact. For example, friending bias is higher in larger and more diverse groups and lower in religious organizations than in schools and workplaces. Distinguishing exposure from friending bias is helpful for identifying interventions to increase cross-SES friendships (economic connectedness). Using fluctuations in the share of students with high SES across high school cohorts, we show that increases in high-SES exposure lead low-SES people to form more friendships with high-SES people in schools that exhibit low levels of friending bias. Thus, socioeconomic integration can increase economic connectedness in communities in which friending bias is low. By contrast, when friending bias is high, increasing cross-SES interactions among existing members may be necessary to increase economic connectedness. To support such efforts, we release privacy-protected statistics on economic connectedness, exposure and friending bias for each ZIP (postal) code, high school and college in the United States at https://www.socialcapital.org ., (© 2022. The Author(s).)

This article presents outcomes from a Workshop entitled "Bioarchaeology: Taking Stock and Moving Forward," which was held at Arizona State University (ASU) on March 6-8, 2020. Funded by the National Science Foundation (NSF), the School of Human Evolution and Social Change (ASU), and the Center for Bioarchaeological Research (CBR, ASU), the Workshop's overall goal was to explore reasons why research proposals submitted by bioarchaeologists, both graduate students and established scholars, fared disproportionately poorly within recent NSF Anthropology Program competitions and to offer advice for increasing success. Therefore, this Workshop comprised 43 international scholars and four advanced graduate students with a history of successful grant acquisition, primarily from the United States. Ultimately, we focused on two related aims: (1) best practices for improving research designs and training and (2) evaluating topics of contemporary significance that reverberate through history and beyond as promising trajectories for bioarchaeological research. Among the former were contextual grounding, research question/hypothesis generation, statistical procedures appropriate for small samples and mixed qualitative/quantitative data, the salience of Bayesian methods, and training program content. Topical foci included ethics, social inequality, identity (including intersectionality), climate change, migration, violence, epidemic disease, adaptability/plasticity, the osteological paradox, and the developmental origins of health and disease. Given the profound changes required globally to address decolonization in the 21st century, this concern also entered many formal and informal discussions., (© 2022 American Association of Biological Anthropologists.)

Abstract: In school, at least in the US, we were taught to multiply by hand according to a standard algorithm. Most people find that algorithm difficult to use, and many children fail to learn it. We propose a new way to make sense of this difficulty: to treat explicit computation as perceptually supported physical and mental action. Based on recent work in neuroscience, we trace the flow of arithmetic information to emphasize demands on visual working memory and attention. We predict that algorithms that make moderate demands on memory and attention will work better than others that make stronger demands. We suggest that the judicious use of spatial schemas can reduce such cognitive demands. Experimental evidence from children in an inner-city school supports this claim. Our work suggests new ways to think about instruction. The goal should be to minimize demands that present obstacles and maximize instead what human eyes, bodies, and brains do well. [Copyright &y& Elsevier]

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection., Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement., Sample: The sparse regression analysis was conducted on 10 top-tiered OECD countries/economies, Canada, and the United States in mathematical literacy on the 2012 PISA. Two- and three-level hierarchical regression analyses were performed on Canadian and US students (N = 26,522) along with five of the ten top-tiered countries/economies (N = 58,385)., Methods: Using the 'least absolute shrinkage and selection operator' (LASSO) technique, the study (1) identified salient predictor variables of mathematical literacy performance for the top-tiered countries/economies, Canada, and the United States and (2) used these salient variables to perform two- and three-level hierarchical regression on data from Canada and the United States along with five top-tiered countries/economies. Weights and replicates were used to account for complex sample design. A weighted, two-level confirmatory factor analysis was performed to identify latent constructs. Missing data were handled through multiple imputation., Results: Separate two-level hierarchical models accounted for 32-35% student-level and 58-70% school-level variance in Canada and the United States, respectively; three-level models accounted for 33% of level-one variance, 62-65% level-two variance, and 13-44% of level-three variance for the US/Canada and US/Canada/top-tiered students, respectively. Following top-tiered countries/economies, Canadian students had high levels of self-efficacy, were more likely to encounter advanced concepts in class, were less activity/small group-centred, and were more likely to consider truancy a learning hindrance. Factor analyses revealed a positive relation with rigour and class organization (teacher-centred) for top-tiered countries and Canada, though not for the United States. For all countries, there was a strong relation between rigour and self-beliefs., Conclusion: Compared to top performers, a less rigorous curriculum, coupled with class and school factors, may explain lag in US performance., (© 2018 The British Psychological Society.)

Introduction: This study sought to examine how warm involvement from parents and teachers contributes to the development of students' academic engagement, and whether the relative contributions of adults differ as students begin the transition to middle school., Methods: Trivariate latent growth curve modeling was used to examine 1011 third-sixth graders' (95% White, 52.7% female) reports of parent and teacher involvement and engagement across fall and spring of 2 consecutive school years in the United States., Results: Even though engagement showed different patterns of normative change across grades, parents' and teachers' initial levels and changes in involvement uniquely and positively predicted initial levels and changes in student engagement, respectively. However, initial levels of adult involvement made unique negative contributions to engagement trajectories for students in some grade segments, especially those whose engagement was changing most rapidly. Students with higher initial levels of adult involvement were more likely to experience losses in involvement the following school year, making them susceptible to declines in engagement, even though they remained higher in engagement than students with lower levels of adult involvement., Conclusions: These findings suggest that to maintain or promote engagement over late elementary and early middle school, students need "continuity of caregiving," in which involvement from both adults is sustained or augmented over the time that engagement trajectories are unfolding., (© 2022 The Foundation for Professionals in Services for Adolescents.)

This study evaluates if the Kiddie Children and Teachers on the Move physical activity (PA) program improves the proportion of days meeting the Institute of Medicine (IOM) PA guideline, and whether meeting the guideline is correlated with improvement in school readiness. Thirteen Head Start-affiliated pre-kindergarten classrooms participated in this study. Minutes per hour of moderate-to-vigorous physical activity (MVPA) and proportion of days meeting the IOM PA guideline were examined across three types of intervention days: days during a non-intervention period, non-program days during the intervention period, and program days during the intervention period. Children displayed increasingly more MVPA and a greater proportion of days meeting the IOM guideline from non-intervention days to non-program days, and from non-program days to program days. Proportion of days meeting the guideline significantly predicted improvement in school readiness in five of six domains. Examination of program fidelity indicated the program was run with high fidelity.

ABSTRACT BACKGROUND The Healthy, Hunger-Free Kids Act of 2010 ( HHKA) required schools to make changes to meals provided to children. Rural school districts have limited resources, with increased obesity rates and local food insecurity. In this study we sought to understand the perceptions of rural food service directors and the barriers to implementing the changes. METHODS Food service directors from rural school districts were invited to complete a semistructured telephone interview and online survey. A total of 51 respondents completed both, 6 completed only the online survey, and 16 completed only the telephone interview. Qualitative interview data were analyzed through open thematic coding; descriptive statistics were calculated for the quantitative data. RESULTS Food service directors mostly perceived the changes as negative, challenging, and burdensome. They believed that the changes resulted from concern about childhood obesity, which they did not view as a problem for their students. Diverse challenges were reported related to cost, preparation, and student preference. CONCLUSIONS Food service directors in isolated, rural areas need support to enhance understanding of HHKA requirements, build professional networks to learn from one another, and communicate with students, families, and other stakeholders. Future efforts should focus on changing perceptions and supporting directors in order to make implementation a success. [ABSTRACT FROM AUTHOR]

Examines the cultural implications of school assignments. Papers written in 1898 by senior class members of the Platteville Normal School in Wisconsin; Rhetorical demands of school writing assignments; Cultural work that the writing can accomplish.

This short paper is a response to Nel Noddings's article on schooling for democracy. Whilst agreeing with the basic premises of Noddings's argument, it questions the possibility of parity between academic and vocational tracks given the inequitable social and educational contexts the two types of learning would have to coexist within. Drawing on the educational philosophies of John Dewey and R. H. Tawney, I argue that both the United States and the United Kingdom need to create educational systems that reduce the social distance between people rather than, as the current systems do, exacerbate them. This is an issue of hearts and minds as well as policies and practices. As Dewey pointed out a hundred years ago, what is required is education that results in "mutual regard of all citizens for all other citizens," and the paper concludes that both countries are still far away from achieving this.

As is typically the case when this author sets fingers to keyboard and writes about evaluation, his intent is to offer his work and perspective as "one" African American evaluator. The impetus for the thoughts and ideas he expresses in this article were prompted by his preparation to attend and present a paper at the inaugural annual conference of the African Evaluation Association (AfrEA). As an African American evaluator, his participation was first and foremost personally significant. It was equally a historically significant moment in global evaluation history. He took this opportunity to write a paper that reflected on evaluation approaches he personally believed had a major influence on the evaluation of schools and other educational institutions in the United States. Since the 1999 AfrEA conference, conversations in the evaluation literature and the American Evaluation Association about the role of culture and cultural context have resulted in additional personal reflections that are shared in this article. The author first takes an historical look at selected program evaluation approaches and thoughts by a select group of evaluation theorists (in the case of some icons in the field) who have influenced his views as well as evaluative practices. He then considers, through the scholarly work of these individuals, the evaluation approaches they have articulated, and related discussions. He asserts that program evaluation approaches can and should be more culturally responsive if one is to fully understand the effectiveness, benefits, and outcomes of programs designed to help less powerful stakeholders. He goes on to discuss a few encouraging examples of emerging thinking about program evaluation approaches and standards offered by the evaluation community that may be conducive to achieving such objectives for this new millennium. One realistic remedy to advance the discourse and practice of educational evaluation is to increase the number of trained evaluatorsfrom racial and cultural groups that have typically been disenfranchised within the social fabric of the United States.

Grade inflation is a global phenomenon that has garnered widespread condemnation among educators, researchers, and the public. Yet, few have deliberated over the ethics of grading, let alone the ethics of grade inflation. The purpose of this paper is to map out and examine the ethics of grade inflation. By way of beginning, we clarify why grade inflation is a problem of practical ethics embedded in contemporary social practice. Then, we illuminate three different aspects of grade inflation--longitudinal, compressed, and comparative--and explore the ethical dilemmas that each one raises. We demonstrate how these three aspects may be seen as corresponding to three different victims of grade inflation--individuals, institutions, and society--and hence also to three potential agents of harm--teachers, schools, and educational systems. Next, we reflect upon various compelling reasons that these agents inflate grades, whether from an ethic of care, fiduciary responsibility, or simple self-preservation. Subsequently, we consider a variety of means of combatting grade inflation, and invite more educators and philosophers to delve into the complex practical ethics of grade inflation.

Background: Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior., Methods: Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity-centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development., Results: This model can guide research and practice through an equity-centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments., Conclusion: Our model suggests that a comprehensive approach can ensure the safety and well-being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety., (© 2024 The Author(s). Journal of School Health published by Wiley Periodicals LLC on behalf of American School Health Association.)

For Indigenous populations, one of the most recognized acts of historical trauma has come from boarding schools. These institutions were established by federal and state governments to forcibly assimilate Indigenous children into foreign cultures through spiritual, physical, and sexual abuse and through the destruction of critical connections to land, family, and tribal community. This literature review focuses on the impact of one of the oldest orphanages, asylums, and Indigenous residential boarding schools in the United States. The paper shares perspectives on national and international parallels of residential schools, land, truth and reconciliation, social justice, and the reconnection of resiliency-based Indigenous Knowledge towards ancestral strength, reclamation, survivorship, and cultural continuance.

Purpose: Examine how school-based COVID-19 prevention strategy implementation varied over time, including by local characteristics., Methods: School administrators (n = 335) from a nationally representative sample of K-12 public schools completed four surveys assessing COVID-19 prevention strategies at two-month intervals between October 2021 and June 2022. We calculated weighted prevalence estimates by survey wave. Generalized estimating equations (GEE) were used to model longitudinal changes in strategy implementation, accounting for school and county covariates., Results: Opening doors/windows, daily cleaning, and diagnostic testing were reported by ≥ 50 % of schools at each survey wave. Several strategies were consistently implemented across the 2021-2022 school year (i.e., daily cleaning, opening doors and windows, diagnostic testing) while other strategies increased initially and then declined (i.e., contact tracing, screening testing, on-campus vaccination) or declined consistently throughout the school year (i.e., mask requirement, classroom distancing, quarantine). Although longitudinal changes in strategy implementation did not vary by school characteristics, strategy implementation varied by urban-rural classification and school level throughout the school year., Conclusions: Strategies that were consistently implemented throughout the school year were also reported by a majority of schools, speaking toward their feasibility for school-based infection control and prevention and potential utility in future public health emergencies., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socio-culturally classified subgroups of students. Also, despite the field's widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K-2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health., Competing Interests: Declaration of competing interest The first author has no competing interests to declare. Although some of the other authors were involved in the development of the DESSA while employed at the Devereux Center for Resilient Children, no author of this paper receives any direct financial remuneration from the sale of the assessments or resources mentioned within this manuscript., (Copyright © 2023. Published by Elsevier Ltd.)

In the USA, suicide is a leading cause of death for adolescents ages 12 to 18 (National Institute of Mental Health (NIMH), 2019). Given the urgency of this public health crisis, this paper aims to explore the impact of a sense of school belonging and teacher-based discrimination and peer-based prejudice on suicidal ideation and attempts among Black youth. This secondary analysis used a sample of Black youth (N = 4229; M age  = 16) from the National Longitudinal Study of Adolescents to Adult Health data. Independent variables included a sense of school belonging, school-based teacher discrimination, and school-based peer prejudice; the dependent variable was suicidal thoughts and behaviors. The results of multinomial regression analyses revealed that as Black adolescents' sense of school belonging decreased, they were 35% more likely to be at risk for suicidal ideation and attempts. Findings from our study support the assertion that the school microsystem plays a substantial role in modifying the risk of suicidal behavior among Black youth., (© 2023. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)

School reopenings in 2021 and 2022 coincided with the rapid emergence of new SARS-CoV-2 variants in the United States. In-school mitigation efforts varied, depending on local COVID-19 mandates and resources. Using a stochastic age-stratified agent-based model of SARS-CoV-2 transmission, we estimate the impacts of multiple in-school strategies on both infection rates and absenteeism, relative to a baseline scenario in which only symptomatic cases are tested and positive tests trigger a 10-day isolation of the case and 10-day quarantine of their household and classroom. We find that monthly asymptomatic screening coupled with the 10-day isolation and quarantine period is expected to avert 55.4% of infections while increasing absenteeism by 104.3%. Replacing quarantine with test-to-stay would reduce absenteeism by 66.3% (while hardly impacting infection rates), but would require roughly 10-fold more testing resources. Alternatively, vaccination or mask wearing by 50% of the student body is expected to avert 54.1% or 43.1% of infections while decreasing absenteeism by 34.1% or 27.4%, respectively. Separating students into classrooms based on mask usage is expected to reduce infection risks among those who wear masks (by 23.1%), exacerbate risks among those who do not (by 27.8%), but have little impact on overall risk. A combined strategy of monthly screening, household and classroom quarantine, a 50% vaccination rate, and a 50% masking rate (in mixed classrooms) is expected to avert 81.7% of infections while increasing absenteeism by 90.6%. During future public health emergencies, such analyses can inform the rapid design of resource-constrained strategies that mitigate both public health and educational risks., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier B.V.)

Background: Most U.S. K-12 schools have adopted safety tactics and policies like arming teachers and installing metal detectors, to address intentional school gun violence. However, there is minimal research on their effectiveness. Furthermore, sociodemographic factors may influence their implementation. Controlled studies are necessary to investigate their impact on gun violence and related disciplinary outcomes., Objective: The paper outlines the protocol for a case-control study examining gun violence prevention policies in U.S. K-12 schools. The study aims to investigate if there is an association between the total number and type of specific safety tactics and policies and the occurrence of intentional shootings in K-12 public schools, student disciplinary outcomes, and if urbanicity, economic, and racial factors modify these associations., Methods: We will create a nationally representative dataset for this study and ascertain a full census of case schools (schools that experienced intentional gunfire on the campus during school hours since 2015) through national school shooting databases. Matched control schools will be randomly selected from U.S. Department of Education's national database of all public schools. We will analyze 27 school safety strategies organized into seven key exposure groupings., Results: Supported by the National Institutes for Child Health and Development (R01HD108027-01) and having received Institutional Review Board approval, our study is currently in the data collection phase. Our analytical plan will determine the association between the number and type of school safety tactics and policies with the occurrence of intentional shootings and suspensions and expulsions in a national sample of approximately 650 K-12 public schools. Additional analyses will investigate the effect modification of specific covariates., Conclusion: As the first national, controlled study, its results will provide novel and needed data on the effectiveness of school safety tactics and policies in preventing intentional shootings at K-12 public schools., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Buttar et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are research inquiries into children's argumentation in formal academic learning, many have been focused on argumentative writing in math or science classes. Much less is known about teacher-led argumentation and the youngest children's emerging argumentation in language art classes, where argumentation is formally and systematically introduced and learned. This paper reports a year-long ethnographic study on argumentation in a first-grade English language art classroom in the United States. Ethnographic discourse analysis was conducted to analyze two key literacy events from the daily reader's and writer's workshop. It is supplemented with qualitative analysis of the researchers' field notes and the students' artifacts. Our findings highlight the inherent intertextual nature of children's argumentation and a critical role the teacher played in eliciting and steering the children's argumentation construction through strategic instructional conversations (especially accountable talk). Our findings also revealed teacher-led children's intertextual argumentation as a powerful heuristic process and tool to enrich students' learning. The paper concludes some classroom argumentation teaching practices based on the research findings. [ABSTRACT FROM AUTHOR]

In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States occupied the defeated country. Douglas MacArthur, an American army general and the Supreme Commander for the Allied Powers (SCAP), attempted to transform Japanese society from an authoritarian regime into a budding democracy. Japan's new constitution, written in English in one week by MacArthur's General Headquarters (GHQ) in Tokyo, guaranteed every citizen freedom of expression and academic freedom. The notorious "Red Purge" was instituted nationwide in the final phase of the occupation, from July 1947 to March 1951, and proved to be a critical test for the survival of academic freedom. The GHQ ordered the Japanese Cabinet to fire communists and their sympathizers from private companies, government offices, and all educational institutions. American educator Dr. Walter C. Eells, who served at GHQ as adviser on higher education, became a central figure in the "Red Purge" of Japan's educational system, and thus emerged as one of the most infamous figures of the U.S. occupation. Between July 1949 and May 1950, GHQ's Civil Information and Education Section (CIE) dispatched Eells to thirty national universities to call for the immediate dismissal of communist professors. Often the Eells case is interpreted solely from the Japanese perspective. But this article aims to reveal the complex internal tensions and discussions within the CIE and, in particular, elaborates Eells's own view. An awareness of these hidden but critical factors offers a more refined understanding of the "Eells typhoon ("Iruzu senpu")," as the Japanese called it at the time. In order to place the Red Purge in Japan in a broader context, the author presents an overview of anticommunist sentiment in the United States. (Contains 100 footnotes.)

Background: Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic. Objective: To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods: A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions: The United States has published the most SA research and technology‐related journals are most receptive of SA research; one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often; there is a lack of theoretical support for SA studies; higher education settings have been more frequently researched than other educational levels; SA technological features and activities have focused more on student uses and outcomes than on those of instructors; self‐designed technologies were more preferred than commercial ones; both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications: Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks; more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic. Lay Description: What is Already Known About this Topic: The behaviour of annotating often helps learners obtain deeper understanding and retain longer memorization of learning content.Social annotation, which capitalizes the advantage of digital tools and collaboration, allows learners to annotate on the same document, and view each other's annotations to ignite discussion and maximize their individual learning.Social annotation has been widely used in educational settings amongst all ages of learners. What this Paper Adds: Provides a systematic review of empirical social annotation studies between 2000 and 2020, highlighting the analysis of bibliometrics, research designs, and learning outcomes and effects.Proposes a conceptual framework (the WIRE model) to guide the design and assessment of social annotation activities.Identifies challenges and gaps in existing research designs as well as instructional practices. Implications for Practice: Instructors can use the results to locate desirable social annotation technologies and design effective activities.Researchers may utilize the trend and research gaps to design future social annotation studies.Programmers can use WIRE to make an initial assessment of social annotation tool designs, and develop more customized products for formal education. [ABSTRACT FROM AUTHOR]

New models of schooling are necessary as educational institutions attempt to transition into the digital age. This article is an ethnography of Apolyton University, an informal online university of gamers created to enhance pleasure from the game experience, teach the game, and improve upon the game's standard rule set. It identifies the life trajectory of the community from formation to completion, and identifies key participant structures that scaffold learning. The article argues that participation results in a trajectory of experience whereby players enter as players but leave as designers, as evidenced by gameplay practices, as well as several participants being hired by game companies as a result of their participation. The authors argue that this sort of participatory ethos is central to learning systems in a digital age. (Contains 6 figures, 3 tables and 5 notes.)

The findings reported in this paper are based on surveys of U.S. high school students who registered and managed their science and engineering fair (SEF) projects through the online Scienteer website over the three years 2019/20, 2020/21, and 2021/22. Almost 2500 students completed surveys after finishing all their SEF competitions. We added a new question in 2019/20 to our on-going surveys asking the students whether their high school location was urban, suburban, or rural. We learned that overall, 74% of students participating in SEFs indicated that they were from suburban schools. Unexpectedly, very few SEF participants, less than 4%, indicated that they were from rural schools, even though national data show that more than 20% of high school students attend rural schools. Consistent with previous findings, Asian and Hispanic students indicated more successful SEF outcomes than Black and White students. However, whereas Asian students had the highest percentage of SEF participants from suburban vs. urban schools- 81% vs. 18%, Hispanic students had the most balanced representation of participants from suburban vs. urban schools- 55% vs. 39%. Differences in students' SEF experiences based on gender and ethnicity showed the same patterns regardless of school location. In the few items where we observed statistically significant (probability < .05) differences based on school location, students from suburban schools were marginally favored by only a few percentage points compared to students from urban schools. In conclusion, based on our surveys results most students participating in SEFs come from suburban schools, but students participating in SEFs and coming from urban schools have equivalent SEF experiences, and very few students participating in SEFs come from rural schools., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Grinnell et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

This dialogue centers on the following questions: (1) How can schools help a society select or identify new elites who are hopefully as good as and perhaps even better than those individuals who belong to the existing elite system?, and (2) How can we create learning situations that provide the most general learner with a broad basic education? The first question is rejected as highly inadequate and unsatisfactory partly because it makes a number of mistaken assumptions about how schools can best meet the educational needs in modern countries (such as the United States, the United Kingdom, and Canada). The second question is deemed extremely worthwhile; it should be at the heart of educational dialogues in liberal democratic societies. The discussion is mainly about the desirability of replacing the first problem (of selecting new elites) with the second problem (of a broad basic education) by the way of commentary on the development of Western educational thought from Plato to Popper and beyond. A major aim of this dialogue is to upgrade the way elites in liberal democratic societies attempt to reform and improve our educational institutions.

Russia has been in a constant state of reforms since 1985. The purpose of the reforms was supposed to be that of improving the production and non-production spheres of society. In actuality, things are a bit different. The losses in the economy in the years of the reforms have turned out to be greater than during the Great Patriotic War. At that time the volume of industrial production fell by 21 percent, while agricultural production fell by 40 percent. The twofold drop in production in Russia in 1991 to 1998 can be compared to the Great Depression in the United States in 1929 to 1932, and in some sectors it approaches the losses inflicted by the Civil War in 1918-21. At first glance, the situation in education appears to be the direct opposite. The number of college students in higher educational institutions in Russia rose from 2.8 million in 1990 to 5.4 million at present. But of that number only 51.3% are enrolled on a budget-funded basis. In this article, the author discusses the issues relating to regulation of higher education in Russia and examines whether it is possible to increase the number of college students enrolled on a budget-funded basis, given the drastic slump in production in the country's economy. Among the issues, the author stresses the mismatch between the Tax Code of the Russian Federation and the laws on education and discusses how the year 2002 was marked by a new offensive on the part of the government of the Russian Federation against higher educational institutions.

Book banning is sweeping schools and libraries across the United States. This paper targets the book ban affecting children and young adult literature. I want to provide a cohesive look at the various attributes that play a role in book banning and censorship of children and young adult books. This paper touches on the process of banning/censoring books, whom these challenges are affecting, readers' rights, and the relevancy of this topic. Briefly, in my introduction, I address the history of book banning and where the motivation for this was initially encouraged. Moreover, the effects of book banning and/or censorship could have serious consequences for generations to come if the population is not made aware of this ever-growing pandemic. [ABSTRACT FROM AUTHOR]

Discusses the education system in the United States. History of the education system of the U.S.; Purpose of schools in the U.S.; Emphasis on learning rather than teaching; Promotion of skills checklist form of report card; Alienation of people of the U.S. from teaching institutions.

In the wake of COVID-19, mental health providers and treatment programs are adapting rapidly to the challenges in engaging people and delivering treatment with limited guidance. This paper will explore the challenges associated with delivering treatment within coordinated specialty care (CSC) programs for people with first episode psychosis. Suggestions for treatment will take into consideration experiences with stress, changes to the pursuit of work and school, and increased time spent with families. Drawing on the experience of several CSC programs in the United States, Israel, and China, we describe the impact and modifications to the core treatment elements in CSC including medication, family interactions, supported employment and education, individual therapy, peer support and the way they are delivered. The paper includes recommendations based on experiences from CSC programs to help staff members, participants, and family members better identify, prepare, cope and respond to the unique new challenges and suggests modifications that can be made during various stages of the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

Presents a comprehensive conceptual statement on career education introduced by the Office of Education in the U.S. Means of developing and expanding the local school systems concept of career education.

Background: Recess provides many physical, mental, and social benefits for students; however, the most recent systematic review examining the benefits of recess was conducted over a decade ago. The purpose of this paper was to determine the current benefits of school recess by conducting an updated systematic review of the literature., Methods: Multiple databases were systematically examined to find articles fitting the following inclusionary criteria: (a) school recess, (b) all schooling before college, and (c) recess benefits of any kind. Research was limited to literature published between June 2009 and July 2020., Results: Nine studies were included in this review. The majority of studies examined elementary-aged students. Seven studies were conducted in the United States, and 2 studies were conducted internationally. Recess provided school-aged children academic and cognitive benefits, behavioral and emotional benefits, physical benefits, and social benefits., Implications for School Health Policy, Practice, and Equity: Providing recess for all school levels positively impacts the whole child; there was no literature implicating negative impacts of recess., Conclusions: Schools can improve overall student health and belonging by redesigning and/or implementing daily recess., (© 2022 American School Health Association.)

Purpose This paper highlights the fluidity with which youth make decisions about engaging with digital technologies including online social media. Specifically, the purpose of this paper is to explore the possibilities that literacy curriculum that centers digital technologies can have for students from immigrant communities through tracing the case of a Bangladeshi–American girl named Sabina.Design/methodology/approach Grounded in a transliteracies frame, this qualitative case study explores the digital literacy practices of youth in an urban public secondary school in the USA. Data collection included participant observation across various spaces including an eighth grade digital media studies class, school cafeteria and hallways, participants' homes and online communities. Further data included formal interviews, informal conversations and digital and print artifact collection. Data were analyzed through the lenses of flow and space–time path.Findings The findings of this paper highlight how Sabina made space for social networking using digital technologies on her own terms as well as how the ways that she collaborated through the use of digital technologies created opportunities for her to be an active participant in her social worlds across home and school contexts.Originality/value Analyzing Sabina's digital literacy practices across diverse social spaces offers insights for educators to create opportunities for diverse youth to leverage digital technologies to support skills such as collaboration and civic engagement, which have been identified as defining characteristics of twenty-first century literacies. This case points to the imperative for teachers to create connected learning classrooms that offer opportunities for youth to use digital technologies to support their efforts to make change in the world on their own terms. [ABSTRACT FROM AUTHOR]