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3,555 results on '"P. Bullock"'

1. Report on the Condition of Education 2024. NCES 2024-144

Author

National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Véronique Irwin, Ke Wang, Julie Jung, Tabitha Tezil, Sara Alhassani, Alison Filbey, Rita Dilig, and Farrah Bullock Mann

Abstract

The "Report on the Condition of Education" is an annual report from the National Center for Education Statistics (NCES) that is mandated by the United States Congress. Using data from NCES and other sources, NCES compiles a set of "indicators" of the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. The full contents of the Condition of Education Indicator System can be accessed online or by downloading PDFs for the individual indicators. The "Report on the Condition of Education 2024" comprises key findings from the Indicator System. This summary report provides a brief overview of information available on various topics as well as direct links to the online versions of indicators discussed. This year's report also includes select content from sources outside the Indicator System, such as the National Assessment of Educational Progress (NAEP) and the Integrated Postsecondary Education System (IPEDS).

Published
2024

2. Holland's RIASEC Hexagon: A Paradigm for Life and Work Decisions

Author

Emily Bullock-Yowell, Robert C. Reardon, Emily Bullock-Yowell, and Robert C. Reardon

Abstract

The purpose of this book is to examine John Holland's theory of vocational personalities and work environments and extend it to other life decisions that involve effectively matching individuals with their life and work options. It is also intended to refresh the thinking of career counselors, advisors, managers, coaches, and others working in the area of life and career decision-making. We believe that many persons in education, psychology, and business are familiar with Holland's RIASEC theory, and this book explores it beyond the usual boundaries. Indeed, this book focuses on the RIASEC hexagon and theory alone as tools for improving career and life planning. In this way, we believe the theory and hexagon can be used in primary prevention, an intervention focused on the prevention of life/career decision difficulties for many people before they experience such problems. Primary prevention aims to decrease risk factors and increase protective factors in such decision-making. We view this book as a combination of things. First, it can be a refresher for some professionals and students who learned about Holland's RIASEC theory as part of their training and career preparation. It may extend earlier learning about vocational interests to other areas like educational, leisure, and relationship choices. Second, it may help parents, teachers, advisors, retirees, clergy, and students assist others in making good choices about options that match their interests and goals. All of the individuals that assist others in the tasks of career and life planning (e.g., human resource professionals, career counselors) can use this book to better assist clients and employees. In a nutshell, this book is both a lite tutorial for vocational counselors and organizational consultants, and a self-help resource for anyone making career/life decisions. Many of our decisions involve the pursuit of good matches for ourselves and our options, e.g., spouse/partner, job, college, friendships, organizations, teams, charities, political parties, and more. Holland's RIASEC paradigm provides a language, vocabulary, or lexicon that takes much of the guesswork out of this process, and it can be applied in many different match situations. We often use idioms to talk about "matches made in heaven," "meeting of the minds," "find one's match," "meet your match," "meet one's match," and this book helps us understand and enhance such matches using RIASEC theory.

Published
2024
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5. Cognitive Information Processing: Career Theory, Research, and Practice

Author

James P. Sampson, Janet G. Lenz, Emily Bullock-Yowell, Debra S. Osborn, Seth C. W. Hayden, James P. Sampson, Janet G. Lenz, Emily Bullock-Yowell, Debra S. Osborn, and Seth C. W. Hayden

Abstract

This book's aim is to improve the integration of Cognitive Information Processing (CIP) theory, research, and practice, leading to more cost-effective career interventions that help persons to make informed and careful career decisions over a lifetime. The starting point for the book's content was the 2004 Sampson, Reardon, Peterson, and Lenz book, "Career Counseling and Services: A Cognitive Information Processing Approach," which itself was a revision of the material in the 1991 Peterson, Sampson, & Reardon book, "Career Development and Services: A Cognitive Approach." We had four goals for this 2023 book. Our first goal was to update the theory, research, and practice of CIP theory from 2004 through the end of 2022. Our second goal was to expand the authors to better reflect the diverse community of practice that has emerged for CIP theory during those eighteen years. Our third goal was to remove cost as a potential barrier to disseminating knowledge about CIP theory by making the book accessible as an open access publication through Florida State Open Publishing. Finally, our fourth goal was to disseminate the book via open-source software available in libraries which can be used to make periodic book content updates more feasible. This book is organized into six sections. The first section (Introduction -- Chapter 1) presents key elements of the theory necessary for understanding and using the book's contents. The second section (Theoretical Concepts Guiding Practice and Research -- Chapters 2 through 6) examines theoretical elements of CIP (Pyramid, CASVE cycle, and decision-making readiness) and adds a new chapter on RIASEC theory and CIP, as well as a new chapter on diversity aspects of CIP theory. The third section (Strategies for Delivering CIP-Based Career Interventions -- Chapters 7 through 11) presents the differentiated service-delivery model, measures of decision-making readiness, the use of career resources (assessment, information, and instruction), a new chapter on mental health, family, and career intervention, and a new chapter on diversity aspects of CIP-based career interventions. The fourth section (Use of CIP Theory in Practice -- Chapters 12 through 15) describes the use of CIP-based career interventions in individual cased-managed, brief staff-assisted, and self-help interventions, as well as a new chapter on international applications of CIP theory. The fifth section (Development, Management, and Evaluation of Career Interventions -- Chapters 16 through 20) details how CIP theory was developed and continues to evolve on the basis of evaluation, accountability, planning, and policy. The sixth and final section (Future Directions -- Chapter 21) presents a new chapter on the potential future evolution of CIP in relation to theoretical constructs, research, practice, and policy. Each chapter has a common organizational schema as follows: (1) Introductory paragraph indicating the chapter's purpose, outcomes from reading the chapter, and how the chapter is organized, (2) Content organized into sections and subsections with appropriate APA style headings, (3) A summary of key points covered in the chapter to reinforce schemata, (4) Recommended follow-up activities to help readers better understand and apply the content, and (5) Chapter references.

Published
2023

7. Report on the Condition of Education 2023. NCES 2023-144rev

Author

National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Irwin, Véronique, Wang, Ke, Tezil, Tabitha, Zhang, Jijun, Filbey, Alison, Jung, Julie, Mann, Farrah Bullock, Dilig, Rita, and Parker, Stephanie

Abstract

This is the revised edition of the 2023 "Report on the Condition of Education," which is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For the first edition of the report, see ED628286.]

Published
2023

8. Racialized Deviance as an Axiom in the Mathematics Education Equity Genre

Author

Erika C. Bullock

Abstract

In this conceptual paper, the author argues that equity research in mathematics education is a genre that operates according to certain implicit ideological and rhetorical rules and assumptions--or discursive formations--that form how one can think about equity and inequity. One such rule that forms the basis of this paper is the axiom of racialized deviance, a logical tool developed by whiteness to establish its dominance and to justify physical, psychic, and epistemic violence against blackness. The author takes up "whiteness" and "blackness" related to global systems of racialization beyond the reference to white and Black people that is more typical in the United States. The author proposes three ways that the deviance axiom shows up in equity research in mathematics education: ethnomathematics, repair orientations, and success counternarratives. This issue of racialized deviance unveils equity research in mathematics education as a project whose logical foundations undermine its stated aims. The logic of global white supremacy under which school mathematics operates creates a situation where it is impossible for equity in mathematics education to exist outside because the genre requires that anyone who elects to participate accepts the axiom of racialized deviance on some level.

Published
2024
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12. Botensilimab plus balstilimab in relapsed/refractory microsatellite stable metastatic colorectal cancer: a phase 1 trial

Author

Bullock, Andrea J., Schlechter, Benjamin L., Fakih, Marwan G., Tsimberidou, Apostolia M., Grossman, Joseph E., Gordon, Michael S., Wilky, Breelyn A., Pimentel, Agustin, Mahadevan, Daruka, Balmanoukian, Ani S., Sanborn, Rachel E., Schwartz, Gary K., Abou-Alfa, Ghassan K., Segal, Neil H., Bockorny, Bruno, Moser, Justin C., Sharma, Sunil, Patel, Jaymin M., Wu, Wei, Chand, Dhan, Rosenthal, Katherine, Mednick, Gabriel, Delepine, Chloe, Curiel, Tyler J., Stebbing, Justin, Lenz, Heinz-Josef, O’Day, Steven J., and El-Khoueiry, Anthony B.

Published
2024
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15. Multiplatform metabolomic interlaboratory study of a whole human stool candidate reference material from omnivore and vegan donors

Author

Cruz, Abraham Kuri, Alves, Marina Amaral, Andresson, Thorkell, Bayless, Amanda L., Bloodsworth, Kent J., Bowden, John A., Bullock, Kevin, Burnet, Meagan C., Neto, Fausto Carnevale, Choy, Angelina, Clish, Clary B., Couvillion, Sneha P., Cumeras, Raquel, Dailey, Lucas, Dallmann, Guido, Davis, W. Clay, Deik, Amy A., Dickens, Alex M., Djukovic, Danijel, Dorrestein, Pieter C., Eder, Josie G., Fiehn, Oliver, Flores, Roberto, Gika, Helen, Hagiwara, Kehau A., Pham, Tuan Hai, Harynuk, James J., Aristizabal-Henao, Juan J., Hoyt, David W., Jean-François, Focant, Kråkström, Matilda, Kumar, Amit, Kyle, Jennifer E., Lamichhane, Santosh, Li, Yuan, Nam, Seo Lin, Mandal, Rupasri, de la Mata, A. Paulina, Meehan, Michael J., Meikopoulos, Thomas, Metz, Thomas O., Mouskeftara, Thomai, Munoz, Nathalie, Gowda, G. A. Nagana, Orešic, Matej, Panitchpakdi, Morgan, Pierre-Hugues, Stefanuto, Raftery, Daniel, Rushing, Blake, Schock, Tracey, Seifried, Harold, Servetas, Stephanie, Shen, Tong, Sumner, Susan, Carrillo, Kieran S. Tarazona, Thibaut, Dejong, Trejo, Jesse B., Van Meulebroek, Lieven, Vanhaecke, Lynn, Virgiliou, Christina, Weldon, Kelly C., Wishart, David S., Zhang, Lu, Zheng, Jiamin, and Da Silva, Sandra

Published
2024
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21. Phase 1 dose expansion and biomarker study assessing first-in-class tumor microenvironment modulator VT1021 in patients with advanced solid tumors

Author

Chen, Jian Jenny, Vincent, Melanie Y., Shepard, Dale, Peereboom, David, Mahalingam, Devalingam, Battiste, James, Patel, Manish R., Juric, Dejan, Wen, Patrick Y., Bullock, Andrea, Selfridge, Jennifer Eva, Pant, Shubham, Liu, Joyce, Li, Wendy, Fyfe, Susanne, Wang, Suming, Zota, Victor, Mahoney, James, Watnick, Randolph S., Cieslewicz, Michael, and Watnick, Jing

Published
2024
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36. Community Engagement and Learning at an Academic Medical Center: Maintaining Community-Academic Partnerships during the COVID-19 Pandemic

Author

Chin, Meghan, DiBello, John, Schmalfuss, Henrike, Dockery, Rajay, Gao, Amanda, Eshleman, Margaret, Indresano, Samuel, Shahrour, Nesreen, Bullock, Kim, and Fowler, Capri

Abstract

In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community health engagement during the pandemic. This serves as an encouraging model for establishing a student-based research learning community.

Published
2022

37. An Exploration of the Experiences of Higher Education Lecturers in a Further Education Setting

Author

Olivia Taylor and Jack Bullock

Abstract

Over the past decade, there has been an increase in government initiatives to widen Higher Education (HE) participation in the UK. Consequently, various Further Education Colleges (FECs) provide HE in order to meet that drive. In 2021, 162 FECs provided HE undergraduate degrees, yet little research has been focused on HE lecturers and their experiences of working within these settings. As the literature reveals, staffing is a consistently problematic aspect of FE and impinges on the experiences and therefore satisfaction of lecturers in those settings. Based on preliminary questionnaires, semi-structured interviews were initiated with 10 College Based Higher Education (CBHE) lecturers in one General FEC to explore their professional perspectives and to shed light on the experiences of those in CBHE environments. The most significant finding revealed that, despite the passion lecturers feel for their job and the FE sector in which they work, there is significant dissatisfaction among CBHE lecturers which predominantly stems from the demands of juggling both HE and FE professional responsibilities. Similarly, there is a feeling that there is insufficient support provided by leaders and managers in these settings and, consequently, it is commonplace for lecturers to feel undervalued and overworked.

Published
2024
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38. Working Conditions and Retention for Teachers of Color in Predominantly White, Suburban Schools

Author

Curtis Gordon Bullock

Abstract

Working conditions have been shown to have a significant influence on teachers' retention decisions. Despite disparities between rates of retention for Teachers of Color (TOC) and their White peers, extant research related to links between working conditions and retention tends to treat teachers as a monolithic group. The goal of this study was to uncover links between the lived experiences of TOC in predominantly White, suburban schools and retention choices. Through inductive thematic coding of qualitative, one-on-one interviews with eight TOC in suburbs outside of a large city in the Pacific Northwest, it became clear that a TOC's race can strongly influence their experiences of working conditions. Further, the effects of working conditions that support or threaten retention are amplified when racial equity work does or does not take place. This study is significant for teacher and administrator preparation programs and building and district leaders because the aspects of working conditions that negatively impact TOCs' retention are remediable with shifts in practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

39. Teaching during the COVID-19 Pandemic: A Multiple Case Study Exploring Faculty Experiences in Fostering Positive Interaction with U.S.-Based Undergraduate Students

Author

Lauren J. Bullock

Abstract

COVID-19 changed how faculty members approached teaching in higher education in the United States. This study specifically looks at the changes in faculty-student interaction (FSI) during the COVID-19 pandemic. While extensive literature exists on the topic from the student perspective, the disruption in education necessitated a more extensive study of the faculty perspective. A multiple-case study methodology was employed to explore the experiences of a small cohort of faculty members at a single institution and how they fostered positive interactions with students from Spring 2019 through Spring 2023. The data collected included semi-structured interviews, course syllabi, teaching philosophies, and a pre-interview questionnaire with demographic data. The findings revealed that faculty initially faced hurdles engaging with students but swiftly devised strategies to adapt. Their approaches primarily emerged from internet searches and conversations with other faculty in their communities of practice. Additionally, faculty members who taught prior to the pandemic used their prior teaching experience but also credited having access to course materials designed for online learning as a strategy for positive interaction. Finally, returning to in-person teaching with social restrictions presented significant challenges in comparison to teaching online. A key implication for practice is requiring faculty to teach asynchronous courses periodically to ensure familiarity with best practices for online learning and access to updated teaching materials. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2024

41. Report on the Condition of Education 2022. NCES 2022-144

Author

National Center for Education Statistics (NCES) (ED/IES), American Institutes for Research (AIR), Irwin, Véronique, De La Rosa, Josue, Wang, Ke, Hein, Sarah, Zhang, Jijun, Burr, Riley, Roberts, Ashley, Barmer, Amy, Bullock Mann, Farrah, Dilig, Rita, and Parker, Stephanie

Abstract

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education systems, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The "Report on the Condition of Education" 2022 encompasses key findings from the Condition of Education Indicator System. The Indicator System for 2022 presents 88 indicators, including the 23 indicators on crime and safety topics, and can be accessed online through the website or by downloading PDFs for the individual indicators. [For "'The Condition of Education 2022': At a Glance," see ED619873. For the "Report on the Condition of Education 2021. NCES 2021-144," see ED612942.]

Published
2022

42. Examining Physical Accessibility of Campuses for University Students with Mobility Impairments in China

Author

Tam, Kai Yung, Zhao, Mei, Seevers, Randy L., Liu, Yuan, and Bullock, Lyndal M.

Abstract

Various education laws in China clearly state that students with disabilities should be provided with the opportunities to fully participate in all activities in society, including studying at higher education institutions (HEIs). The present descriptive study examines physical accessibility of three university campuses in China. A checklist for data collection was developed based on the 2012 Codes for Accessibility Design (Codes) that was released by the Chinese government. The study reveals that facilities are inadequate in providing physical access to people with mobility impairments across all three universities' campuses. Poor government oversight, lack of university commitment, and invisibility of students with disabilities on university campuses are the probable reasons for the lack of accessible facilities across the university campuses. Three recommendations are made: (1) advocating to make amendments to current legislation, (2) addressing the importance of government enforcement and communication, and (3) committing to supporting an inclusive environment on campus.

Published
2022

43. brainlife.io: a decentralized and open-source cloud platform to support neuroscience research

Author

Hayashi, Soichi, Caron, Bradley A., Heinsfeld, Anibal Sólon, Vinci-Booher, Sophia, McPherson, Brent, Bullock, Daniel N., Bertò, Giulia, Niso, Guiomar, Hanekamp, Sandra, Levitas, Daniel, Ray, Kimberly, MacKenzie, Anne, Avesani, Paolo, Kitchell, Lindsey, Leong, Josiah K., Nascimento-Silva, Filipi, Koudoro, Serge, Willis, Hanna, Jolly, Jasleen K., Pisner, Derek, Zuidema, Taylor R., Kurzawski, Jan W., Mikellidou, Kyriaki, Bussalb, Aurore, Chaumon, Maximilien, George, Nathalie, Rorden, Christopher, Victory, Conner, Bhatia, Dheeraj, Aydogan, Dogu Baran, Yeh, Fang-Cheng F., Delogu, Franco, Guaje, Javier, Veraart, Jelle, Fischer, Jeremy, Faskowitz, Joshua, Fabrega, Ricardo, Hunt, David, McKee, Shawn, Brown, Shawn T., Heyman, Stephanie, Iacovella, Vittorio, Mejia, Amanda F., Marinazzo, Daniele, Craddock, R. Cameron, Olivetti, Emanuale, Hanson, Jamie L., Garyfallidis, Eleftherios, Stanzione, Dan, Carson, James, Henschel, Robert, Hancock, David Y., Stewart, Craig A., Schnyer, David, Eke, Damian O., Poldrack, Russell A., Bollmann, Steffen, Stewart, Ashley, Bridge, Holly, Sani, Ilaria, Freiwald, Winrich A., Puce, Aina, Port, Nicholas L., and Pestilli, Franco

Published
2024
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44. A US perspective on closing the carbon cycle to defossilize difficult-to-electrify segments of our economy

Author

Shaw, Wendy J., Kidder, Michelle K., Bare, Simon R., Delferro, Massimiliano, Morris, James R., Toma, Francesca M., Senanayake, Sanjaya D., Autrey, Tom, Biddinger, Elizabeth J., Boettcher, Shannon, Bowden, Mark E., Britt, Phillip F., Brown, Robert C., Bullock, R. Morris, Chen, Jingguang G., Daniel, Claus, Dorhout, Peter K., Efroymson, Rebecca A., Gaffney, Kelly J., Gagliardi, Laura, Harper, Aaron S., Heldebrant, David J., Luca, Oana R., Lyubovsky, Maxim, Male, Jonathan L., Miller, Daniel J., Prozorov, Tanya, Rallo, Robert, Rana, Rachita, Rioux, Robert M., Sadow, Aaron D., Schaidle, Joshua A., Schulte, Lisa A., Tarpeh, William A., Vlachos, Dionisios G., Vogt, Bryan D., Weber, Robert S., Yang, Jenny Y., Arenholz, Elke, Helms, Brett A., Huang, Wenyu, Jordahl, James L., Karakaya, Canan, Kian, Kourosh (Cyrus), Kothandaraman, Jotheeswari, Lercher, Johannes, Liu, Ping, Malhotra, Deepika, Mueller, Karl T., O’Brien, Casey P., Palomino, Robert M., Qi, Long, Rodriguez, José A., Rousseau, Roger, Russell, Jake C., Sarazen, Michele L., Sholl, David S., Smith, Emily A., Stevens, Michaela Burke, Surendranath, Yogesh, Tassone, Christopher J., Tran, Ba, Tumas, William, and Walton, Krista S.

Published
2024
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49. Report on the Condition of Education 2021. NCES 2021-144

Author

National Center for Education Statistics (ED), American Institutes for Research (AIR), Irwin, Véronique, Zhang, Jijun, Wang, Xiaolei, Hein, Sarah, Wang, Ke, Roberts, Ashley, York, Christina, Barmer, Amy, Bullock Mann, Farrah, Dilig, Rita, Parker, Stephanie, Nachazel, Thomas, Barnett, Megan, and Purcell, Stephen

Abstract

The "Condition of Education" is an annual report mandated by the U.S. Congress that summarizes the latest data on education in the United States. This report uses data from across the National Center for Education Statistics (NCES) and from other sources and is designed to help policymakers and the public monitor educational progress. This year's report includes 86 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Fifty-five indicators were updated this year, including 17 indicators on school crime and safety. For the 2021 edition of the report, most data were collected prior to 2020, either during the 2018-19 academic year or in fall 2019. Therefore, with some exceptions, this year's report presents findings from prior to COVID-19. [For "The Condition of Education 2020. NCES 2020-144," see ED605216.]

Published
2021

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