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2. Literature Review -- Ethnic Studies Best Practices

Author

Intercultural Development Research Association (IDRA) and Bishop, Sarah

Abstract

A growing interest in more equitable education, particularly regarding historical contributions of racial and ethnic communities, has heightened advocacy for adopting ethnic studies. The focus of ethnic studies courses can vary across the nation. Some courses prioritize the accomplishments and contributions of racial and ethnic minorities in the United States, while others seek to build critical consciousness by analyzing not only these individuals but understanding systemic barriers racial and ethnic minorities overcame or continue to face. Additionally, some courses focus on the history of a wide range of racial and ethnic groups in the United States, while others cover a single community's history, perspectives, and contributions. This literature review explores the research and data on ethnic studies best practices in the following sections: (1) History of Ethnic Studies as Coursework; (2) Importance of Ethnic Studies; (3) Challenges to Offering Ethnic Studies; (4) Programmatic Best Practices; (5) Best Practices for Instruction; (6) Recruitment Strategies; and (7) Educator and Advocate Resources.

Published
2022

3. Emergent Bilingual Learner Education -- Literature Review

Author

Intercultural Development Research Association (IDRA), Piñón, Lizdelia, Carreón-Sánchez, Sulema, and Bishop, Sarah

Abstract

Schools are required by the U.S. Constitution, federal and state legislation, and court rulings to ensure equity and excellent education for emergent bilingual students. This literature reviews those policies, related funding and the history of poor quality of instruction provided to these learners. It also describes the research on bilingual education approaches, best practices for instruction and program design, and teacher preparation and recruitment.

Published
2022

4. Literature Review -- Digital Equity and Inclusion for Education

Author

Intercultural Development Research Association (IDRA), Bishop, Sarah, Quintanilla-Muñoz, Christina, and Marshall, Thomas, III

Abstract

Research and advocacy have pinpointed the necessity of improving access to broadband and electronic devices in addition to securing research skills as part of a well-rounded education. The numerous factors surrounding digital literacy are also directly related to equity. This literature review explores the research and data on digital access and digital audits, digital access and COVID-19, digital equity landscape post-COVID-19, digital literacy, digital citizenship, digital redlining and equity issues, and recommendations for action in general and at the state level, school level, classroom level and community level.

Published
2022

5. Literature Review -- School Discipline

Author

Intercultural Development Research Association (IDRA), Bishop, Sarah, Craven, Morgan, Galer, Deanna, Wilson, Terrence, and Duggins-Clay, Paige

Abstract

Schools should be spaces where students feel safe and welcome, actively engage with learning, and strive for success. Discipline policies and practices should reinforce these values, particularly safety and belonging. Unfortunately, ineffective discipline practices that punish students harshly and take them away from the classroom -- like suspensions, alternative school placements, corporal punishment, referrals to law enforcement, and expulsions -- are prevalent in U.S. schools. This technical assistance package and literature review is designed to help school leaders and educators identify ways to proactively build safe and trusting communities and end their reliance on approaches to discipline that are harmful to students. This report also addresses the persistent disparities in the administration of school discipline that target students of color, students with disabilities, and LGBTQ+ students. These troubling disparities demand interventions for the educators and administrators who are determining how and who to punish. It is critical to remember that disparities in punishment may be a reflection of adult bias and lack of training, rather than an indication of the prevalence of challenging student behaviors.

Published
2022

6. Literature Review -- Student Social and Emotional Needs: Best Practices

Author

Intercultural Development Research Association (IDRA) and Bishop, Sarah

Abstract

A positive and welcoming school environment is a foundational aspect of student success that provides both physical and emotional safety for all students. A growing body of scientific evidence links SEL to improved academic performance. It fosters a sense of self-efficacy while boosting self-confidence and a sense of belonging. This literature review outlines effective SEL and student participation strategies along with considerations for SEL and distance education, including supporting students with special needs.

Published
2022

7. School-Level Strategies: Interrupting Bullying & Harassment in Schools -- Toolkit

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

Because bullying behaviors occur across the many spaces that exist within schools (e.g., classrooms, gyms, bathrooms, playgrounds, cafeterias), and because students often move between classrooms and teachers, it is critical for schools to take a schoolwide approach to preventing bullying and harassment (Jones & Bouffard, 2012; Bradshaw, 2015). School-level strategies refer to actions that administrators and other school leaders can take to nurture a positive school climate and to prevent bullying and harassment. Therefore, school-based bullying prevention programming must begin with universal efforts, involving all administrators, teachers, counselors and other educational support providers (e.g., bus drivers, cafeteria employees, janitors, office staff). This toolkit provides guidance for school level strategies in the following areas: (1) Guidelines for Building Safer School Climates; (2) Structural Shifts & Restorative Practices that Promote a Positive School Climate; (3) Positive School Culture-Building Strategies; (4) Developing or Updating Anti-Bullying and Anti-Harassment Policies; (5) Addressing Cyberbullying; (6) Intervention Strategies; (7) Dealing with Teachers Who Bully Students; and (8) Informing and Collaborating with Families.

Published
2022

8. Local Data Collection and Analysis: Interrupting Bullying & Harassment in Schools -- Toolkit

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

Before developing a school- and community-wide work plan around preventing bullying and harassment, school administrators should employ data collection tools to determine their specific areas of focus. Successful bullying prevention efforts must be driven by local data and rooted in research on effective practices. These policies must undergo frequent evaluation and revision efforts to ensure they are having their intended effect. Items in this toolkit include: (1) guidelines and methods for data collection; (2) data analysis processes; and (3) evaluation and reevaluation processes.

Published
2022

9. Literature Review -- Bullying and Harassment in Schools

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

In order to ensure that all students have access to the everyday activities and lessons of school, educators must work to create safe educational spaces and prevent bullying and harassment in schools. This literature review presents the research highlights on: (1) prevalence and impact; (2) risk factors; (3) school obligations under law; (4) avoiding ineffective anti-bullying programs; (5) fostering change; (6) school climate; (7) addressing bias-based harassment; and (8) addressing cyberbullying. Research on strategies at the school, classroom, and individual levels are also presented.

Published
2022

10. Community-Level Strategies: Interrupting Bullying & Harassment in Schools -- Toolkit

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

It is important to acknowledge the role of community participation in the efforts on the prevention of school-based bullying and harassment. There is an extensive body of research on the importance of school-family partnerships (e.g., Montemayor & Chavkin, 2016; Henderson, et al., 2007; Cohen & Freiberg, 2013; Bradshaw, 2015) and school-community partnerships (e.g., Mapp & Kuttner, 2013) in nurturing positive school climates and fostering academic outcomes for youth. Provided in this toolkit is a set of strategies from which educators might draw to support the work of building bridges with community-based actors to prevent bullying and harassment. The authors want to explicitly note that they consider families key community-based actors; not only are families incredibly knowledgeable about their own student's needs, but they are often the folks who physically bridge the contexts of school and community for youth. The strategies listed work best when integrated into an explicit, multi-tiered effort to improve school culture and climate, such that administrators, teachers, educational support providers, and families are integrated into these efforts.

Published
2022

11. Introduction: Interrupting Bullying & Harassment in Schools. Toolkit

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

The goal of this toolkit is to give educators and school leaders the tools that they need to prevent bullying and harassment by fostering a positive school climate. This package is meant to be used as a guide for teachers and administrators in their work to develop a safe and healthy school climate and, in the process, prevent bullying and harassment in their school community. Specifically, this package aims to provide educators and school leaders with: (1) Research and background information on bullying and harassment in schools; (2) Strategies and recommendations for improving school climate that can be implemented in their schools, classrooms, and communities; (3) Guidance on how to use local data to drive action planning; and (4) Guidance on how to support students who may be particularly vulnerable to direct involvement with bullying and harassment.

Published
2022

12. Individual-Level Strategies: Interrupting Bullying & Harassment in Schools -- Toolkit

Author

Intercultural Development Research Association (IDRA), Brion-Meisels, Gretchen, O'Neil, Eliza, and Bishop, Sarah

Abstract

Although universal prevention is critical to the prevention of bullying and harassment, certain students may need additional, targeted supports to reduce the likelihood of harmful interactions and to moderate the harm done when such interactions occur. This report offers strategies to help support students who are directly involved with bullying behaviors and may need targeted, responsive strategies. In addition, it provides some specific ideas for how to support protected groups or students who are more likely to be targeted due to some aspect of their identity. This includes students with aspects of identity protected under federal civil rights policies and legislation, such as LGBTQ students, gender nonconforming (GNC) students and undocumented students.

Published
2022

13. Annotated Bibliography -- Mathematics, Course Requirements and the Relationship to College Preparation and Success

Author

Intercultural Development Research Association (IDRA) and Bishop, Sarah

Abstract

This nation needs many more students to attend college and graduate, but several things are getting in the way, particularly for marginalized students. Among those who do get in, many are unable to finish. Children in this country need to be successful in school, graduate, and have options to either attend college or join the workforce. This bibliography is part of the Intercultural Development Research Association (IDRA) College Preparation -- Online Technical Assistance Toolkit. This resource outlines research on the connection between math course-taking and college preparation.

Published
2022

18. Mapping neurodevelopmental diversity in executive function

Author

Lead Investigators, Astle, Duncan, Baker, Kate, Gathercole, Susan, Holmes, Joni, Kievit, Rogier, Manly, Tom, Team of Researchers and PhD Students, Akarca, Danyal, Bathelt, Joe, Bettencourt, Madalena, Bennett, Marc, Bignardi, Giacomo, Bishop, Sarah, Bottacin, Erica, Bridge, Lara, Brkic, Diandra, Bryant, Annie, Butterfield, Sally, Byrne, Elizabeth, Crickmore, Gemma, Dalmaijer, Edwin, Daly, Fanchea, Emery, Tina, Forde, Laura, Franckel, Grace, Furhmann, Delia, Gadie, Andrew, Gharooni, Sara, Guy, Jacalyn, Hawkins, Erin, Jaroslawska, Agnieszka, Joeghan, Sara, Johnson, Amy, Jones, Jonathan, Ianov-Vitanov, Rebeca, Iordanov, Christian, Mareva, Silvana, Martin, Jessica, Monaghan, Alicja, Ng-Cordell, Elise, O'Brien, Sinead, O'Leary, Cliodhna, Rennie, Joseph, Santangelo, Andrea, Simpson-Kent, Ivan, Siugzdaite, Roma, Smith, Tess, Uh, Stephani, Vedechkina, Maria, Woolgar, Francesca, Zdorovtsova, Natalia, and Zhang, Mengya

Published
2024
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21. Scènes à Faire: Cliché as Legislative Fact.

Author

BISHOP, SARAH LOUISE

Abstract

In the last ten years, federal courts have quietly begun to apply copyright's scènes à faire doctrine to dismiss infringement claims before party discovery has occurred. This move theoretically should not be possible, because applying the doctrine requires evidence of the conventions and tropes of the artistic genres at issue--something unlikely to be reflected in the parties' pleadings. This Article identifies this trend and explores the workarounds district courts use to achieve these dismissals without a factual record before them. The most common methods courts use are inconsistent with both the Federal Rules of Civil Procedure and Evidence and risk bias and baseless decisions. The Article then places these dismissals in context. It suggests two causes, working in concert, for the recent shift to early scènes à faire rulings. First, the Supreme Court's decisions in Iqbal and Twombly encouraged federal judges to dismiss more claims earlier, on the basis of their personal experience and "common sense." Second, technological advances in the last twenty years have severely undermined access as a barrier to copyright infringement claims. Deploying the scènes à faire doctrine early provides an alternate way for judges to dismiss weak claims. The Article argues that this shift, and the methods judges have used to make it happen, has had both positive and negative consequences. These early dismissals prevent windfalls and lockup and preserve positive spillovers--but their procedural and evidentiary weaknesses undermine these benefits. Lastly, the Article suggests a simple, though perhaps controversial, procedural solution. It argues that courts should treat genre conventions as legislative facts, rather than case-specific adjudicative facts, and embrace the use of "factual precedents"--earlier decisions in which courts have determined that certain elements in a genre or theme are scènes à faire--as long as certain procedural safeguards are in place. Repeated use of reliable factual precedents to support application of the scènes à faire doctrine would create a one-way ratchet in favor of the public domain, preserving the benefits of early dismissals based on scènes à faire while ameliorating some of their downsides. [ABSTRACT FROM AUTHOR]

Published
2025

29. Safety and immunogenicity of concomitant administration of COVID-19 vaccines (ChAdOx1 or BNT162b2) with seasonal influenza vaccines in adults in the UK (ComFluCOV): a multicentre, randomised, controlled, phase 4 trial

Author

Adams, Kirsty, Alaee, Seema, Aley, Parvinder K., Allum, Emma, Anthony, Sally, Ashton, Kate, Awal, Tanya, Barnett, Liz, Barratt, Alison, Barron, Charlotte, Baum, Holly, Beard, Chloe, Bennett, Lorna, Bird, Samuel, Bishop, Sarah, Bisset, Jess, Bodalia, Pritesh, Bowles, Jane, Bowyer, Catherine, Bradburn, Kirstie, Bray, Jonathan J.H., Bressington, Catherine, Brimfield, Matthew, Broad, Lauren, Brown, Pauline, Brydon-Hill, Ruth, Burge, Sharon, Carmichael, David, Chohan, Gurjit, Clark, Tonia, Close, Adrianne, Coleman, Tom, Cowley, Claire, Cranfield, Charlotte, Cross, Eleanor, D'Agostino, Alyssa, D'Arcangelo, Silvia, David Otter, Ashley, Davies, Kate, Davies, Catrin, Davies, Ru, Davies, Louisa, Driver, Kimberley, Eglinton, Charlotte, Ekblad, Charlotte, Eldridge, Emma, Evans, Teriann, Evans, Mim, Evans, Isabel, F Mujadidi, Yama, Farrow, Amanda, Faulkner, Beverley, Feltham, Sally, Figueirido, Susan, Ford, Jamie, Foxwell, David, Frayling, Sharon, Gardiner, Sophie, Gooch, Karen E., Goodwin, Jayne, Halliday, Alice, Hamal, Shama, Harrhy, Sarah, Harris, Andrew, Haxton, Lesley, Haynes, Matthew, Hazell, Mae, Hembrough, Tracey, Hewson, Jacqueline, Hicks, Bethany, Higgins, Thomas, Hill, Michelle, Hills, Alex, Hilton, Zoe, Hitchings, Benjamin, Hua, Cheryl, Iftikhar, Hina, Iqbal, Attya, Jones, Laura, Jones, Nicola, Kellett Wright, Johanna, Kidd, Sarah, Kirby, Alison, Knibbs, Lucy, Lamb, Jenny, Langton, Helen, Leach, Rwth, Lewis-Clarke, Phoebe, Lloyd, Amy, Maclean, Kirsty, Manning, Nicola, Marriott, Anthony, McFadzean, Isobel Joy, McLaughlin, Maeve, McQueen, Alison, Mills, Bianca, Naik, Gurudutt, Nicholls, Lisa, Norman, Chris, Northcott, Keren, Nyland, Kerry, Oliver, Catherine, Oliver, Elizabeth, Oliver, Jennifer, Owen, Diana, Paterson, Jemma, Pearce, Lauren, Pegler, Suzannah, Price, Zoe, Pynsent, William B., Ramos, Lidia, Rampling, Tommy, Rea, David, Regan, Karen, Riaz, Tawassal, Ricamara, Marivic, Rice, Danielle, Rich, Melody, Roots, Marianne, Ryan, Kathryn Ann, Sakagami, Yukari, Salem, Ahmed, Salter-Hewitt, Jade, Samuels, Michelle, Santoloce, Silvia, Seaman, Siwan, Seneviratne, Michael, Shankland, Sara, Silva, Louise, Smart, Katie, Smith, Rachel M., Smith, Joyce, Stringer, Rebecca, Talbot, Helen, Tarling, Teresa, Taylor, Sarah Louise, Thomas, Amy, Tilzey, Grace, Townley, Gina, Trembath, Lisa, Turkentine, Kate, Turner, Kelly, Tyler, Jenny, Ugoji, Jacinta, Wale, Katharine, Walker-Smith, Terrie, Walton, Maggie, Warnes, Barbara, Whittley, Sarah, Williams, Jennie, Williams, Gail, Williamson, Kevin, Yim, Yee Ting Nicole, Youlden, Nicola, Lazarus, Rajeka, Baos, Sarah, Cappel-Porter, Heike, Carson-Stevens, Andrew, Clout, Madeleine, Culliford, Lucy, Emmett, Stevan R, Garstang, Jonathan, Gbadamoshi, Lukuman, Hallis, Bassam, Harris, Rosie A, Hutton, David, Jacobsen, Nick, Joyce, Katherine, Kaminski, Rachel, Libri, Vincenzo, Middleditch, Alex, McCullagh, Liz, Moran, Ed, Phillipson, Adrian, Price, Elizabeth, Ryan, John, Thirard, Russell, Todd, Rachel, Snape, Matthew D, Tucker, David, Williams, Rachel Lauren, Nguyen-Van-Tam, Jonathan S, Finn, Adam, and Rogers, Chris A

Published
2021
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32. Pervasiveness of Microprotein Function Amongst Drosophila Small Open Reading Frames (SMORFS).

Author

Platero, Ana Isabel, Pueyo, Jose Ignacio, Bishop, Sarah Anne, Magny, Emile Gerard, and Couso, Juan Pablo

Subjects
DROSOPHILA melanogaster, FUNCTIONAL genomics, PROTEIN structure, GENETIC translation, PROTEOMICS
Abstract

Small Open Reading Frames (smORFs) of less than 100 codons remain mostly uncharacterised. About a thousand smORFs per genome encode peptides and microproteins about 70–80 aa long, often containing recognisable protein structures and markers of translation, and these are referred to as short Coding Sequences (sCDSs). The characterisation of individual sCDSs has provided examples of smORFs' function and conservation, but we cannot infer the functionality of all other metazoan smORFs from these. sCDS function has been characterised at a genome-wide scale in yeast and bacteria, showing that hundreds can produce a phenotype, but attempts in metazoans have been less successful. Either most sCDSs are not functional, or classic experimental techniques do not work with smORFs due to their shortness. Here, we combine extensive proteomics with bioinformatics and genetics in order to detect and corroborate sCDS function in Drosophila. Our studies nearly double the number of sCDSs with detected peptides and microproteins and an experimentally corroborated function. Finally, we observe a correlation between proven sCDS protein function and bioinformatic markers such as conservation and GC content. Our results support that sCDSs peptides and microproteins act as membrane-related regulators of canonical proteins, regulators whose functions are best understood at the cellular level, and whose mutants produce little, if any, overt morphological phenotypes. [ABSTRACT FROM AUTHOR]

Published
2024
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41. Service responses to survivors of sexual violence : perspectives of National Health Service and voluntary sector professionals on inter-agency working with survivors

Author

Bishop, Sarah M.

Subjects
150, HV Social pathology. Social and public welfare, R Medicine (General)
Abstract

The first chapter of this thesis critically reviews the existing literature on Restorative Justice (RJ) for crimes of sexual violence. It considers whether RJ has a contribution to make to the psychological wellbeing of survivors, provides clinicians working in the field of sexual violence with an insight into the potential strengths, weaknesses and gaps in the evidence base for RJ for sexual violence and makes recommendations for further research. The reviewed literature revealed some evidence that supports the use of RJ for crimes of sexual violence. In particular, survivors and professionals who had experienced RJ first-hand reported positive outcomes. However, due to the sensitive nature of sexual violence and the potential for re-traumatisation of the survivor, it was clear from the reviewed papers that RJ needed to be approached with caution. Indeed, where RJ was employed, extensive preparation was consistently identified as a key element to its success. The aim of the second chapter is to gain an in-depth understanding of the perspectives of staff on inter-agency responses to survivors of sexual violence. Professionals from the National Health Service and voluntary sector were interviewed using focus group methodology. Data from focus groups was analysed using thematic analysis. The results highlighted that individual and organisational barriers impacted on services' ability to work together and respond effectively to survivors. The final chapter provides a reflective account of the process of conducting a qualitative research study with professionals who work with survivors of sexual violence. Reflections focus on the impact of emotions on sexual violence research. The account considers both personal and epistemological factors relevant to the research process.

Published
2013

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