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This design-based research study examines how a collaborative annotation tool, Perusall, supported the development of community within an asynchronous online graduate course. Students read and engaged with assigned texts uploaded to Perusall each week, providing numerous opportunities for students to interact and collaborate with each other using the tool's various sharing and communication features. Both text interactions and peer-to-peer interactions on Perusall increased throughout the course, with peer-to-peer interactions increasing at a greater rate, indicative of community growth within the course. Collaborative annotation tools capture students' thinking and processing in the moment, more closely mirroring the learning that one might see in a face-to-face class when students discuss content with their instructor and/or classmates. This study offers insights for teachers, teacher educators, and school leaders about new approaches for developing community in online educational contexts, especially considering the drastic shift to online learning as a result of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background To understand barriers and promoters for accessing eye care by rural communities, we used a modified approach to Photovoice, a community-based participatory action research approach Methods Community members took photographs and wrote or spoke stories based upon a series of questions intended to facilitate deeper thinking. Fifteen rural paramedical team members who were affiliated with the rural network of L V Prasad Eye Institute, and 60 people from four villages reported barriers and promoters for eye care access for 20 villages Results Important barriers for accessing eye care included the following: no caretaker at home for grandchildren except for the grandparent(s), alcoholism, uncontrolled blood pressure, inadequate diabetes management, lack of escort for blind people and elders, affordability, and inadequate clinic staffing during summer season when farming villagers were available. Important promoters for seeking eye care included having a neighbor who had a good surgical outcome in one eye which resulted in the ability to resume work. The Photovoice project offered specific suggestions to hospital management for improving eye care access, including providing evening transportation, providing additional surgical staffing during busy summer season, and the creation of tool spectacle repair kits to be kept at the primary vision centers Conclusions This Photovoice project facilitated a deeper understanding of the important barriers and promoters for accessing eye care by villagers, and by the rural eye care team, offering specific suggestions to hospital management for improving eye care access and to communicate without any inhibiting factors like fear of hierarchy within the hospital administration. [ABSTRACT FROM AUTHOR]

This article describes the social action component of the Youth Empowerment Strategies (YES!) project funded by the Centers for Disease Control and Prevention through its community-based prevention research (CBPR) initiative. YES! is designed to promote problem-solving skills, social action, and civic participation among underserved elementary and middle school youth. The after-school program focuses on identifying and building youths' capacities and strengths as a means of ultimately decreasing rates of alcohol, tobacco, and other drug use and other risky behaviors. The article discusses the conceptual models of risk and intervention and factors contributing to successful social action work, including group dynamics, intragroup leadership, facilitator skills, and school-community contexts. Attention is focused on how the nature of the projects themselves played a key role in determining the likelihood of experiencing success. Implications and recommendations for other youth-focused empowerment education projects are discussed, including the effective use of Photovoice in such projects. [ABSTRACT FROM AUTHOR]

The Youth Empowerment Strategies (YES!) project is an afterschool empowerment program and research project for underserved early adolescents. Central to YES! is an empowerment intervention that provides early adolescents with opportunities for civic engagement with other youth around issues of shared concern in their schools and neighborhoods. This article specifically focuses on the use of Photovoice as a promising way to engage youth in social change as they take photos capturing strengths and issues in their environment and use these as the basis of critical dialogue and collective action plans. Adding to a growing body of information on using Photovoice, this article reports how early adolescents in the YES! afterschool program experienced the Photovoice process, moving from photography and writing to initiate group-designed social action projects. Recommendations are offered for others engaged in empowerment work with early adolescents. [ABSTRACT FROM AUTHOR]

Purpose. To investigate relationships between adolescents' current alcohol, tobacco, and marijuana use; perceptions of neighborhood disorder; and sense of hope. Design. Questionnaires were administered to a nonrandom sample of middle school students during the spring of 1999. Subjects. The ethnically and geographically diverse sample (n = 369), from a range of low socioeconomic status backgrounds, was considered to be at high risk for alcohol, tobacco, and other drug use because of previous enrollment in low socioeconomic status elementary schools. Measures. Alcohol, tobacco, and marijuana use were dichotomized into current and never/no use. Six variables described neighborhood social disorder. Sense of hope was assessed using the Children's Hope Scale. Results. Statistically significant relationships were found between perceived neighborhood disorder and current alcohol (p = .01), tobacco (p = .001), and marijuana (p < .001) use. A statistically significant and independent relationship was found between sense of hope and current alcohol (p = .02), tobacco (p = .02), and marijuana (p = .06) use. Results indicated linear trends in participants' increased use of alcohol, tobacco, and marijuana and (1) perception of higher neighborhood disorder and (2) lower sense of hope. conclusion. Substance use prevention programs for youth might usefully be directed not only to agdolescents but also to the neighborhoods in which they live. Additionally, it would be important to emphasize creating safer neighborhood environments that support the development of a stronger sense of hope for the future. [ABSTRACT FROM AUTHOR]

Many teacher educators seek to implement culturally relevant pedagogy (CRP) in their courses. However, enactment is often mediated by our socialization into whiteness and niceness. This study investigates how our self-study community of practice (SSCoP) of eight White female literacy teacher educators at different institutions collaborated to narrow the gap between our aspirations for implementing CRP and enacted practice. Through analysis of collaborative journal entries, we interpret tensions between what niceness and whiteness demand of us and what enactment of CRP requires: (a) between centering equity in our courses and addressing equity on the margins, (b) between enactment of critical pedagogy and maintaining status as “nice” educators, and (c) between the expectation of expertise and the necessity of a learning stance. We argue that teacher educators might use SSCoP spaces to navigate the complex interplay between their identities and the sociopolitical context of teacher education to more fully enact CRP. [ABSTRACT FROM AUTHOR]