Pub Date : 2022-04-07DOI: 10.1080/00131725.2022.2048758
Andrew Kwok
Abstract This study investigates the development of high school pre-service teachers’ knowledge in classroom management. Data were collected from their classroom management plans, which were submitted at the beginning of one preparation course and revised at the end. This course provided extensive instruction, practice, and assignments incorporating key classroom management strategies. Analyses indicate how focusing on certain aspects of classroom management aids in knowledge development. Findings have implications for strengthening classroom management curriculum.
{"title":"Facilitating Classroom Management Development in Teacher Education","authors":"Andrew Kwok","doi":"10.1080/00131725.2022.2048758","DOIUrl":"https://doi.org/10.1080/00131725.2022.2048758","url":null,"abstract":"Abstract This study investigates the development of high school pre-service teachers’ knowledge in classroom management. Data were collected from their classroom management plans, which were submitted at the beginning of one preparation course and revised at the end. This course provided extensive instruction, practice, and assignments incorporating key classroom management strategies. Analyses indicate how focusing on certain aspects of classroom management aids in knowledge development. Findings have implications for strengthening classroom management curriculum.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"105 - 121"},"PeriodicalIF":1.3,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44552776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04eCollection Date: 2022-01-01DOI: 10.17179/excli2021-4323
Alexis Neumann-Mufweba, Serah Kimani, Saif Feroz Khan, Kelly Chibale, Sharon Prince
Breast cancer is the most common malignancy in women worldwide and it remains a global health burden, in part, due to poor response and tolerance to current therapeutics. Drug repurposing, which seeks to identify new indications for existing and investigational drugs, has become an exciting strategy to address these challenges. Here we describe the anti-breast cancer activity of a diaryl-imidazopyridazine compound, MMV652103, which was previously identified for its anti-plasmodial activity. We demonstrate that MMV652103 potently inhibits the oncogenic PI4KB and PIK3C2G lipid kinases, is selectively cytotoxic to MCF7 and T47D estrogen receptor positive breast cancer cells and inhibits their ability to survive and migrate. The underlying mechanisms involved included the induction of reactive oxygen species and activation of the DNA damage and p38 MAPK stress signaling pathways. This was associated with a G1 cell cycle arrest and an increase in levels of the cyclin-dependent kinase inhibitor p21 and activation of apoptotic and autophagic cell death pathways. Lastly, MMV652103 significantly reduced the weight and metastases of MCF7 induced tumors in an in vivo chick embryo model and displayed a favorable safety profile. These findings position MMV652103 as a promising chemotherapeutic in the treatment of oestrogen receptor positive breast cancers.
{"title":"The diaryl-imidazopyridazine anti-plasmodial compound, MMV652103, exhibits anti-breast cancer activity.","authors":"Alexis Neumann-Mufweba, Serah Kimani, Saif Feroz Khan, Kelly Chibale, Sharon Prince","doi":"10.17179/excli2021-4323","DOIUrl":"10.17179/excli2021-4323","url":null,"abstract":"<p><p>Breast cancer is the most common malignancy in women worldwide and it remains a global health burden, in part, due to poor response and tolerance to current therapeutics. Drug repurposing, which seeks to identify new indications for existing and investigational drugs, has become an exciting strategy to address these challenges. Here we describe the anti-breast cancer activity of a diaryl-imidazopyridazine compound, MMV652103, which was previously identified for its anti-plasmodial activity. We demonstrate that MMV652103 potently inhibits the oncogenic PI4KB and PIK3C2G lipid kinases, is selectively cytotoxic to MCF7 and T47D estrogen receptor positive breast cancer cells and inhibits their ability to survive and migrate. The underlying mechanisms involved included the induction of reactive oxygen species and activation of the DNA damage and p38 MAPK stress signaling pathways. This was associated with a G1 cell cycle arrest and an increase in levels of the cyclin-dependent kinase inhibitor p21 and activation of apoptotic and autophagic cell death pathways. Lastly, MMV652103 significantly reduced the weight and metastases of MCF7 induced tumors in an <i>in vivo</i> chick embryo model and displayed a favorable safety profile. These findings position MMV652103 as a promising chemotherapeutic in the treatment of oestrogen receptor positive breast cancers.</p>","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"12 1","pages":"656-679"},"PeriodicalIF":3.8,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9149975/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80897709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/00131725.2021.2015815
S. Khanal, Sanjeeb Bhatta
Abstract The government of Nepal in partnership with donor agencies has implemented interventions to improve access of girls to secondary education. These interventions are in the forms of scholarship opportunities, recruitment of female teachers, gender-friendly curriculum, and building girls’ rest rooms in public schools. However, the current high dropout rate of female students from government secondary schools is a growing concern. Using in-depth interviews and focus groups, this paper explores the outcomes and challenges of such interventions.
{"title":"The Evaluation of Intervention Programs in Girls’ Capability Development Opportunities in Nepal","authors":"S. Khanal, Sanjeeb Bhatta","doi":"10.1080/00131725.2021.2015815","DOIUrl":"https://doi.org/10.1080/00131725.2021.2015815","url":null,"abstract":"Abstract The government of Nepal in partnership with donor agencies has implemented interventions to improve access of girls to secondary education. These interventions are in the forms of scholarship opportunities, recruitment of female teachers, gender-friendly curriculum, and building girls’ rest rooms in public schools. However, the current high dropout rate of female students from government secondary schools is a growing concern. Using in-depth interviews and focus groups, this paper explores the outcomes and challenges of such interventions.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"224 - 236"},"PeriodicalIF":1.3,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.1080/00131725.2021.2014004
Jennifer L. Martin
Abstract This study examines racial bias whereby preservice teacher participants pair photos of people of varying ages and races with positive or negative adjectives. Their responses are then compared to participant self-reporting of open-ended questions on how committed they are to issues of social justice. Findings indicate that participants reported to be much more racially aware and accepting than they actually were. This study has long-reaching implications for teacher education.
{"title":"Racial Animus in Teacher Education: Uncovering the Hidden Racism behind the Concept of “Care”","authors":"Jennifer L. Martin","doi":"10.1080/00131725.2021.2014004","DOIUrl":"https://doi.org/10.1080/00131725.2021.2014004","url":null,"abstract":"Abstract This study examines racial bias whereby preservice teacher participants pair photos of people of varying ages and races with positive or negative adjectives. Their responses are then compared to participant self-reporting of open-ended questions on how committed they are to issues of social justice. Findings indicate that participants reported to be much more racially aware and accepting than they actually were. This study has long-reaching implications for teacher education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"253 - 265"},"PeriodicalIF":1.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46067930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.1080/00131725.2021.2014005
Maya Levanon
Abstract As a teacher educator, I often use experiential pedagogies that I believe enhance student teachers’ reflective “muscle,” creativity, social responsibility, and overall pedagogical understanding, as I believe these assets advance their agentic professional identity, which in turn affects their teaching quality. While studying students’ reactions to Augusto Boal’s technique of Invisible Theater, I found myself engaged in a self-study concerned with my role and disposition as a teacher educator in terms of preparations for class discussions, questioning of dispositions, and experiences of oppression. After introducing the key concept and setting of this study, I discuss my experience and role with two groups of Israeli student teachers and the lessons I learned about my practice and professional identity in the process. I conclude this paper by suggesting conditions to be taken into consideration for Invisible Theater to be an effective pedagogical tool for social awareness and responsibility.
{"title":"Can a Circle of Oppression Be Broken? An Experiment of an Educator with Theatre of the Oppressed","authors":"Maya Levanon","doi":"10.1080/00131725.2021.2014005","DOIUrl":"https://doi.org/10.1080/00131725.2021.2014005","url":null,"abstract":"Abstract As a teacher educator, I often use experiential pedagogies that I believe enhance student teachers’ reflective “muscle,” creativity, social responsibility, and overall pedagogical understanding, as I believe these assets advance their agentic professional identity, which in turn affects their teaching quality. While studying students’ reactions to Augusto Boal’s technique of Invisible Theater, I found myself engaged in a self-study concerned with my role and disposition as a teacher educator in terms of preparations for class discussions, questioning of dispositions, and experiences of oppression. After introducing the key concept and setting of this study, I discuss my experience and role with two groups of Israeli student teachers and the lessons I learned about my practice and professional identity in the process. I conclude this paper by suggesting conditions to be taken into consideration for Invisible Theater to be an effective pedagogical tool for social awareness and responsibility.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"266 - 275"},"PeriodicalIF":1.3,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43590014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/00131725.2021.2021056
C. Grant, P. D. Grant
Abstract This article employs “banality of evil” to explain the actions of insurrectionists at the Capitol on January 6, 2021. We discuss the responsibility teacher educators and professors of political science bear to teach students the role both have in preparing future teachers, political and government leaders, and all college graduates to be responsible citizens able to maintain American democracy. We conclude with James Baldwin’s explanation for why many white Americans tolerate evil in society.
{"title":"A Failure to Educate: January 6, 2021 and the Banality of Evil","authors":"C. Grant, P. D. Grant","doi":"10.1080/00131725.2021.2021056","DOIUrl":"https://doi.org/10.1080/00131725.2021.2021056","url":null,"abstract":"Abstract This article employs “banality of evil” to explain the actions of insurrectionists at the Capitol on January 6, 2021. We discuss the responsibility teacher educators and professors of political science bear to teach students the role both have in preparing future teachers, political and government leaders, and all college graduates to be responsible citizens able to maintain American democracy. We conclude with James Baldwin’s explanation for why many white Americans tolerate evil in society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"109 - 124"},"PeriodicalIF":1.3,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-20DOI: 10.1080/00131725.2021.2020944
B. E. Vega, H. Kenny Nienhusser, Mariella Saavedra Carquin-Hamichand
Abstract Educational professionals would benefit from learning more about how the college choice process affects undocumented students’ health. In this study, we analyzed the experiences of undocumented students using the racial battle fatigue concept and identified psychological responses of intensified stress, a threatened sense of belonging, and increased uncertainties associated with their future. We found seven behavioral responses including increased self-rejection, isolation, and physical avoidance, altered educational plans, diminished motivation, and physical bodily harm.
{"title":"“When I Would Hurt”: Undocumented Students’ Responses to Obstacles Faced during the College Choice Process","authors":"B. E. Vega, H. Kenny Nienhusser, Mariella Saavedra Carquin-Hamichand","doi":"10.1080/00131725.2021.2020944","DOIUrl":"https://doi.org/10.1080/00131725.2021.2020944","url":null,"abstract":"Abstract Educational professionals would benefit from learning more about how the college choice process affects undocumented students’ health. In this study, we analyzed the experiences of undocumented students using the racial battle fatigue concept and identified psychological responses of intensified stress, a threatened sense of belonging, and increased uncertainties associated with their future. We found seven behavioral responses including increased self-rejection, isolation, and physical avoidance, altered educational plans, diminished motivation, and physical bodily harm.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"237 - 252"},"PeriodicalIF":1.3,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43144666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-06DOI: 10.1080/00131725.2021.2017532
A. Causarano
Abstract In this paper, I assess my academic growth and future challenges for my teaching and scholarship. The work is grounded in dialogicality within a Bakhtinian sociohistorical view of language allowing me to critically reflect on my growth as a literacy and special education instructor. I use student feedback and a reflective journal addressing four components: (a) situation; (b) personal influence; (c) interpretation; and (d) action plan to study my performance and plan for the future.
{"title":"Courageous Conversation: Looking Back, Looking Forward through Self-Study","authors":"A. Causarano","doi":"10.1080/00131725.2021.2017532","DOIUrl":"https://doi.org/10.1080/00131725.2021.2017532","url":null,"abstract":"Abstract In this paper, I assess my academic growth and future challenges for my teaching and scholarship. The work is grounded in dialogicality within a Bakhtinian sociohistorical view of language allowing me to critically reflect on my growth as a literacy and special education instructor. I use student feedback and a reflective journal addressing four components: (a) situation; (b) personal influence; (c) interpretation; and (d) action plan to study my performance and plan for the future.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"276 - 289"},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46586099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/00131725.2022.1997307
Simona Goldin, Debi Khasnabis
In this issue, titled “In the Pursuit of Justice: Moving Past Color-Evasive Efforts” we focus on educational efforts that were conceived of to improve and expand equity in U.S. public schools, but rather than interrupting injustice, they have often resulted in harm. Our orientation to this tension is grounded in Critical Race Theory, and its central tenet of racial realism (Bell, 1992), meaning the awareness that race and racism are omnipresent even when unnamed. Our work with educators in various spaces and roles has deepened our awareness that educators are, writ large, deeply committed to their students’ well-being. However, the impact of their commitments is variable and vulnerable to the sway of racist systems––especially when educators do not attend to the role of race and racism; or, even worse, when they deliberately obscure or evade the constructs of race and racism. The harmful pervasiveness of colorblindness in schools is well-documented (Milner, 2010, 2012). Annamma et al. (2017) challenged critical scholars to build upon understandings of colorblindness and advocates for a racial ideology of color-evasiveness. We take up the construct of color-evasion in this volume. Annamma (2017) extended Gotanda’s (1991) critique of colorblindness, pointing in particular to its ableist underpinnings and to the passivity implied by the term. These scholars elaborate how, historically, colorblindness has been hailed as a moral highroad for policymaking and designing. Elaborating these points, they provided multiple examples, from the U.S. Constitution’s insistence that all men are created equal to the standards-based movement in educational reform efforts. Wells (2014), for example, critiqued NCLB as “a reflection of the most ‘colorblind’ approach to addressing racial disparities in education: Ignore glaring racial inequality when implementing policies and then bemoan stark racial inequalities in educational outcomes” (p. 1). Annamma and colleagues (2017) thus advocate for a shift to recognizing and intervening upon color-evasiveness to directly confront these tendencies:
{"title":"In the Pursuit of Justice: Moving Past Color-Evasive Efforts","authors":"Simona Goldin, Debi Khasnabis","doi":"10.1080/00131725.2022.1997307","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997307","url":null,"abstract":"In this issue, titled “In the Pursuit of Justice: Moving Past Color-Evasive Efforts” we focus on educational efforts that were conceived of to improve and expand equity in U.S. public schools, but rather than interrupting injustice, they have often resulted in harm. Our orientation to this tension is grounded in Critical Race Theory, and its central tenet of racial realism (Bell, 1992), meaning the awareness that race and racism are omnipresent even when unnamed. Our work with educators in various spaces and roles has deepened our awareness that educators are, writ large, deeply committed to their students’ well-being. However, the impact of their commitments is variable and vulnerable to the sway of racist systems––especially when educators do not attend to the role of race and racism; or, even worse, when they deliberately obscure or evade the constructs of race and racism. The harmful pervasiveness of colorblindness in schools is well-documented (Milner, 2010, 2012). Annamma et al. (2017) challenged critical scholars to build upon understandings of colorblindness and advocates for a racial ideology of color-evasiveness. We take up the construct of color-evasion in this volume. Annamma (2017) extended Gotanda’s (1991) critique of colorblindness, pointing in particular to its ableist underpinnings and to the passivity implied by the term. These scholars elaborate how, historically, colorblindness has been hailed as a moral highroad for policymaking and designing. Elaborating these points, they provided multiple examples, from the U.S. Constitution’s insistence that all men are created equal to the standards-based movement in educational reform efforts. Wells (2014), for example, critiqued NCLB as “a reflection of the most ‘colorblind’ approach to addressing racial disparities in education: Ignore glaring racial inequality when implementing policies and then bemoan stark racial inequalities in educational outcomes” (p. 1). Annamma and colleagues (2017) thus advocate for a shift to recognizing and intervening upon color-evasiveness to directly confront these tendencies:","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"1 - 4"},"PeriodicalIF":1.3,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47921117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-09DOI: 10.1080/00131725.2022.1997308
Simona Goldin, A. Duane, Debi Khasnabis
Abstract We analyze tweets authored by educators during the COVID-19 pandemic, which Ibram Kendi has called a viral and a racial pandemic, and illustrate how Whiteness feeds the blaming of children and communities of color for trauma. We evaluate tweets that (1) misused trauma-informed teaching practice in ways characterized by White saviorism; (2) pushed back on these distortions by identifying and interrupting; and (3) proposed systemically trauma-informed teaching practice (SysTIP). We demonstrate the use of a set of tools for educators looking to identify and interrupt the weaponization of trauma-informed practice.
{"title":"Interrupting the Weaponization of Trauma-Informed Practice: “… Who Were You Really Doing the ‘Saving’ for?”","authors":"Simona Goldin, A. Duane, Debi Khasnabis","doi":"10.1080/00131725.2022.1997308","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997308","url":null,"abstract":"Abstract We analyze tweets authored by educators during the COVID-19 pandemic, which Ibram Kendi has called a viral and a racial pandemic, and illustrate how Whiteness feeds the blaming of children and communities of color for trauma. We evaluate tweets that (1) misused trauma-informed teaching practice in ways characterized by White saviorism; (2) pushed back on these distortions by identifying and interrupting; and (3) proposed systemically trauma-informed teaching practice (SysTIP). We demonstrate the use of a set of tools for educators looking to identify and interrupt the weaponization of trauma-informed practice.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"5 - 25"},"PeriodicalIF":1.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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