Search results

Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.

Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.

Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.

Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.

Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.

Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.

State and national education initiatives have significantly increased expectations of students’ non-fiction reading and writing. These initiatives provide the space for potential interdisciplinary units in English/language arts and social studies/history centered on content area reading and writing. To do so, teachers must locate age-appropriate, historically representative curricular materials and implement discipline-specific writing prompts. To guide elementary teachers’ instruction, we select a novel, underused topic: the birth of the Republic of South Sudan. Age-appropriate children’s trade books are coupled with diverse informational texts—oral histories, current event news articles, and artwork—to extend the trade books’ narratives into the realm of current events. We suggest content area literacy strategies, share anecdotes from their application in the classroom, and recommend engaging, inquiry-based writing prompts that induce students to revisit understandings derived from close readings of the trade books and informational texts. In doing so, all texts and tasks explicitly are connected to different elements of the state and national initiatives in order to help teachers meet the rigorous standards.

Derek Parfit’s non-identity problem calls into question the claims of both the state and individuals when they purport to act for the benefit of future children. This paper discusses how adoption of the non-identity argument as a legal argument could affect reproductive and family policy, demonstrating that it undermines the child-centric approach to assigning legal parentage. The paper concludes, however, that these non-identity problems can be solved by the expected value approach, which demonstrates that efforts to benefit future people can be logically coherent even if those efforts also affect the genetic identities of the future people.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.

The purpose of this paper was to examine the robustness of the findings on educational advantage among sexual minority men.

Using nationally representative data (AddHealth) and controlling for other predictors of academic attainment, we examine the educational attainment of sexual minority males by using hierarchical regression and logistical regression for two measures of sexual identity.

We find robust differences in educational attainment across analyses and sexual orientation constructs. Our results show sexual minority identity predicts up to a year more of education for male respondents and consistently reporting male homosexuals have an even greater advantage, more than one and a half years, compared to inconsistent responders.

Our results extend previous research on educational outcomes for nonheterosexual adolescents, suggesting there are sustained differences in long-term educational outcomes for nonheterosexual adults and supporting earlier analyses of the AddHealth survey data. This study contributes to the existing literature by examining educational attainment as measured by continuous years and cut-points, using two measures of sexual orientation, providing estimates for all Wave 4 sexual minority identities (i.e., not collapsing any sexual minority category), and controlling for adolescent school geography and type. Moreover, we find early identification of sexual orientation and stability of sexual orientation may be an important source of variation in identifying LGBTQ adolescents who are at greater academic risk or who may benefit from increased social support.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

Purpose – This chapter gives an overview of the impact that the COVID-19 pandemic has had on institutional corrections in the United States and the responses correctional institutions have taken to lessen those impacts.

Methodology/Approach – A review of the extant literature was conducted to gather information on COVID-19 and the institutional corrections systems within the United States.

Findings – The impacts of the COVID-19 pandemic on correctional institutions within the United States were more pronounced due to the demographic characteristics of inmates and facility challenges. Responses to outbreaks or potential outbreaks in jails and prisons in the United States included screening measures, restricted inmate movement and visitation, and decarceration efforts.

Originality/Value – This chapter builds upon literature by discussing the challenges posed to correctional institutions in the United States in the face of the COVID-19 pandemic and summarizing the measures taken to reduce the impact of COVID-19 on inmates, institutional staff, and community members alike.

This article discusses themes emerging from two independent research projects. In order to understand how women negotiate and transgress time frames, we critically explore and make visible the strategies used by two very different groups, who are placed in different locales and time orderings. The first group are women in later life and in prison and the second group, women students in higher education. It is by inserting the words of women into debates on time, agency and space that we are able to make visible the strategies that women harness in order to do, make and reclaim time. Within this article we discuss the different research strategies employed by the authors. First, we look at conceptualisations of time and gender. Then we discuss how these respectively inform our research. Azrini Wahidin discusses the role and meaning of time in relation to how female elders in prison come to understand and simultaneously negotiate coercive time use in prison and the passing of time on the outside. She focuses on how the strictures of disciplinary time and the lack of choice create innovative ways of negotiating and resisting the disciplining of institution time in prison. Dot Moss discusses the everyday practice and experience of women students, who, in contrast, have relative freedom to time‐structure their day. She focuses on the ways in which space and time to study are both socially and personally constructed out of other’s time and time for other things (Davies 1990). Common themes arising in relation to the analysis of gender and time are then discussed.