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Despite its inherent transformational capacity, day-to-day educational practices have not changed since the late 19th Century, resulting in processes that do not uphold democratic values. (Sizer, 1984; Wood, 2005). This study seeks to answer the following research question: how did an educational leader use the Coalition of Essential School's (CES) model to develop institutional norms to address social inequity? The Coalition's termination in 2017 prompts concern; if a nonprofit organization committed to "student-centered, equity-driven learning" cannot persist, education and democracy are in jeopardy (What We Do, 2017). The Common Principles (2017) and the works of Sizer (1984) and Wood (2005) were used to triangulate the in-depth qualitative interview of Dr. Wood. Three themes emerged from such data: understanding the Common Principles, living the Common Principles, and equity with the Common Principles. These findings ultimately reveal a growing disparity between ideals, implementation, and outcomes. Consequently, active democratic citizen preparation rests with all of us, all facets of education and other societal institutions.

Many students in rural U.S. schools are experiencing trauma and adverse childhood experiences due to circumstances relating to the opioid crisis. A moral imperative presents itself to school principals and other educational leaders to make context-specific decisions that are responsive to the trauma experienced by the students in their schools. This case study investigated the lived experiences of 12 rural school leaders from five school districts in Appalachian Ohio. Specifically, we examined their experiences with?opioid-related issues in their schools. This research recognizes the needs of school principals and assistant principals as they lead in a time of challenges and chaos due to opioid-related issues. As a focus of our analysis, which prioritizes a crisis leadership approach, we examined principals engaging in a practice of bricolage to "make do" in the midst of the ongoing crisis. This collective case study presents critical cases through in vivo themes that emerged from the data: 1) "No Longer Surprised," 2) "Going Down the Rabbit Hole," 3) "I Don't Know What Could Prepare You," and 4) "We Made Decisions We Thought Would Help." The implications consider ways in which practitioners, preparation programs, and policy makers can reconsider professional preparation, ongoing trainings, and funding models to integrate opioid awareness and crisis response capacity.

This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing sustained and embedded field experiences in an authentic teaching environment. Participants were current and/or former administrators in the local/regional school-university partnership. All participants were former teachers who later became principals, superintendents, and/or district directors who were well prepared to inform the research questions. Data collected were categorically aggregated and analyzed using coding that resulted five themes: (1) development and value of early partnerships, (2) rural context, (3) school-community culture, (4) teacher perception and participation, and (5) important considerations of initiating the partnership.

This qualitative study investigates the ability of teachers that have completed their clinical experience--i.e., teacher preparation--in a school grounded in Deweyan theory to maintain a democratic practice. As such, the study focused on educators that were graduates of a school-university partnership program, known as CARE--Creating Active, Reflective Educators. Data were collected to address the following research question: "To what extent can former CARE students practice democratic education in their current public-school teaching environment?" Interviews conducted with current school teachers and leaders that were former CARE program students. Responses were audio-recorded and transcribed, then coded and organized into thematic units to report findings.

This is an edited transcript of a conversation between two founding women on the delights and demands of teaching and learning within and beyond traditional institutional life, facilitated by Lisa M. Hess of the journal's Editorial Board. The conscious feminine practices of a women's writing school, Women Writing for (a) Change (Cincinnati, Ohio), created the circle-container for the sharing of words and wisdom. Narrative, pedagogical, and organizational issues arose as the circle listened and examined the realities of contributing as a woman in higher education, yesterday and today.

A survey of students at three Ohio high schools explored reasons for movement to other schools through state-legislated open-enrollment provisions. Response analysis identified five trends: students with unmet expectations, students with fulfilled expectations, students seeking safety, students desiring to stay at their "home school," and students with reservations concerning choice made. (10 references) (MLH)

Background: Bhutanese refugees' mental problems are relatively high. The Hopkins Symptom Checklist-25 (HSCL-25) has been used widely in examining refugees' mental health, but its psychometric properties in Nepali version is unknown. Purpose: To examine psychometric properties of the HSCL-25/Nepali version. Methods: Bhutanese refugees (n = 209) responded to demographic questionnaire, the HSCL-25/Nepali, and the Refugee Health Survey-15. Exploratory factor analysis (EFA), convergent validity, and internal consistency were performed. Results: After three rounds of EFA, item 14 was deleted resulting in HSCL-24/Nepali with good construct validity and excellent internal consistency (α =.94). Conclusions: The HSCL-24/Nepali version is reliable and valid and can be used to culturally, appropriately assess psychological distress of Bhutanese refugees as it omits item 14 that captures individual's sexual interest. [ABSTRACT FROM AUTHOR]

Introduction: Adolescents health care brokers interpret for family and community members lacking English language proficiency in health care settings. The purpose of this study was to explore personal experiences of Burmese and Bhutanese teenagers who served as health care brokers in resettled refugee families in Northeast Ohio. Method: A mixed methods design using photovoice guided this study. Participants completed the Adolescent Language Brokering Survey, took photos, wrote in journals, and attended focus groups. Results: Eight Burmese and Bhutanese teenagers participated. Three themes became apparent: health care brokering within sociocultural contexts, mediation during health care encounters, and representations of childhood. Discussion: The adolescents were proud to be health care brokers yet found it disrupted their lives because they were living in both their traditional culture and the American culture. Photovoice empowered them through dissemination of findings during a photo exposition, community meeting, and health literacy class. Health care professionals must recognize benefits and prohibitions when working with adolescent health care brokers. [ABSTRACT FROM AUTHOR]

News reports suggest that Ohio leads the nation in drug abuse and is ranked in the top 5 states for populations with addiction challenges (Centers for Disease Control, 2018). While many efforts have been made to help combat addiction issues and the opiate epidemic, an ongoing debate about effective treatment and rehabilitation has ensued. This debate heated up in the fall of 2018 when Ohioans faced Issue 1, a proposed constitutional amendment that would have reduced penalties for drug offenders. In this study, we aimed to use Davison's (1983) Third-Person Effect Hypothesis as a theoretical lens to examine perceptions of media coverage of Issue 1, attitudes toward Issue 1, and other factors that contributed to Ohioans' vote on the Issue. Our findings suggest that there are applications for the Third- Person Effect Hypothesis, and that these include perceptual biases and behavioral effects that extend beyond reactions to purely media content. In fact, our respondents not only indicated third-person perceptual biases toward media coverage of/in support for Issue 1, but also exhibited these biases toward a hypothetical passage of the issue. We found that the more perceptual bias respondents indicated for Issue 1 passing when considering the impact on their friends/relatives, the more likely they were to have cast a "no" vote. [ABSTRACT FROM AUTHOR]

Purpose: This case report describes the phases of an Amish Burn Care Project and the lessons learned throughout the process. Method: Data sources to construct the case report included participant observation, interviews, archival documents, and a focus group. Results: The narrative is organized into five phases of a participatory research approach: engagement, formalization, mobilization, maintenance, and expansion. Lessons Learned: Community-initiated research led to legitimate change, working together for change took time, team members grew in mutual trust and respect for each other, cultural humility brought personal and professional growth, and capacity building took place through mutually supported efforts. [ABSTRACT FROM AUTHOR]

This study examined the effects of a teacher training package on the teacher-delivered naturalistic communication-promoting intervention and the expressive communication of three preschool-aged boys with autism spectrum disorders. Growing numbers of children with disabilities, including autism spectrum disorders, attend community-based and inclusive preschool settings, and the present study provides information on how to support positive adult child social-communicative interactions by embedding noninvasive strategies in the context of natural environments. In this multiple-baseline study, the teachers received training and support in implementing specific, naturalistic communication-promoting strategies to increase child opportunities for expressive communication. As a result of the training, the teachers increased their use of the intervention strategies, and all of the target children showed increases in the frequency of expressive communication. This study emphasizes the importance of language input and how the level of intervention delivery—in this case, frequency of teacher-provided opportunities for communication—appears to influence child communicative behavior. [ABSTRACT FROM PUBLISHER]

The article focuses on teacher's perception of administrative support for democratic practice. It discusses the study of administrative practice by members of a grassroot teach group for democratic education. The study describes and analyzes the narratives of democratic teachers in rural Appalachia, Ohio.

School choice proponents have hypothesized that market-based education reform will compel traditional public schools to become more effective. We explore this hypothesis by examining how the introduction of the Cleveland voucher experiment in 1995 affected the administration and leadership of the city’s public schools. As of the summer of 2001, the program had produced virtually no visible effects. The voucher program has been relatively unthreatening during this time period because of its small size, its uncertain legal prospects, and certain institutional features—some of which are unique to Cleveland and others that characterize most urban school systems. We conclude that choice-based reform may not spur improvement in urban school systems, at least in the short term or when the programs are heavily restricted. The central lesson of the Cleveland case, however, is not that competition cannot cause urban school systems to change; it is that the timing and degree of such changes will be largely a product of the particular educational, political, and organizational context as well as the design of choice programs themselves. [ABSTRACT FROM AUTHOR]

The article features psychoanalyst James Fisher. He was born in Ohio in 1937 and became Congregational chaplain at Harvard in his 20s. He underwent training with the British Association of Psychotherapists and the Tavistock Marital Studies Institute. He died in October 2012 after suffering from a rare degenerative disease called scleroderma.