المؤلفون: Wessel-Powell, Christy (ORCID 0000-0001-8688-7965), Bentley, Helen

المصدر: New Educator. 2022 18(1-2):61-86.

تمت مراجعته من قبل الزملاء: Y

Page Count: 26

الواصفات: Censorship, Critical Literacy, Teacher Education Programs, Teacher Attitudes, Barriers, Social Justice, Preservice Teachers, Personal Narratives, Risk, Reading Materials, Reflection, Bias, Teacher Educators, Psychological Patterns, Novices, Advocacy, Teaching Methods, Elementary School Teachers, Middle School Teachers, English, Language Arts, Pedagogical Content Knowledge, Guidelines

مستخلص: From newcomers and novices, to cautious censors and seasoned advocates, pre-service teachers and in-service teachers who use critical literacy approaches to advocate for justice walk an imagined precarious line between courageously engaging in difficult, critical conversations about risky texts, navigating obstacles, and getting burned by collaborative stakeholders' resistance. This article uses narrative inquiry methods to illustrate teachers' approaches to critical literacy to inform teacher education and encourage others to similarly persist. Authors reconstruct stories from four teachers, Nola, Natalie, Claire, and Adeline. Each teacher introduces their students to what they consider a risky text--and experiences worries and/or obstacles they must navigate around as a result. The classroom stories they share suggest next steps for growing as a self-reflective, anti-bias, critical educator. As teacher educators, we authors offer responses to these four teachers' stories, not to critique their choices, but to leverage their common worries and obstacles enacting critical literacy to build our capacity to extend teachers' critical literacy teaching. We mine their stories by asking four provocative questions: (1) What is lost? (2) Who is left out? (3) How does power work here? And, (4) What would justice-oriented teaching sound like/look like as a response? Based on responses, we provide strategies to newcomers/novices, censors, and seasoned advocates. We close with a call for brave teaching that invites so-called risky texts into classrooms to connect intentionally with students and unequivocally promotes justice.

Abstractor: As Provided

المؤلفون: Bentley, Helen, Wessel-Powell, Christy

المصدر: The New Educator ; volume 20, issue 1, page 41-63 ; ISSN 1547-688X 1549-9243

الإتاحة: https://doi.org/10.1080/1547688x.2023.2293740Test

المؤلفون: Allen, William E., Altae-Tran, Han, Briggs, James, Jin, Xin, McGee, Glen, Shi, Andy, Raghavan, Rumya, Kamariza, Mireille, Nova, Nicole, Pereta, Albert, Danford, Chris, Kamel, Amine, Gothe, Patrik, Milam, Evrhet, Aurambault, Jean, Primke, Thorben, Li, Weijie, Inkenbrandt, Josh, Huynh, Tuan, Chen, Evan, Lee, Christina, Croatto, Michael, Bentley, Helen, Lu, Wendy, Murray, Robert, Travassos, Mark, Coull, Brent A., Openshaw, John, Greene, Casey S., Shalem, Ophir, King, Gary, Probasco, Ryan, Cheng, David R., Silbermann, Ben, Zhang, Feng, Lin, Xihong

المساهمون: Massachusetts Institute of Technology. Department of Biological Engineering, Harvard University--MIT Division of Health Sciences and Technology, McGovern Institute for Brain Research at MIT, Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences

المصدر: medRxiv

الوصف: Despite the widespread implementation of public health measures, coronavirus disease 2019 (COVID-19) continues to spread in the United States. To facilitate an agile response to the pandemic, we developed How We Feel, a web and mobile application that collects longitudinal self-reported survey responses on health, behaviour and demographics. Here, we report results from over 500,000 users in the United States from 2 April 2020 to 12 May 2020. We show that self-reported surveys can be used to build predictive models to identify likely COVID-19-positive individuals. We find evidence among our users for asymptomatic or presymptomatic presentation; show a variety of exposure, occupational and demographic risk factors for COVID-19 beyond symptoms; reveal factors for which users have been SARS-CoV-2 PCR tested; and highlight the temporal dynamics of symptoms and self-isolation behaviour. These results highlight the utility of collecting a diverse set of symptomatic, demographic, exposure and behavioural self-reported data to fight the COVID-19 pandemic.

وصف الملف: application/pdf

العلاقة: http://dx.doi.org/10.1038/s41562-020-00944-2Test; Nature Human Behaviour; https://hdl.handle.net/1721.1/128952Test; Allen, William E. et al. "Population-scale longitudinal mapping of COVID-19 symptoms, behaviour and testing." Nature Human Behaviour 4, 9 (August 2020): 972–982 © 2020 The Author(s)

الإتاحة: https://doi.org/10.1038/s41562-020-00944-2Test
https://hdl.handle.net/1721.1/128952Test

المؤلفون: Allen, William E., Altae-Tran, Han, Briggs, James, Jin, Xin, McGee, Glen, Shi, Andy, Raghavan, Rumya, Kamariza, Mireille, Nova, Nicole, Pereta, Albert, Danford, Chris, Kamel, Amine, Gothe, Patrik, Milam, Evrhet, Aurambault, Jean, Primke, Thorben, Li, Weijie, Inkenbrandt, Josh, Huynh, Tuan, Chen, Evan, Lee, Christina, Croatto, Michael, Bentley, Helen, Lu, Wendy, Murray, Robert, Travassos, Mark, Coull, Brent A., Openshaw, John, Greene, Casey S., Shalem, Ophir, King, Gary, Probasco, Ryan, Cheng, David R., Silbermann, Ben, Zhang, Feng, Lin, Xihong

مصطلحات موضوعية: How We Feel Project, COVID-19--epidemiology, COVID-19--prevention & control, Data Collection--methods, Epidemiological Monitoring, Mobile Applications, Self Report

الوصف: Despite the widespread implementation of public health measures, coronavirus disease 2019 (COVID-19) continues to spread in the United States. To facilitate an agile response to the pandemic, we developed How We Feel, a web and mobile application that collects longitudinal self-reported survey responses on health, behaviour and demographics. Here, we report results from over 500,000 users in the United States from 2 April 2020 to 12 May 2020. We show that self-reported surveys can be used to build predictive models to identify likely COVID-19-positive individuals. We find evidence among our users for asymptomatic or presymptomatic presentation; show a variety of exposure, occupational and demographic risk factors for COVID-19 beyond symptoms; reveal factors for which users have been SARS-CoV-2 PCR tested; and highlight the temporal dynamics of symptoms and self-isolation behaviour. These results highlight the utility of collecting a diverse set of symptomatic, demographic, exposure and behavioural self-reported data to fight the COVID-19 pandemic. © 2020, The Author(s). ; National Cancer Institute ; https://doi.org/10.1038/s41562-020-00944-2Test

العلاقة: Nature Human Behaviour; http://hdl.handle.net/10713/13624Test

الإتاحة: https://doi.org/10.1038/s41562-020-00944-2Test
http://hdl.handle.net/10713/13624Test

المؤلفون: McManus, Helen, Francis, Lisa, Davies, Edward, Mason, Sarah, Bentley, Helen

المصدر: Nursing Times; Jan2024, Vol. 120 Issue 1, p21-25, 5p

المؤلفون: Wessel-Powell, Christy, Bentley, Helen

المساهمون: Purdue University

المصدر: The New Educator ; volume 18, issue 1-2, page 61-86 ; ISSN 1547-688X 1549-9243

الإتاحة: https://doi.org/10.1080/1547688x.2021.2008567Test

المؤلفون: Bentley, Helen

المصدر: Nurse Education Today. Apr 1996 16(2):131-136.

تمت مراجعته من قبل الزملاء: Y

Page Count: 6

الواصفات: Apprenticeships, Curriculum Development, Educational Change, Grants, Higher Education, Nursing Education

مصطلحات جغرافية: United Kingdom

مستخلص: In the United Kingdom, Project 2000 shifts nursing education from apprenticeship to formal higher education; nurse learners are now students rather than health authority employees. (SK)

المؤلفون: Bentley, Helen C

المساهمون: Powell, Christy Wessel

المصدر: Theses and Dissertations Available from ProQuest

مصطلحات موضوعية: Elementary education|Secondary education

الوصف: This four-year study centers on identity research, exploring a two-year student success program in a midwestern school. The program follows a “school-within-a-school” model (Indiana Department of Education website, 2020) as it is housed on the same grounds as the main school but in a different building. The student-to-teacher ratio is lower than traditional schools and the English class covers less material, but in more depth, than parallel 9th and 10th grade classes. The study follows two students as they progress through the two-year program and integrate into the main student body for 11th and 12th grade, to understand how they narrate their journey through high school. The 9th and 10th grade teachers provide a sense of the impact of teacher identity on the student participants. A narrative approach (Connelly & Clandinin, 1990) is used to examine individual’s perspectives- rooted in their experiences- to dig into my participants’ stories, framing them within an equity literacy context (Gorski, 2014). Using equity literacy allows for the exploration of biases and inequities that student participants may face in our education system. The findings of this dissertation study have three major implications: 1. Home identity has a significant effect on student identity. As such, an awareness of what high school students bring to the classroom and how this affects their thinking and motivation to participate in class is critical; 2. The importance of not only making lessons relevant to student lives, but also helpful. Both student participants appreciate being given space to write what they want to write, rather than being toldwhat to write. As a result, writing becomes a means of processing events happening in their lives, and has a positive effect on self-efficacy; 3. Given the second implication, teacher educators need to provide space for preservice teachers to explore ways to make lessons helpful to their students by encouraging them to tell their own stories through discussions in a safe space, while ...

العلاقة: https://docs.lib.purdue.edu/dissertations/AAI30504619Test

الإتاحة: https://docs.lib.purdue.edu/dissertations/AAI30504619Test

المؤلفون: Miller, Cathy, Hubner, Louise, Paterson, Sonya, Cotter, Bobbee, Walton, Phil, Bentley, Helen, Roberts, Claire

المصدر: British Journal of Nursing ; volume 30, issue 5, page 310-312 ; ISSN 0966-0461 2052-2819

مصطلحات موضوعية: General Nursing

الوصف: Cathy Miller, Louise Hubner ( louise.hubner@nhsbt.nhs.uk ), Sonya Paterson, Bobbee Cotter, Phil Walton, Helen Bentley, and Claire Roberts, of NHS Blood and Transplant

الإتاحة: https://doi.org/10.12968/bjon.2021.30.5.310Test

المؤلفون: Bentley, Helen Delich

المصدر: Defense Transportation Journal, 1975 Jun 01. 31(3), 24-29.

الوصول الحر: https://www.jstor.org/stable/44122082Test