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In the United States, progressive education programs have historically failed to take hold among low-income families, even when that population has been their initial focus. Instead, these programs tend to become popular among middle-class or affluent families. Some research suggests that working-class/poor families' expectations of education may be incompatible with progressive principles, at least in the United States. The Reggio Emilia early childhood programs in Italy, based in part on Deweyan progressive principles, successfully serve families across all income levels, but in the United States, most Reggio-inspired schools serve affluent populations. The author interviewed predominantly Hispanic parents and teachers in a Reggio Emilia-inspired Head Start program regarding families' understanding of the program's curriculum and pedagogy and their engagement with the program. Although a majority of parents interviewed did not articulate a full understanding of the program's approach, and some felt that elements of it were not congruent with their expectations of preschool, interviewees had positive impressions of family/teacher relationships and reported positive family engagement in children's education.

School psychologists are encouraged to establish family-school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist-level school psychology interns' experiences facilitating family-school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family-school partnerships from interns' recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family-school partnership. These findings have implications for the training of school psychologists and the ways that family-school interactions are conceptualized both in training programs and in school settings.

As an officially trilingual special administrative region of China and an economic powerhouse in Asia, Hong Kong has invested heavily in dual language schools that emphasize learning English alongside of Cantonese or Mandarin at all levels of education. Little research has explored how learning and language use takes shape within these schools, particularly within early childhood educational contexts. This article analyzes how young learners in Hong Kong early childhood program that adheres to an emergent curriculum and inquiry-based pedagogy develop trilingualism though translingual communicative practices. Specifically, we showcase conditions for trilingual participation within one classroom, as well as how children within it negotiated peer relationships through linguistic improvisation and accommodation.

This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students' recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.

An increasing amount of attention and public funding has been dedicated in recent years to the field of Early Childhood Education and the expansion of early childhood programs in the United States. Program quality in early childhood is evaluated based on program-level structural features and instructional support (e.g. problem solving, feedback, and language modeling), but quantifiable measures of structural and process features do not necessarily equate to quality instructional interactions. Questions remain about the presence and strength of socially constructed power dynamics found in pedagogic practice. This case study seeks to illuminate interactions between children and teachers in federally funded Head Start classrooms, teachers' views of children, and influences to novice project work using the Project Approach. The project work served as a frame for viewing interactions between teachers and children as mediated by varying degrees of power and control of teacher--child interactions at the classroom level (identified as "socio-structures"). Questions investigated were the following: (1) What are the socio-structures inside these Head Start classrooms before and during the implementation of the Project Approach? (2) How do existing socio-structures relate to teacher-child instructional language interactions during the implementation of the Project Approach?

Summary This was the first study to use cluster analysis to characterise sleep discrepancy (the discordance between self‐reported and objective sleep) across multiple sleep parameters, in community‐dwelling older adults. For sleep efficiency, negative discrepancy (the tendency to self‐report worse sleep than objectively‐measured) was associated with poorer memory, independent of insomnia severity, depressive symptoms and objective sleep. This suggests a unique role for sleep discrepancy as a possible risk factor for future cognitive decline, and warrants the need for further research. [ABSTRACT FROM AUTHOR]

Background, context, and purpose of the study: Enrolling over 60% of all Latinx undergraduate students, Hispanic-serving institutions (HSIs) are poised to play a critical role in diversifying and strengthening Science, Technology, Engineering, and Mathematics (STEM) education and the STEM workforce. However, how HSIs serve STEM students is not well understood. Accordingly, guided by Garcia et al. (Review of Educational Research 89:5–745, 2019) multidimensional servingness framework, we conducted a systematic review of the research on STEM education within the HSI context. By attending to STEM education in conversations around how HSIs may serve Latinx students and their campus communities, our ultimate aim is to improve STEM education particularly at HSIs and advance STEM servingness more broadly. Results, main findings: Through our systematic review of STEM education research at HSIs, we identified (under)studied components of servingness and gaps within this literature base. Specifically, among the 128 qualifying articles, nearly two-thirds focused on student outcomes but overlooked institutions' organizational context, raising questions about the effect(iveness) of the studied interventions. Additionally, we identified three thematic gaps in this literature: ghosting the HSI context (i.e., relying on HSIs as research sites without considering the unique HSI context); ghosting Latinx culture (i.e., decentering Latinx students and the Latinx community's sociocultural aspects and assets), and ghosting people and places (i.e., under-examining certain student populations like Latino men in STEM and places like Hispanic-serving community colleges). Ultimately, our study extends the field's understanding of servingness by attending to STEM education within the context of HSI institutions. Conclusions, brief summary, and potential implications: By systematically reviewing studies on STEM education at HSIs, we identified (under)studied components of servingness and patterned gaps within this literature. In doing so, we highlight opportunities to advance STEM servingness at HSIs through future research, policy, and practice. Collectively, these avenues hold the promise of improving STEM education and diversifying the STEM workforce. [ABSTRACT FROM AUTHOR]

This article analyzes the interactions of artists, Mexico's Communist Party, or the Partido Comunista Mexicano (PCM), and the Mexican state within the context of Mexico's vibrant post-revolutionary era. Although during these early years the Party's official membership numbers remained relatively minimal, this article argues that the extraordinary influence of Mexico's creative participants on the politics of the period was significant. During the 1920s the PCM derived a great deal of prestige from its association with art and the muralists, including Diego Rivera and David Alfaro Siqueiros, and as a result Mexico's lively political and artistic scene attracted the attention of writers, photographers, artists, and intellectuals from all over the world. Art and politics intertwined as artists played major roles in political affairs, and politicians appropriated the arts to transmit the "official" national history. Indeed, during these exhilarating years, the artists and the PCM built a powerful coalition, and one whose influence endured long beyond the 1920s. [ABSTRACT FROM AUTHOR]

Post-colonial Hong Kong is an officially trilingual city with significant numbers of residents speaking English, Cantonese, Mandarin, or some combination of all three. Competency in these languages is promoted through educational policies and practices at all levels of schooling. Using concepts from the Deweyan framework of democracy and education, this article explores relational practices among bilingual co-teachers at a private, international early years programme in Hong Kong that emphasizes democratic philosophies of learning in their efforts to promote trilingualism. Findings point to co-teachers' interest in developing collaborative relationships, and prompting interest in additional language use through promotion of children's interests, along with tensions they experience as they grapple with instruction in multiple languages. Findings point to a need for more nuanced understandings of co-teaching dynamics in post-colonial multilingual learning contexts. [ABSTRACT FROM AUTHOR]

Objective: To investigate the association of social determinants of health (SDoH) in squamous cell carcinoma of the tongue in the United States and to evaluate the real‐world contribution of specific disparities. Study Design: Retrospective cohort study. Setting: United States. Methods: The Centers for Disease Control and Prevention‐Social Vulnerability Index (SVI) and National Cancer Institute‐Surveillance, Epidemiology, and End Results Program database were used to study 62,103 adult tongue squamous cell carcinoma patients from 1975 to 2017. Regression analysis assessed trends in months of follow‐up and survival across social vulnerability and 4 subcategories of social vulnerability. Results: As overall SVI score increases (increased social vulnerability), there is a significant decrease in the average length of follow‐up (22.95% decrease from 63.99 to 49.31 months; P <.001) across patients from the lowest and highest social vulnerability groups. As overall SVI score increases, there is a significant decrease in the average months of survival (28.00% decrease from 49.20 to 35.43 months; P <.001). There is also a significantly greater odds ratio (OR = 1.05; P <.001) of advanced cancer staging upon presentation at higher SVI scores. Patients with higher SVI scores have a lower OR (0.93; P <.001) of receiving surgery as their primary treatment when compared to patients with lower SVI scores. Patients with higher SVI scores also have a significantly greater OR (OR = 1.05; P <.001) of receiving chemotherapy as their primary treatment when compared to patients with lower SVI scores. Conclusion: Increased social vulnerability is shown to have a detrimental impact on the treatment and prognosis of patients with squamous cell carcinoma of the tongue. [ABSTRACT FROM AUTHOR]