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In the United States (US) kindergarten through twelfth-grade public school system, the classroom library has come to be a critical part of literacy instruction within the language arts classroom. This fact is especially true in the middle school grade levels (grades five through eight), where reading volume begins to rapidly increase. Additionally, a developmental norm for students within this age range includes a growing sense of independence and choice, as well as a desire to share and voice opinions. Classroom libraries have come to be tools that are used regularly and are heavily influential on the way that students grow to perceive themselves, the world around them, and the way they fit into that world. However, classroom libraries have remained stagnant and underrepresent the diverse populations of the students in those classrooms. This article aims to connect deep reflective thinking with anti-oppressive and transformative learning theories, exploring how these frameworks can be used to problematize current practices in classroom libraries. Through a content analysis of what is seen as deep and critical thinking practices and reflective thinking practices, anti-oppressive and transformative learning theories can be linked to foster a social justice classroom culture within US public middle school language arts classrooms. © 2025 Common Ground Research Networks. All rights reserved.
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A product of ASD socio-communicative-deficits and insufficient police training related to autism, ASD-police interactions have the potential to become problematic, with negative outcomes for ASD individuals and police alike. Thus, the combination of police acclimation, simulatory experience for drivers with ASD and the introduction of Connecticut’s recent Blue Envelope could improve overall experiences for drivers. A simulated routine traffic stop practice event, utilising pre- and post- measures was conducted in an effort to quantify drivers’ feelings about current and future interactions with police. Our prediction that participants would experience a statistically significant improvement in anxiety, comfort and self-perceived knowledge levels about future ASD-police interactions immediately following the intervention was confirmed. Our prediction that initially significant disparities between participants with and without police experience – those with previous police encounters versus those that don’t - would become not significant immediately following the intervention was disconfirmed. While the longitudinal data suggested that improved post-intervention ASD psychological measures remained statistically significant in the long-term, the sample responses to our long-term questionnaire were too few in number to make any definitive conclusions. It is suggested that practice traffic stops such as these could benefit both drivers with ASD and law enforcement nationwide. It is further suggested that police officer curriculums should include additional training regarding special populations. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
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In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott-Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self-reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott-Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self-reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively).
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A young boy remembers fond childhood memories at his grandmother's house, where he learned the small things in life that truly mattered.
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"This book is designed to assist pre-service and in-service classroom teachers in weaving music, visual arts, drama, and movement into the elementary school curriculum--thereby stimulating the learning process, enriching other subject areas, and providing opportunities for creative expression and self-fulfillment. Featuring content informed by the National Standards for the Arts, the book provides the basic tools and activities that teachers need to gain confidence in using the arts in their elementary classrooms. " -- Publisher description.
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