Search

In the studio, there are routines and rituals to be observed. One of those is making gesso. The quantities change each time and the ingredients vary, but the mechanical process remains the same: soak rabbit skin glue for 3 hours, double burner melt the glue, sieve in champagne chalk whiting, stir slowly, and tap the sides to remove air bubbles. Brush on first layer. Dry. Sand. Repeat × 10. Out of repetition each new territory is unique with its own lumps, drips and curves on a straight edge board. Making gesso is a kind of ritornello. Drawing on Deleuze and Guattari, a ritornello is a repetition leading to a transformation; it is a methodical kind of time that is rhythmic, local and spatiotemporal. It contravenes the idea of a universal, overarching time to consider heterogeneous, plural experiences of time in the art classroom. Ritornellos exist in both the studio and the art classroom, but in the art classroom, they often sediment into endless repetitions without rupture: tonal scales, colour wheels, drawing grids and pastiche. We apply the concept of ritornello to pedagogy in Secondary Art and Design education to think about school art orthodoxies and how they can be reterritorialised.

This study explores the extent to which student, family, peer, and school factors predict (a) whether students take "Advanced Placement®" ("AP®") courses, International Baccalaureate (IB) courses, and dual enrollment courses and (b) in models limited to course takers, how many courses they completed. Our findings, based on a nationally representative, longitudinal sample, suggest that, when it comes to college-level high school course taking, the relative advantage of higher socioeconomic status (SES) is less for African American students than it is for White and Asian students. Ninth-grade math skills are the strongest predictor of AP or IB and dual enrollment course taking, above and beyond demographic background characteristics like SES and race or ethnicity. High school girls take AP/IB and dual enrollment courses at a higher rate than boys, and they take more of these courses. The level of academic focus of students and their peers is associated with both AP or IB and dual enrollment course taking, whereas having parents focused on college preparation and course taking only predicts AP or IB course taking. School factors associated with AP or IB course taking include U.S. region and rural location; the percentage of math teachers with a master's degree is also positively associated with the number of AP or IB courses students take. These findings highlight the importance of equitable educational opportunities starting from a young age. They also indicate a need for increased early attention to student math skills and for more supports for parents and school staff to enable them to encourage and prepare all students, especially those from historically marginalized groups, to take college-level courses in high school.

The time is now to examine the nation's capacity to help guide students in gaining access to, paying for, and graduating from college. College promise programs have served as an excellent model. But because a uniform, national college promise model would not adequately serve the estimated 20 million students in postsecondary education, ETS and College Promise launched an effort to expand the work on college promise programs to identify ecosystems of support for specific student populations. In 2021, we invited scholars, practitioners, and student representatives to join a design team and cocreate the college promise program for their student populations: first-generation students, youth in or aged out of foster care, students with disabilities, student parents, and students needing academic support. In multiple panel discussions, other colleagues reviewed the ecosystem designs, focusing on college promise programs in general, the design of the ecosystems of support, or the financing of the ecosystems. Several key themes emerged from the meeting: (a) Although the design teams focused on one aspect of a student's life, they stressed the importance of focusing on the intersectionality of their identities; (b) terminology and definitions are important not only for policy and practice reasons but for the messages they send to students about inclusion; (c) financing a college education is more than paying tuition and fees; (d) enhanced data collection will support research, policy, and practice; and (e) developing a college promise program requires a focus on both students and postsecondary institutions. [This publication is a joint initiative of College Promise and ETS.]

Our paper examines the latest frontier of the "War on Terror," countering violent extremism (CVE), non-coercive approaches that aim to prevent "radicalization" that may lead to "violent extremism" or terrorism. We look at the recent implementation of CVE in Québec's education sector. Based on an analysis of key policy documents and interviews with CVE practitioners, we find that: (1) teachers are responsibilized to safeguard society from the risk of terrorism through being expected to "know the signs" of radicalization and to build "resilience," (2) students are responsibilized as agents who can influence their peers against violent extremist messaging and toward "prosocial" behaviour, and (3) elements of school curriculum are responsibilized, especially social studies education, to provide students with "critical thinking" skills thought to be lacking among those at risk of radicalization. We highlight the inherent contradictions in CVE, which, in Québec, claims to foster pluralism and inclusivity to combat Islamophobia, but as a modality of the "War on Terror" also targets and stigmatizes Muslim communities. Critical discussion of CVE's social implications are needed to initiate critical dialogue in Canada over the impact of CVE in social services provision and the risk of securitizing the education sector in Québec.

An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums. In this paper, we add to the literature on art integration by examining whether, and how, the views of PUPP scholars on the arts programming they receive change over their time in the program. We also assess the PUPP alumni's perceptions of the extent to which PUPP's art and cultural activities influenced them. Taken together, these analyses of survey data help us understand whether there are differences in student views by the amount of art programming they receive ("dosage") and if there are sustained benefits of the arts integration and programming PUPP students receive ("fade-out"). We supplement this quantitative data with information from focus groups with a variety of stakeholders. Although our quantitative analyses of survey data revealed no dosage or fade-out effects, our interview data highlighted the cumulative development of art skills and knowledge over time and confirmed that the program's arts and cultural activities provided contextual information and experiences useful for PUPP alumni in college. Along with prior work that shows PUPP scholars' overwhelmingly positive views of the arts programing, these findings point to the benefits of university-led college access programs that provide arts and cultural exposure for students' social and cultural capital and college preparation.

Teacher turnover is associated with administrative leadership; however, there is an empirical gap in the practices that principals enact that influence teacher turnover. This article uses in-depth case studies and interviews with 32 teachers across two high-turnover and two low turnover middle schools in one large urban public school district to examine teachers' perceptions of principals' leadership practices. When compared to principals leading high-turnover schools, we found three common practices that characterized principals of low-turnover schools: (a) recognizing teachers as knowledgeable contributors, (b) clearly communicating the school's vision around high-quality teaching, and (c) centering student learning.

In a prior study (Millett & Kevelson, 2018a), we demonstrated that college access program participants have positive views of the extent to which the program supports the development of their social and emotional skills and related college help-seeking behaviors in college. In this follow-up study, we explore the extent to which participant views vary by length of participation in the program in high school (i.e., dosage) and the extent to which alumni enrolled in college differ from college graduate alumni in their perceptions of the influences of the college access program. Results reveal that a multi-year college access program may influence different social and emotional skills over the course of the program, and dosage may matter. Moreover, alumni perceptions may differ depending on the stage of life they are in. Overall, the study findings reiterate that college access programs may help low income, high-achieving students develop social and emotional skills and prepare program alumni to successfully navigate college life.

In addition to literacy and numeracy skills, social and emotional skills are increasingly recognized as being essential for success in school and beyond. This commentary paper summarizes the discussions from a 2018 seminar on social and emotional learning (SEL) in tertiary education in Canada, Mexico, and the United States. The summary is framed through the lenses of competition, cooperation, and complementarity. While institutions of higher education compete for students, they cooperate by leveraging knowledge of how students succeed at a particular institution and they seek complementarity by recognizing that student/institutional fit may increase completion. Their shared goal is for students to succeed in getting to, through, and beyond tertiary education.

In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.

In summer 2015, Princeton University contracted with Educational Testing Service (ETS) to conduct an evaluation of the Princeton University Preparatory Program (PUPP), the college access program developed by Princeton University faculty and staff. The mixed-method ETS evaluation of PUPP included the collection and analysis of qualitative and quantitative data on the program and its participants. Data revealed that the PUPP model is perceived by a majority of participants and stakeholders as a well-designed and comprehensive program with effective practices, in particular the highly personalized nature of its services--lasting more than 3 years--and its strong emphasis on personal relationships. PUPP activities and instruction are viewed as high quality and rigorous. PUPP participants and stakeholders describe the program as highly beneficial for participants' academic and social-emotional skills and cultural knowledge and for their access to and preparation for college. Outcomes analyses confirm that participants tend to demonstrate strong academic outcomes and succeed in college. Participants also report attending more selective colleges than they otherwise would have, largely due to the supports provided by PUPP.

Currently college promise programs are proliferating in number at the local and state levels. Most promise programs provide financial resources beyond conventional state and federal student aid to students who live in designated places and meet local- or state-defined eligibility criteria.There is an immense variety of models and funding designs for these programs. In this study, we conducted a rigorous content analysis of the public web sites for a diverse subsample of 35 promise programs to explore how college promise programs promote student academic and financial readiness. Although our analysis made it clear that there is more to learn about promise programs, including understanding general administrative processes and program operations, we highlight several design and implementation considerations that may increase the capacity of these programs to promote equity in higher education access and success.

An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low-income, high-achieving public high school students, yielded favorable findings regarding the perceptions of program participants. Survey results, which include responses from all 71 participants in the 2015-2016 program, indicated that the participants perceived the program as positively impacting their academic and social-emotional skills, increasing their knowledge of the college application process, broadening their pool of target colleges, and exposing them to new arts and cultural experiences, as the program is intended to do. Scholars' responses also highlight the strength of the PUPP community and social network and confirm that PUPP is helping some scholars to address personal and financial challenges that could prevent them from participating in educational experiences such as PUPP. Findings also highlight the PUPP academic enrichment program as a possible area for growth.

This report summarizes the findings of focus groups conducted with parents of former and current participants in the Princeton University Preparatory Program (PUPP), a college access and preparation program for low-income and high-achieving students attending public high schools in Princeton, New Jersey, and its surrounding communities. Conducted as part of the evaluation of PUPP by Educational Testing Service, the parent focus groups provided insights into the perceptions parents have of PUPP, its impacts on their children, and their suggestions for programmatic improvements. Findings suggest that parents perceived that PUPP prepared their children for academically rigorous environments and supported the development of their social-emotional skills. Parents also praised PUPP's assistance with the college and financial aid application processes but noted that their children continued to face financial challenges despite receiving sizeable aid packages. Overall, parents would like to see PUPP expanded to serve more students in more public high schools.

An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low-income and high-achieving public high school students, yielded favorable findings regarding the perceptions of program alumni. PUPP Alumni Survey respondents (N =126) reported that PUPP had positively impacted their development of academic and social-emotional skills and their knowledge of college admissions and financial aid application processes and that they attended and graduated from college, including selective colleges, after completing PUPP. Some PUPP alumni believe that the program made college attendance a reality for them, while others believe PUPP enabled them to attend a more selective college than they otherwise would have. Although alumni were not immune from continued challenges, both financial and academic, during college, they tended to attribute their college enrollment and graduation successes at least in part to the personalized supports and resources PUPP provided.

Recent research has highlighted the critical problem of high rates of "disconnected youth"--youth and young adults who are neither employed nor in school. Practitioners, scholars, policymakers, and a range of stakeholders express mounting concern that disconnected youth are a societal burden that costs countries trillions of dollars. This phenomenon could threaten social cohesion and social development, in addition to costing large amounts of money in the forms of foregone labor productivity and tax revenues and increased incarceration and social services uptake rates. Whereas other studies explore disconnection among a cross-sectional sample of U.S. young adults, we set out to document the longitudinal education and employment pathways of a nationally representative cohort of U.S. millennial young adults from approximately age 16 to age 26. The results of this study highlight that both socioeconomic status (SES) and high school academic abilities are associated with disconnection from society at ages 18, 20, and 26. However, these associations diminish over time, and by age 26 SES is a weaker predictor of disconnection than having been on a college preparatory track (e.g., taking practice college entrance examinations) or having special educational needs in high school. At the same time, high school literacy and mathematics skills and grades are unrelated to disconnection at age 26. Prior disconnection remains one of the strongest predictors of disconnection at ages 20 and 26, highlighting the problem of repeated disconnection experienced by a small group of youth and young adults (only 0.6% of our full sample, or 11.1% of high school leavers). Finally, the odds of dropping out of the labor force--not seeking employment--are most strongly explained by gender and having dependent children, and to a lesser extent by race and high school region and urbanicity. Recommendations for supporting those most at risk of disconnection are discussed in relation to the findings. In this study, the authors used nationally representative data from a longitudinal study of U.S. young adults (from their sophomore year of high school in 2002 through approximately age 26) to explore reasons that young adults become disconnected from society. Whereas most studies of disconnected youth used data from individuals aged 16-24 at a particular point in time, the authors used longitudinal data to track changes in education, employment, and disconnection status over time and to clarify how disconnection rates vary at approximately ages 18, 20, and 26. In an attempt to clarify the relative importance of factors associated with disconnection, they conducted analyses of data from the Education Longitudinal Study of 2002 (ELS:2002; https://nces.ed.gov/surveys/els2002/). The ELS:2002 follows a cohort of millennials who were high school sophomores (10th graders) in 2002, providing data on their demographic background and their educational and employment activities at the end of high school, at approximately age 18; 2 years later, at approximately age 20; and 6 years later, at approximately age 26. This study can serve as a foundation for future efforts to identify solutions to the problem of youth disconnection.

The Princeton University Preparatory Program (PUPP) is a high-touch, intensive college access program aimed at providing a multiyear college preparation experience to high-achieving, low-income students in the Princeton, New Jersey, area. This report presents the theory of change and logic model of PUPP, detailing the theoretical basis for the expectation that PUPP inputs, resources, and activities will lead to the expected program outcomes, which include that program participants gain admittance to and graduate from selective colleges and universities providing comprehensive financial aid in the form of grants and scholarships.

This study compared the reading speed, comprehension and perceptions of two groups of English as a foreign language (EFL) learners. Each group addressed one of two types of narrow reading: same genre and same title. The same genre texts were three graded readers in the "Sherlock Holmes" series, and the same title texts were "The Railway Children," published by three different publishers at different language levels. The study was conducted over a 3-week period. Then, two approximately 1,000-word texts, one related to "Sherlock Holmes" and one to "The Railway Children," were used to measure whether the participants' reading speed and comprehension differed in reading the two types of texts. The results showed that all participants read significantly faster and comprehended more with the related text than the unrelated text. A questionnaire on participants' perceptions showed positive responses to narrow reading, especially the same title treatment. Pedagogical implications are discussed.

College promise programs are spreading throughout this United States. These programs fund tuition and/or fees for eligible students who are actively progressing toward earning postsecondary certificates and undergraduate degrees. While existing college promise programs have varying designs, each one appears to be seeking continuous and long-term financial sustainability. The existing programs appear to be aimed toward ensuring that the promise of college tuition and fees can be fulfilled for future generations of students. Towards that end, ETS and the College Promise Campaign convened the "Designing Sustainable Funding for College Promise Initiatives" conference on June 2 and 3, 2016, for the primary purpose of reviewing and refining five models. This report contains the five papers that the appointed design teams presented: (1) College Promise Models and College Savings Accounts: How College Savings Can Bolster the Early Financial Aid Commitment (William Elliott and Andrea Levere); (2) Designing Sustainable Funding for College Promise Initiatives: State-Funded Model Group (Randy Boyd and Teresa Lubbers); (3) Privately Funded Models and Public--Private Partnerships to Promote College Promise Initiatives (Lezli Baskerville and Hugh Fitzpatrick); (4) The Federal Government's Role in Promoting Promise Programs and Their Goals (Sandy Baum and Bill Hansen); and (5) Designing Sustainable Funding for College Promise Initiatives: Outcomes-Based Financing Models (Gloria Gong, Steve Goldberg, Audrey Peek, Kevin James, and Miguel Palacios).

Patients with pre-existing neurologic disorders present a unique set of challenges for shoulder arthroplasty (SA) surgeons due to the presence of concomitant contractures, muscle weakness, and spasticity, which may affect outcomes and complication rates after SA. The goal of this systematic review was to evaluate the clinical and functional outcomes after SA in patients pre-existing with neurologic disorders, focusing on complication and reoperation rates. This systematic review was performed in adherence to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines outlined by Cochrane Collaboration. A search of PubMed, the Medline Library, and EMBASE from inception until September 2023 was conducted to obtain studies reporting on outcomes after SA in patients with neurologic disorders. Study demographics and information on outcomes including patient-reported outcomes and complication rates were collected. The methodological quality of included primary studies was appraised using the Methodological Index for Nonrandomized Studies scoring system. Twenty articles published between 1997 and 2023 met inclusion criteria. In total, 13,126 patients with neurologic conditions with 7 different neurologic disorders (Parkinson's disease, epilepsy and seizures, cerebral palsy, poliomyelitis, Charcot neuropathy, cerebrovascular disease, and multiple sclerosis) were included. The mean patient age was 64.3 years (range, 33.0-75.8 years), 51.4% of patients were male, and the mean postoperative follow-up time was 5.1 years (range, 1.4-9.9 years). Parkinson's disease was the most reported neurologic disorder (9 studies, 8033 patients), followed by epilepsy (4 studies, 3783 patients), and multiple sclerosis (1 study, 1077 patients). While these patients did experience improvements in outcomes following SA, high complication and revision rates were noted. Patients with neurologic disorders demonstrate improvements in pain and function after SA but have higher reported complication and revision rates when compared with patients without neurologic conditions. This systematic review offers valuable data for both the surgeon and patient regarding anticipated clinical results and possible complications from SA in patients with neurologic disorders that may aid in shared decision-making when considering SA. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning. We were interested in understanding the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective. We used two items, drawn from a larger dataset, that encouraged teachers to reason about proportional situations using a variable parts perspective. We analyzed teachers' responses to these items using the knowledge in pieces perspective to identify fine-grained understandings teachers were applying to the situations. Our findings suggest that reasoning about variable-sized parts is not something all of these teachers did. Further, we found certain proportional structures that seemed to support teachers who were able to reason from this perspective.