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This qualitative comparative case study explores the perspectives of 30 critical stakeholders, including parents, school administrators, and central office personnel, on perceptions of dual language education (DLE) programs at two public dual language schools in a large Mid-Atlantic metropolitan district. This study also explores how these different stakeholders access and perceive access to these programs. Grounded in a conceptual framework that includes Ruiz’s orientations of language (1984), interest convergence (Bell, 1980), critical consciousness (Cervantes-Soon et al., 2017; Palmer, et al., 2019), and equity (Espinoza, 2007; Monk, 1990; Murphy, 1988), this study uses semi-structured interviews to demonstrate converging and diverging views on equitable access to dual language programs. In the focal district of this study, a lottery system offers a mechanism for school choice, but this process does not always lead to access to dual language programs due to high demand and long waitlists. Latinx families choose a bilingual program for different reasons than their English-speaking counterparts. For the Latinx population, dual language represents a way for these families to maintain a connection to their language and heritage. For English-speakers, the DLE program decision is connected to attending their neighborhood school, the idea of their children having early exposure to a language, and the diversity of the community. This study contributes to the current body of literature that explores Latinx and English-speaking parents’ reasons for choosing a DLE program. This study differs from current literature because it includes multiple stakeholder perspectives to understand different interpretations of access to these highly sought-after programs. This study concludes with implications and suggestions for policy, practice, and research. As part of the Memorandum of Understanding with the focal school district, this work will be shared with central office personnel. This research has important implications for policy decisions regarding equitable access to DLE programs, particularly in terms of program intentions and communication between stakeholders.

Educators have the ability to strategically and intentionally improve student affective engagement in school through supports that (a) induce more positive emotional experiences to broaden and build students’ academic engagement and performance, (b) mitigate negative emotional experiences that undermine affective engagement (e.g., bullying and punitive experiences), and (c) equip students with the skills to regulate their emotions in the face of the social and academic demands of school. This chapter provides a general overview of the need for and nature of interventions that promote student academic engagement, as well as discusses specific universal prevention programs and intensive interventions that can be organized and delivered through a multitiered framework to promote student affective engagement.

This chapter explores the shifting relationship between Woolf’s lesbian subjects and religious discourse. It examines The Waves’ Rhoda and Between the Acts’ Miss La Trobe, both of whom function as prophetic, visionary figures, yet whose stories end in significantly different ways. While Rhoda dies, mysteriously removed from the text in a suicide that Woolf chooses not to write, Miss La Trobe, at the end of her story, is associated with mythic, primeval forces. Analyzing the continuum that links these two characters, as well as the narrative events that lead to their vastly differing outcomes, this essay locates an important space for religious discourse in Woolf’s construction of the lesbian subject.

Introduction Achieving optimal anticoagulation remains a significant challenge in managing patients on left ventricular assist device (LVAD) support. Maintaining tight control of anticoagulation can be time consuming, and if not done appropriately, can lead to serious complications such as pump thrombosis and bleeding. We evaluated the efficacy and safety of a nurse coordinator driven outpatient protocol (NCDOP) on managing patient international normalized ratio (INR). Methods A pre-post analysis was completed on a quality improvement project from April 2019 to April 2020. In the first 6 months, INRs were collected by the nurse coordinator (NC) and sent to the nurse practitioner (NP) for review. The NP recommended a treatment plan to the NC who communicated it back to the patient. In the second 6-month period, the NC evaluated the INR and made changes specified on a protocol (Table 1). Major bleeding, thrombotic events (stroke and pump thrombosis), and overall hospitalizations were assessed. Time in therapeutic range (TTR) was used to assess anticoagulation target efficacy with the Rosendaal method. We surveyed our NP and NC to evaluate whether the NCDOP reduced INR management time and improved overall job satisfaction. Results Forty-seven patients (mean age 59.8 ± 12.1 years; 72% male), serving as their own control, met criteria to be included for analysis. There was no significant difference in TTR, mean LDH, or proportion of hospitalizations before and after the protocol was initiated (Table 2). Prior to the NCDOP, there were 6 major bleeding and 2 thrombotic events but none during the NCDOP period. The survey noted an approximate 50% reduction in time managing INRs for the NP and NC, as well as improved job satisfaction. Conclusions A NCDOP can be a reliable method to safely manage anticoagulation in LVAD patients. We hypothesize that this is the result of strict protocol adherence, faster turnaround time and greater autonomy of NC.

ObjectiveTo assess whether length of hospital stay is decreased among moderately preterm infants weaned from incubator to crib at a lower vs higher weight.Study designThis trial was conducted in the Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network. Infants with gestational ages 29-33 weeks, birthweight

Fat people are greatly underrepresented on US television, and when they appear in fictional shows they are usually the objects of derision.1 Reality television, with its claims to authenticity and ...

To expand the network of KIPP charter schools, KIPP invested heavily in the development of new and existing leaders.

This is the final report of the impact evaluation of the Robert Wood Johnson Foundation Summer Medical and Dental Education Program (SMDEP). SMDEP provides science enrichment opportunities to minority and disadvantaged college students interested in attending medical or dental school. The goal of the program is to increase the number of students from underrepresented groups in the medical and dental labor force applying to and eventually completing medical or dental school.

Baby boomers are epitomised by the phrase 'wanting it now'. This large group of the population is better educated, more technologically literate, generally wealthier than any previous generation and has high expectations of quality services and products. Just as they have led other social revolutions, baby boomers are expected to revolutionise the meaning of ageing and retirement. They are also renowned for their voracious consumption of information in all media, which means that libraries have good reason to be involved in planning and policy development if their services are to be considered relevant and timely.

The transfer pathway, particularly from two- to four-year colleges, is often seen as a vehicle to expand the science and engineering workforce by increasing college participation of underrepresented groups, such as black or African American students. In an earlier study, after controlling for credits earned, we found that black transfer students are more likely to persist in engineering than non-transfer black students — a finding that does not hold for students of other ethnicities. In this paper, we study this somewhat puzzling difference in outcomes for black transfer students. Using an updated version of the longitudinal data set used in the earlier study that enables us to distinguish transfers from two- versus four-year institutions, we find that (1) black students in engineering are more likely to transfer from other four-year institutions than from two-year institutions, and (2) transfers from two- versus four-year institutions differ on several key characteristics, including gender, full- versus part-time enrollment status, and education outcomes including six-year graduation in engineering. Observing that our earlier results were driven by transfer students from four-year institutions, we focus this analysis on transfers from two-year colleges to identify factors associated with their performance and persistence in engineering. We find that gender and academic achievement (engineering GPA) — not transfer status — are driving graduation outcomes for two-year black transfer students. Black women are 28 percent less likely to drop out, IS percent less likely to fail an engineering course, and 25 percent more likely to graduate in engineering in six years than black men. In terms of performance, for every tenth of a grade point increase in engineering GPA, the odds of a black student graduating with an engineering degree in six years improves by 13.7 percent. These results should inform debates regarding the effectiveness of the two-year transfer pathway in engineering for black and other minority students.

As part of the U.S. Department of Education's Investing in Innovation (i3) grant, the Knowledge Is Power Program (KIPP) Foundation commissioned Mathematica to document leadership practices at KIPP schools.

Aims. The impetus for optimizing outpatient provision of breast-care services has come both from the patient and management in order to reduce anxiety and make full use of scarce resources. The one-stop diagnostic clinic for the investigation of symptomatic breast lesions is a relatively recent concept with well-known service benefits. However, acceptance to the patient has not been previously investigated. Results. The results of this prospective audit demonstrate a high level of patient satisfaction with the multi-disciplinary, one-stop breast clinic.