Focuses on Elliott′s writings on Marx through the prism of acontemporary question of pressing urgency for those committed to humanprogress: is socialism possible? Concentrates on…
Abstract
Focuses on Elliott′s writings on Marx through the prism of a contemporary question of pressing urgency for those committed to human progress: is socialism possible? Concentrates on a subset of Elliott′s writings on Marx and sketches out his version of Marx′s views on the ideal character of socialism. The humane, decentralized, and emancipatory vision of socialism which emerges would seem to be the most meaningful legacy to be drawn from Marx′s life and work. Contrasts this vision with the historical experience of the Communist world, and attempts to reach some conclusions to its central question.
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Stephen P. Kilgus and David A. Klingbeil
Tier 2 intervention is defined by the application of brief, efficient, and accessible supports for students who are at risk for social-emotional and behavioral concerns…
Abstract
Tier 2 intervention is defined by the application of brief, efficient, and accessible supports for students who are at risk for social-emotional and behavioral concerns. Historically, Tier 2 interventions have been delivered in accordance with a standard protocol, with each student receiving the same general strategy in an undifferentiated manner. Yet, research has suggested the potential value of an adaptive Tier 2 approach, wherein brief assessments are conducted to determine which intervention (or adapted version of one particular intervention) is best suited to a student's individual needs. Within this chapter, we provide an overview of procedures related to adaptive Tier 2 intervention and discuss different approaches one might take to this practice. We conclude with a discussion of directions for future research in this area if adaptive Tier 2 intervention is to be widely adopted, implemented, and sustained within schools.
Frederick J. Brigham, John William McKenna, Christopher M. Claude and Michele M. Brigham
This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need…
Abstract
This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED).1 Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.
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Christin L. Munsch and Elizabeth S. Zack
An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other…
Abstract
Purpose
An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other disciplines and, by way of an example, explores the utility of accelerometers for studying aggression. We end with a discussion of additional ways accelerometers might be used in group processes research.
Methodology
We first review the use of accelerometers in other disciplines. We then present the results of four studies that demonstrate the use of accelerometers to measure aggression. Study 1 establishes the measure’s concurrent validity. Study 2 concerns its stability and representative reliability. Study 3 seeks to establish the measure’s predictive validity by associating it with an existing measure. Study 4 demonstrates the ability of accelerometers to address a sociological research question.
Findings
In Studies 1 and 2, we find that accelerometers can be used to differentiate between distinct levels of aggression. In Study 3, we find that men’s average peak acceleration correlates with a previously validated measure of aggression. Study 4 uses accelerometers to reproduce a well-established finding in the aggression literature.
Practical Implications
We conclude that accelerometers are a flexible tool for group processes’ researchers and social scientists more broadly. Our findings should prove useful to social scientists interested in measuring aggression or in employing accelerometers in their work.
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Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of…
Abstract
Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of young adults with learning disabilities (LD) or emotional/behavioral disorders (EBD) in 1990 and 2005. These cohort comparisons reveal how the results of special education have changed over that time period as evidenced in the post-high school outcomes of nationally representative samples of youth. The extended data collection time period of NLTS2 (2001–2009) also enabled an assessment of the evolution in the post-high school outcomes of young adults with LD or EBD who had been out of high school up to 8 years. The post-high school outcomes considered included high school completion, postsecondary education enrollment and completion, employment status and wages, and community integration as illustrated by living arrangements and criminal justice system involvement. Findings for both the NLTS/NLTS2 cohort comparisons and the longitudinal analyses from NLTS2 indicate progress in efforts to improve outcomes for youth and young adults with LD or EBD but also underscore the work ahead in setting these groups on a path to successful adulthood. Implications for practice and research are discussed.
This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a…
Abstract
Purpose
This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction.
Design/methodology/approach
The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts.
Findings
This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically.
Research limitations/implications
This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition.
Practical implications
The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction.
Originality/value
This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
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Ryan M. Carrick, Taylor Brinkley, Cheyenne Harvey, Ashtin Johnson, Taylor Penney, Tanner Kate Sauls and Pamalyn J. Kearney
Due to the projected increase in the older adult population, occupational therapy providers will have an increasing role in supporting health outcomes for older adults in the…
Abstract
Purpose
Due to the projected increase in the older adult population, occupational therapy providers will have an increasing role in supporting health outcomes for older adults in the coming years. The purpose of this systematic review was to determine the effectiveness of occupational interventions to promote home safety in older adults.
Design/methodology/approach
This systematic review followed the Preferred Reporting Items of Systematic reviews (PRISMA) guidelines. Articles were double screened by separate researchers, then exported and managed in EndNote. The Risk of Bias Table determined certainty of evidence for themes.
Findings
Three main preliminary themes were identified from the 17 included articles. Themes include multimodal interventions (n= 6), exercise interventions (n= 9) and home modifications (n = 2). None of the articles explicitly defined home safety, but distal outcomes related to safety included: increased strength, balance improvement and functional mobility.
Research limitations/implications
Importantly, an absent consensus for a definition of home safety limits the results of this systematic review while at the same time providing opportunity for future research.
Practical implications
Exercise combined with nutrition provided the strongest intervention evidence for physical functionality. Additionally, home modifications alone may be insufficient to result in improved home safety.
Social implications
An occupational therapy’s (OT) holistic approach benefits older adults through evidenced-based interventions improving home safety, independence in functional tasks and overall quality of life.
Originality/value
Findings provide clinicians with information on the effectiveness of interventions within the scope of OT that can be implemented within the home to promote home safety.
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Sandra L. Fielden and Cary L. Cooper
Aims to present a critical appraisal of the research relating to the sources of stress and stress reactions experienced by women managers. Considers the available data and level…
Abstract
Aims to present a critical appraisal of the research relating to the sources of stress and stress reactions experienced by women managers. Considers the available data and level of understanding, and the assumptions that traditional approaches have been based upon. Presents conflicting findings and considers the implications of such results. Offers an overview of the current knowledge pertaining to women and managerial stress, raising a number of questions for which there are currently no answers.
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Gender, race, and class-based meanings inform longstanding divisions and status hierarchies within the culinary profession, such as those between public and private and amateur…
Abstract
Purpose
Gender, race, and class-based meanings inform longstanding divisions and status hierarchies within the culinary profession, such as those between public and private and amateur and professional cooking. Private and personal chefs’ work in homes disrupts these divisions and hierarchies. Given their precarious position, how do these chefs negotiate their standing within the profession?
Methodology/approach
This chapter draws on interviews with 41 private/personal chefs. Eight were primarily private household employees, while all others were primarily self-employed.
Findings
The chefs negotiated their status by making distinctions between themselves and commercial chefs, along with other private/personal chefs. The chefs both challenge and reinforce the dichotomies and criteria shaping status evaluations within the culinary profession. Similarly, they both contest and reinforce gender, race, and class hierarchies.
Social implications
The chefs’ conceptual distinctions can potentially (re)produce or challenge material inequalities. Moreover, while the fields of private/personal cheffing create opportunities for more adults to cook for a living, the traditional status hierarchies remain largely the same. It is likely that as long as those hierarchies persist, the chefs’ conceptual distinctions will continue to challenge and reinforce them.
Originality/value
Research on private/personal chefs has been minimal, so this chapter fills this gap. It also adds to scholarship connecting workers’ status struggles and gender, race, and class inequalities. The case of private and personal chefs sheds new light on how gender, race, and class intersect to inform status evaluations within the culinary profession.