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Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated. The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance. Issues include: the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies the prevalent use of a Eurocentric curriculum results of the authors' research a guide for teachers wishing to carry out their own research a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.

Initiation à l'analyse des données - Concepts de l'analyse exploratoire - Concepts de l'analyse confirmatoire - Analyse de la variance - Corrélation et régression - Étude de cas.

This book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation. The author includes numerous examples, strategies, and illustrations that can be applied to elementary and secondary schools as well as university settings.

This manuscript explores the possibilities and challenges of art–science integration in facilitating collaborative sustainability action in local settings. To date, much sustainability education is prescriptive, rather than participatory, and most integrated art–science programming aims for content learning, rather than societal change. What this means is that learners are more often taught “what is” than invited to imagine “what if?” In order to envision and enact sustainable alternatives, there is a need for methods that allow community members, especially young people, to critically engage with the present, imagine a better future, and collaboratively act for sustainability today. This manuscript introduces a methodological framework that integrates the arts and sciences to facilitate: (1) transdisciplinary learning, focusing on local sustainability challenges; (2) participatory process, bringing experience-based knowledge into conversation with research-based knowledge; and (3) collaborative sustainability action, inviting community members to envision and enact sustainable alternatives where they live. The transformative potential of this framework is examined through international case studies from countries representing the richest and poorest in the Western hemisphere: a multi-site research study and after-school program for climate change education and action in collaboration with children in the Western US; and a multi-cycle research study and community arts center course for environmental photography and youth-led water advocacy in Southern Haiti. Despite many shared characteristics, case studies diverge in important ways relative to the sustainability challenges they sought to address, the specific context in which activities took place, and the manner in which art–science integration was practiced. Across cases, however, art–science integration facilitated participants’ learning, connection, and action for sustainability. Framed by the shared aims of transdisciplinary approaches, this manuscript discusses methodological hurdles and practical lessons learned in art–science integration across settings as well as the transformative capacity of alternative pedagogical and research practices in building a sustainable future.

Could your kids be learning a fourth R at school: reading, writing, 'rithmatic, and race? Race in the Schoolyard takes us to a place most of us seldom get to see in action—our children's classrooms—and reveals the lessons about race that are communicated there. Amanda E. Lewis spent a year observing classes at three elementary schools, two multiracial urban and one white suburban. While race of course is not officially taught like multiplication and punctuation, she finds that it nonetheless insinuates itself into everyday life in schools. Lewis explains how the curriculum, both expressed and hidden, conveys many racial lessons. While teachers and other school community members verbally deny the salience of race, she illustrates how it does influence the way they understand the world, interact with each other, and teach children. This eye-opening text is important reading for educators, parents, and scholars alike.

Community-based participatory research (CBPR) increasingly is being used to study and address environmental justice. This article presents the results of a cross-site case study of four CBPR partnerships in the United States that researched environmental health problems and worked to educate legislators and promote relevant public policy. The authors focus on community and partnership capacity within and across sites, using as a theoretical framework Goodman and his colleagues' dimensions of community capacity, as these were tailored to environmental health by Freudenberg, and as further modified to include partnership capacity within a systems perspective. The four CBPR partnerships examined were situated in NewYork, California, Oklahoma, and North Carolina and were part of a larger national study. Case study contexts and characteristics, policy-related outcomes, and findings related to community and partnership capacity are presented, with implications drawn for other CBPR partnerships with a policy focus.

We studied community-based participatory research in American Indian/Alaska Native communities. We have presented a case study describing a community–clinic–academic partnership with the goal of building tribal capacity and infrastructure to conduct health disparities research. The 2-year intensive training was guided by the framework of an evidence- and community-based participatory research curriculum, adapted and implemented with practice-based data collection activities and seminars to address issues specific to community-based participatory research with sovereign tribal nations. The initiative highlighted important challenges and opportunities in transdisciplinary partnerships; identified gaps in conducting health disparities research at the tribal, clinical, and university levels; and led to important policy change initiatives in all the partner settings.

Objectives. We evaluated the effectiveness of a community-based participatory research–grounded intervention among women receiving Temporary Assistance for Needy Families (TANF) with chronic health conditions in increasing (1) health care visits, (2) Medicaid knowledge and skills, and (3) health and functional status. Methods. We used a randomized controlled trial design to assign 432 women to a public health nurse case management plus Medicaid intervention or a wait-control group. We assessed Medicaid outcomes pre- and posttraining; other outcomes were assessed at 3, 6, and 9 months. Results. Medicaid knowledge and skills improved (P < .001 for both). Intervention group participants were more likely to have a new mental health visit (odds ratio [OR] = 1.92; P = .007), and this likelihood increased in higher-risk subgroups (OR = 2.03 and 2.83; P = .04 and .006, respectively). Depression and functional status improved in the intervention group over time (P = .016 for both). No differences were found in routine or preventive care, or general health. Conclusions. Health outcomes among women receiving TANF can be improved with public health interventions. Additional strategies are needed to further reduce health disparities in this population.

Amid accelerating globalization and urbanization, regional revitalization has become a key policy direction for countries to address regional decline. Among these, social capital and community empowerment can significantly promote regional development. Social capital emphasizes how trust, norms, and reciprocity facilitate collective action, while community empowerment focuses on improving residents’ participation and autonomous decision-making capacity. Existing research primarily focuses on cases from Europe and America; there is no in-depth exploration of the interaction between regional revitalization and social capital in Taiwan. Notably, systematic studies are lacking regarding the mechanisms through which University Social Responsibility (USR) programs engage and promote community development. This study takes the Wanli and Jinshan districts in northern Taiwan as case study examples. We employ action research and qualitative research methods to analyze the role of social capital and community empowerment in regional revitalization. This paper reviews how internal trust and cooperation within a community build bonding social capital. It explores how USR programs promote collaboration between communities and external resources through bridging social capital. The findings indicate that bonding social capital can enhance community cohesion and support regional revitalization efforts; bridging social capital can introduce academic, corporate, and governmental resources, providing technical and financial support for community innovation. The participatory mechanism of USR programs not only fosters civic awareness development but also offers a cross-organizational cooperation platform for regional revitalization, enabling communities to integrate internal and external resources more effectively. The results of this study indicate that bonding and bridging social capital can achieve complementary effects through USR programs, further promoting community empowerment and regional development. This study deepens the application of social capital theory in regional revitalization. It provides an empirical basis for policymakers and academic institutions to optimize the planning and implementation of future USR programs. While the study focuses on a geographically bounded set of cases and employs an exploratory qualitative design, these choices enabled a rich, context-sensitive understanding of how regional self-governance and community capital may be strengthened in practice. Future research could extend this line of inquiry by examining additional locales, adopting longitudinal perspectives, and integrating mixed-method approaches, thereby further amplifying the robustness and applicability of the propositions advanced here.