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• 961. [Article] Nurturing the Development of Teacher Change Agents Within a Teacher Education Program

  The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools ...

  Citation × Citation Citation Abstract Copy Title: Nurturing the Development of Teacher Change Agents Within a Teacher Education Program Author: Ruben, Barbara Year: 2004 The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools are failing to reach many students, particularly children of color and poverty. Schools must change to meet the needs of 21st century students. Without teachers' openness to change, effective educational reform win fail. Schools of education must prepare the next generation of teachers to be change agents who will implement school reform to meet the significantly different requirements of 21st century students. This study examined how one graduate teacher education program prepared teachers to be teacher change agents. The construct of teacher change agent incorporates research on successful school reform. In order for teachers to function as change agents they must (a) be competent, (b) be lifelong learners, and (c) have a sense of agency. A triangulation mixed-method design was used to examine a teacher education program's development of teacher change agents from various angles. The quantitative component of the study entailed the comparison of data from a scale administered at four different stages of teacher development. Graduates self-reported their frequencies of behaviors reflective of teachers open to change. The study's qualitative component included the examination of six professional portfolios, interviews with the portfolio's authors, and written responses to open-ended survey questions from a pool of 282 participants. Findings showed that all participants reported at least moderate levels of behaviors reflective of teacher change agents. Each of the interviewees reflected all dimensions of teacher change agents. In the larger sample, areas of strength included caring for students' emotional and academic well-being, and reflecting on one's practice. Participants reported the most beneficial elements of their preservice experience to be the extensive fieldwork and the collaborative cohort model. The cohort model and working with inspiring professors who modeled deep caring for students helped sustain participants' passion for teaching. Areas of weakness included teachers' willing to give students voice, embracing ideas of colleagues and families, and using community resources to enhance their teaching. These areas need to be developed more fully in the preservice program. Title: Nurturing the Development of Teacher Change Agents Within a Teacher Education Program Author: Ruben, Barbara Year: 2004 The American education system has two daunting challenges. First, citizens need to be able to function in an interdependent world. Second, public schools' demographics have changed dramatically. Schools are failing to reach many students, particularly children of color and poverty. Schools must change to meet the needs of 21st century students. Without teachers' openness to change, effective educational reform win fail. Schools of education must prepare the next generation of teachers to be change agents who will implement school reform to meet the significantly different requirements of 21st century students. This study examined how one graduate teacher education program prepared teachers to be teacher change agents. The construct of teacher change agent incorporates research on successful school reform. In order for teachers to function as change agents they must (a) be competent, (b) be lifelong learners, and (c) have a sense of agency. A triangulation mixed-method design was used to examine a teacher education program's development of teacher change agents from various angles. The quantitative component of the study entailed the comparison of data from a scale administered at four different stages of teacher development. Graduates self-reported their frequencies of behaviors reflective of teachers open to change. The study's qualitative component included the examination of six professional portfolios, interviews with the portfolio's authors, and written responses to open-ended survey questions from a pool of 282 participants. Findings showed that all participants reported at least moderate levels of behaviors reflective of teacher change agents. Each of the interviewees reflected all dimensions of teacher change agents. In the larger sample, areas of strength included caring for students' emotional and academic well-being, and reflecting on one's practice. Participants reported the most beneficial elements of their preservice experience to be the extensive fieldwork and the collaborative cohort model. The cohort model and working with inspiring professors who modeled deep caring for students helped sustain participants' passion for teaching. Areas of weakness included teachers' willing to give students voice, embracing ideas of colleagues and families, and using community resources to enhance their teaching. These areas need to be developed more fully in the preservice program. Close

• 962. [Article] Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists

  Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English ...

  Citation × Citation Citation Abstract Copy Title: Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists Author: Cevallos, Tatiana Margarita Year: 2014 Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs. Title: Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists Author: Cevallos, Tatiana Margarita Year: 2014 Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs. Close

• 963. [Article] Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills

  Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct ...

  Citation × Citation Citation Abstract Copy Title: Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills Author: Tremaine, Elizabeth Jane Year: 2017 Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families (Chatterji, 2005; Fryer, Jr. & Levitt, 2004; Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson & Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year. Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles. Five school readiness profiles were detected: 1) Scholastic, 2) On Par, 3) Room to Grow, 4) Super Regulator, and 5) Wiggler. Membership in these profiles was predicted by key demographic variables, and membership in profiles in turn uniquely predicted change in achievement outcomes across the kindergarten year. More specifically, children in the Super Regulator profile improved notably in academic skills, which were their weaker skills at school entry, but did not show improvement in social and engagement skills as a group across the year; children in the Wiggler profile showed moderate improvements in engagement skills, social skills, and self control across the year; children in the On Par profile showed no change in social and engagement skills, while showing the most improvement in math scores across all the profiles; the social and engagement skills of children in the Scholastic profile improved moderately, while their academic skills improved the least of all the groups; and children within the Room to Grow profile showed the most growth in social and engagement skills and improved moderately in math skills, but did not show the same improvement in reading skills. Furthermore, this study contrasted the person-centered approach described above to a more traditional, variable-centered approach. The author believes that the person-centered approach succeeded in providing findings about school readiness that can be more easily and succinctly communicated to early childhood education stakeholders than did the variable-centered approach. Title: Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills Author: Tremaine, Elizabeth Jane Year: 2017 Academic achievement gaps across racial, ethnic, and socioeconomic groups are apparent as soon as children enter kindergarten: racial minorities, Hispanics, and poor children begin school at a distinct disadvantage compared to their White peers from middle- and high-income families (Chatterji, 2005; Fryer, Jr. & Levitt, 2004; Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson & Waldfogel, 2005; Reardon, 2011). To understand these gaps at kindergarten entry, it is essential that researchers understand the skills with which children enter kindergarten. Previous research on school readiness has been limited by variable-centered methods that separate components of school readiness (e.g., early academic skills, social skills, engagement). As each entering kindergartner possesses their own set of school readiness skills, it is not likely that school readiness skills are independent of one another. School readiness may be better conceptualized and measured as patterns of skills that children possess at the beginning of kindergarten. These detectable patterns of school readiness skills present at kindergarten entry may deferentially support development of academic and non-academic achievement outcomes, such that strengths can promote the development of weaker skills across the kindergarten year. Within the framework of Cognitive Load Theory (Sweller, 1994), this study investigated the nature of the relations among children's school readiness skills and their associations with development of academic, social, and engagement skills across the kindergarten year. This study used a person-centered analytic technique to identify profiles of school readiness present in entering kindergartners and explored the different developmental trajectories of academic, social, and engagement skills of children across these profiles. Five school readiness profiles were detected: 1) Scholastic, 2) On Par, 3) Room to Grow, 4) Super Regulator, and 5) Wiggler. Membership in these profiles was predicted by key demographic variables, and membership in profiles in turn uniquely predicted change in achievement outcomes across the kindergarten year. More specifically, children in the Super Regulator profile improved notably in academic skills, which were their weaker skills at school entry, but did not show improvement in social and engagement skills as a group across the year; children in the Wiggler profile showed moderate improvements in engagement skills, social skills, and self control across the year; children in the On Par profile showed no change in social and engagement skills, while showing the most improvement in math scores across all the profiles; the social and engagement skills of children in the Scholastic profile improved moderately, while their academic skills improved the least of all the groups; and children within the Room to Grow profile showed the most growth in social and engagement skills and improved moderately in math skills, but did not show the same improvement in reading skills. Furthermore, this study contrasted the person-centered approach described above to a more traditional, variable-centered approach. The author believes that the person-centered approach succeeded in providing findings about school readiness that can be more easily and succinctly communicated to early childhood education stakeholders than did the variable-centered approach. Close

• 964. [Article] National Evaluation of Safe Start Promising Approaches: Assessing Program Outcomes

  Safe Start Promising Approaches (SSPA) is the second phase of a planned four-phase initiative focusing on preventing and reducing the impact of children’s exposure to violence (CEV). This project was supported ...

  Citation × Citation Citation Abstract Copy Title: National Evaluation of Safe Start Promising Approaches: Assessing Program Outcomes Author: Jaycox, Lisa, Hickman, Laura J., Schultz, Dana, Barnes-Proby, Dionne, Setodji, Claude, Kofner, Aaron, Harris, Racine, Acosta, Joie D. Year: 2011 Safe Start Promising Approaches (SSPA) is the second phase of a planned four-phase initiative focusing on preventing and reducing the impact of children’s exposure to violence (CEV). This project was supported by Grant Nos. 2005-JW-BX-0001 and 2009-IJ-CX-0072, awarded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. The RAND Corporation conducted the national evaluation of the SSPA phase of the initiative in collaboration with the national evaluation team: OJJDP, the Safe Start Center, the Association for the Study and Development of Communities (ASDC), and the 15 program sites. The evaluation design involved three components: an outcomes evaluation; a process evaluation, including a cost analysis; and an evaluation of training. This document provides the results of the outcomes evaluation, supplemented from the previous version of this report after funding was made available to analyze additional data collected at four of the original 15 sites. In the main body of this report we provide information on the designs of the studies, instruments used, data collection and cleaning, analytic methods, and an overview of the results across the 15 sites. In the appendixes, we provide a detailed description of the outcome evaluation conducted at each SSPA program, including a description of the enrollees, enrollment and retention, the amount and type of services received, and child and family-level outcomes over time. These results will be of interest to researchers, clinicians, practitioners, policymakers, community leaders, and others interested in evaluating and implementing programs for children exposed to violence. This research was conducted under the auspices of the Safety and Justice Program within RAND Infrastructure, Safety, and Environment (ISE) and under RAND Health’s Health Promotion and Disease Prevention Program. The mission of RAND Infrastructure, Safety, and Environment is to improve the development, operation, use, and protection of society’s essential physical assets and natural resources and to enhance the related social assets of safety and security of individuals in transit and in their workplaces and communities. Safety and Justice Program research addresses occupational safety, transportation safety, food safety, and public safety—including violence, policing, corrections, substance abuse, and public integrity. Information about the Safety and Justice Program is available online (http://www.rand.org/ise/safety). RAND Health, a division within RAND, is one of the largest private health research groups in the world. The projects within RAND Health address a wide range of health care policy issues; the agenda emphasizes policy research that can improve the health of people around the world. This project was conducted within the RAND Health Promotion and Disease Prevention Program (HPDP). RAND HPDP addresses issues related to measuring healthy and unhealthy behaviors, examining the distribution of health behaviors across population subgroups, identifying what causes or influences such behaviors, and designing and evaluating interventions to improve health behaviors. A profile of the Health division, abstracts of its publications, and ordering information can be found at www.rand.org/health. Title: National Evaluation of Safe Start Promising Approaches: Assessing Program Outcomes Author: Jaycox, Lisa, Hickman, Laura J., Schultz, Dana, Barnes-Proby, Dionne, Setodji, Claude, Kofner, Aaron, Harris, Racine, Acosta, Joie D. Year: 2011 Safe Start Promising Approaches (SSPA) is the second phase of a planned four-phase initiative focusing on preventing and reducing the impact of children’s exposure to violence (CEV). This project was supported by Grant Nos. 2005-JW-BX-0001 and 2009-IJ-CX-0072, awarded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the authors and do not necessarily represent the official position or policies of the U.S. Department of Justice. The RAND Corporation conducted the national evaluation of the SSPA phase of the initiative in collaboration with the national evaluation team: OJJDP, the Safe Start Center, the Association for the Study and Development of Communities (ASDC), and the 15 program sites. The evaluation design involved three components: an outcomes evaluation; a process evaluation, including a cost analysis; and an evaluation of training. This document provides the results of the outcomes evaluation, supplemented from the previous version of this report after funding was made available to analyze additional data collected at four of the original 15 sites. In the main body of this report we provide information on the designs of the studies, instruments used, data collection and cleaning, analytic methods, and an overview of the results across the 15 sites. In the appendixes, we provide a detailed description of the outcome evaluation conducted at each SSPA program, including a description of the enrollees, enrollment and retention, the amount and type of services received, and child and family-level outcomes over time. These results will be of interest to researchers, clinicians, practitioners, policymakers, community leaders, and others interested in evaluating and implementing programs for children exposed to violence. This research was conducted under the auspices of the Safety and Justice Program within RAND Infrastructure, Safety, and Environment (ISE) and under RAND Health’s Health Promotion and Disease Prevention Program. The mission of RAND Infrastructure, Safety, and Environment is to improve the development, operation, use, and protection of society’s essential physical assets and natural resources and to enhance the related social assets of safety and security of individuals in transit and in their workplaces and communities. Safety and Justice Program research addresses occupational safety, transportation safety, food safety, and public safety—including violence, policing, corrections, substance abuse, and public integrity. Information about the Safety and Justice Program is available online (http://www.rand.org/ise/safety). RAND Health, a division within RAND, is one of the largest private health research groups in the world. The projects within RAND Health address a wide range of health care policy issues; the agenda emphasizes policy research that can improve the health of people around the world. This project was conducted within the RAND Health Promotion and Disease Prevention Program (HPDP). RAND HPDP addresses issues related to measuring healthy and unhealthy behaviors, examining the distribution of health behaviors across population subgroups, identifying what causes or influences such behaviors, and designing and evaluating interventions to improve health behaviors. A profile of the Health division, abstracts of its publications, and ordering information can be found at www.rand.org/health. Close

• 965. [Article] Civic Engagement Among Orphans and Non-Orphans in Five Low- and Middle-Income Countries

  Background: Communities and nations seeking to foster social responsibility in their youth are interested in understanding factors that predict and promote youth involvement in public activities. Orphans ...

  Citation × Citation Citation Abstract Copy Title: Civic Engagement Among Orphans and Non-Orphans in Five Low- and Middle-Income Countries Author: Gray, Christine L., Pence, Brian W., Messer, Lynne C., Ostermann, Jan, Whetten, Rachel A., Thielman, Nathan M., O'Donnell, Karen, Whetten, Kathryn Year: 2016 Background: Communities and nations seeking to foster social responsibility in their youth are interested in understanding factors that predict and promote youth involvement in public activities. Orphans and separated children (OSC) are a vulnerable population whose numbers are increasing, particularly in resource-poor settings. Understanding whether and how OSC are engaged in civic activities is important for community and world leaders who need to provide care for OSC and ensure their involvement in sustainable development. Methods: The Positive Outcomes for Orphans study (POFO) is a multi-country, longitudinal cohort study of OSC randomly sampled from institution-based care and from family-based care, and of non-OSC sampled from the same study regions. Participants represent six sites in five low-and middle-income countries. We examined civic engagement activities and government trust among subjects > =16 years old at 90-month follow-up (approximately 7.5 years after baseline). We calculated prevalences and estimated the association between key demographic variables and prevalence of regular volunteer work using multivariable Poisson regression, with sampling weights to accounting for the complex sampling design. Results: Among the 1,281 POFO participants > =16 who were assessed at 90-month follow-up, 45 % participated in regular community service or volunteer work; two-thirds of those volunteers did so on a strictly voluntary basis. While government trust was fairly high, at approximately 70 % for each level of government, participation in voting was only 15 % among those who were > =18 years old. We did not observe significant associations between demographic characteristics and regular volunteer work, with the exception of large variation by study site. Conclusion: As the world’s leaders grapple with the many competing demands of global health, economic security, and governmental stability, the participation of today’s youth in community and governance is essential for sustainability. This study provides a first step in understanding the degree to which OSC from different care settings across multiple low- and middle-income countries are engaged in their communities. Title: Civic Engagement Among Orphans and Non-Orphans in Five Low- and Middle-Income Countries Author: Gray, Christine L., Pence, Brian W., Messer, Lynne C., Ostermann, Jan, Whetten, Rachel A., Thielman, Nathan M., O'Donnell, Karen, Whetten, Kathryn Year: 2016 Background: Communities and nations seeking to foster social responsibility in their youth are interested in understanding factors that predict and promote youth involvement in public activities. Orphans and separated children (OSC) are a vulnerable population whose numbers are increasing, particularly in resource-poor settings. Understanding whether and how OSC are engaged in civic activities is important for community and world leaders who need to provide care for OSC and ensure their involvement in sustainable development. Methods: The Positive Outcomes for Orphans study (POFO) is a multi-country, longitudinal cohort study of OSC randomly sampled from institution-based care and from family-based care, and of non-OSC sampled from the same study regions. Participants represent six sites in five low-and middle-income countries. We examined civic engagement activities and government trust among subjects > =16 years old at 90-month follow-up (approximately 7.5 years after baseline). We calculated prevalences and estimated the association between key demographic variables and prevalence of regular volunteer work using multivariable Poisson regression, with sampling weights to accounting for the complex sampling design. Results: Among the 1,281 POFO participants > =16 who were assessed at 90-month follow-up, 45 % participated in regular community service or volunteer work; two-thirds of those volunteers did so on a strictly voluntary basis. While government trust was fairly high, at approximately 70 % for each level of government, participation in voting was only 15 % among those who were > =18 years old. We did not observe significant associations between demographic characteristics and regular volunteer work, with the exception of large variation by study site. Conclusion: As the world’s leaders grapple with the many competing demands of global health, economic security, and governmental stability, the participation of today’s youth in community and governance is essential for sustainability. This study provides a first step in understanding the degree to which OSC from different care settings across multiple low- and middle-income countries are engaged in their communities. Close

• 966. [Article] Contested Lands, Contested Identities: Revisiting the Historical Geographies of North America's Indigenous Peoples

  In my work with the tribes and First Nations of western North America, I am told the same stories again and again. In intricate and sometimes gruesome detail, I am told how the white world, in its efforts ...

  Citation × Citation Citation Abstract Copy Title: Contested Lands, Contested Identities: Revisiting the Historical Geographies of North America's Indigenous Peoples Author: Deur, Douglas Year: 2002 In my work with the tribes and First Nations of western North America, I am told the same stories again and again. In intricate and sometimes gruesome detail, I am told how the white world, in its efforts to occupy and claim the western half of the continent over the last two centuries, employed myriad strategies—strategies of conquest—to separate indigenous peoples from their lands. And in these stories, tribal members, no matter their levels of education or backgrounds, recognize that the military conflicts, genocide, territorial dispossession and displacement, and enforced marginalization that has characterized Indian-white relations over this period cannot be understood without an appreciation of factors that are, at their core, deeply geographic. The land and its resources provided the arriving colonizers with motive; every conflict had its geographic locus and its geographic objectives. For the Klamath— whose reservation was repeatedly subdivided and ultimately eliminated during the 20th century, and whose contemporary elders were raised by a generation who could recall the infamous “Indian hunts” that were carried out by militias to clear the way for white resettlement—the history of territorial conquest is remarkably fresh in their collective memory. To discuss the cataclysmic effects of colonialism and conquest within the lives of aboriginal peoples without acknowledging their emergence from the geographical desires of the Western world, they suggest, is nonsensical. If the “strategies of conquest” that characterized this history were diverse, so too were they interdependent. Importantly for this issue of Historical Geography, the physical removal of indigenous peoples was in many ways contingent upon the textual removal of indigenous peoples (and perhaps vice versa). The ubiquitous presence of aboriginal societies in North America, in the wake of the Enlightenment, placed both physical and moral limits on the ambitions of European peoples. By crafting myths that depicted aboriginal societies as inferior, primitive, and brutal, the moral obstacles to displacement could be largely overcome. Thus, if conquest was propelled by the largely material desires of European peoples, it was supported by a host of relatively incorporeal racial and ethnic fictions. Tribal members, like critical scholars, are keenly aware that textual representation played an important role within the conquest of North America. Genteel racism, encoded in the utterances and writings of distant peoples, was as much to blame for the displacement of indigenous peoples as were rural militiamen, shooting at fleeing families from horseback. Clearly, the issues of representation and indigenous identity are inseparable from the larger debate surrounding aboriginal land and resource rights. Title: Contested Lands, Contested Identities: Revisiting the Historical Geographies of North America's Indigenous Peoples Author: Deur, Douglas Year: 2002 In my work with the tribes and First Nations of western North America, I am told the same stories again and again. In intricate and sometimes gruesome detail, I am told how the white world, in its efforts to occupy and claim the western half of the continent over the last two centuries, employed myriad strategies—strategies of conquest—to separate indigenous peoples from their lands. And in these stories, tribal members, no matter their levels of education or backgrounds, recognize that the military conflicts, genocide, territorial dispossession and displacement, and enforced marginalization that has characterized Indian-white relations over this period cannot be understood without an appreciation of factors that are, at their core, deeply geographic. The land and its resources provided the arriving colonizers with motive; every conflict had its geographic locus and its geographic objectives. For the Klamath— whose reservation was repeatedly subdivided and ultimately eliminated during the 20th century, and whose contemporary elders were raised by a generation who could recall the infamous “Indian hunts” that were carried out by militias to clear the way for white resettlement—the history of territorial conquest is remarkably fresh in their collective memory. To discuss the cataclysmic effects of colonialism and conquest within the lives of aboriginal peoples without acknowledging their emergence from the geographical desires of the Western world, they suggest, is nonsensical. If the “strategies of conquest” that characterized this history were diverse, so too were they interdependent. Importantly for this issue of Historical Geography, the physical removal of indigenous peoples was in many ways contingent upon the textual removal of indigenous peoples (and perhaps vice versa). The ubiquitous presence of aboriginal societies in North America, in the wake of the Enlightenment, placed both physical and moral limits on the ambitions of European peoples. By crafting myths that depicted aboriginal societies as inferior, primitive, and brutal, the moral obstacles to displacement could be largely overcome. Thus, if conquest was propelled by the largely material desires of European peoples, it was supported by a host of relatively incorporeal racial and ethnic fictions. Tribal members, like critical scholars, are keenly aware that textual representation played an important role within the conquest of North America. Genteel racism, encoded in the utterances and writings of distant peoples, was as much to blame for the displacement of indigenous peoples as were rural militiamen, shooting at fleeing families from horseback. Clearly, the issues of representation and indigenous identity are inseparable from the larger debate surrounding aboriginal land and resource rights. Close

• 967. [Article] A Study of Traditional Activities in the Exit Glacier Area of Kenai Fjords National Park

  Kenai Fjords National Park (KEFJ) occupies roughly 1,760 square miles on the Kenai Peninsula in southcentral Alaska. Sitting adjacent to the community of Seward, the park was established in 1980 under ...

  Citation × Citation Citation Abstract Copy Title: A Study of Traditional Activities in the Exit Glacier Area of Kenai Fjords National Park Author: Deur, Douglas, Brewster, Karen, Mason, Rachel Year: 2013 Kenai Fjords National Park (KEFJ) occupies roughly 1,760 square miles on the Kenai Peninsula in southcentral Alaska. Sitting adjacent to the community of Seward, the park was established in 1980 under the Alaska National Interest Lands Conservation Act of 1980 (ANILCA). The central portion of the park contains the Harding Icefield, from which no fewer than 38 active glaciers exit into valleys and tidewater locations surrounding the park. Of these glaciers, Exit Glacier is the most publicly accessible, and the only park glacier with road access from the town of Seward. A number of individuals and families from the Seward area visit the Exit Glacier area in the course of recreational and subsistence activities within the larger Resurrection River Basin. The current project seeks to document the recent human history of the Exit Glacier area, based on the accounts of long-term residents of Seward, Alaska regarding the period from 1950 to 1980. Interviewees shared their personal recollections of the Exit Glacier region, providing an especially rich account of hunting, trapping, recreational travel, and other activities associated with the study area, transportation methods used to access Exit Glacier, and changes in their relationship with that landscape during a span of time from well before NPS management up to the present day. This project serves a two-fold purpose. These oral history interviews have helped to preserve local history for interpretive and educational purposes. Simultaneously, this research has been undertaken to help define what constitutes "traditional activities" in and around Seward, in order to help the park make informed management decisions about what activities are allowed under the terms of ANILCA. Interview data suggest that the use of motor vehicles to access the Exit Glacier area appears to have been well established prior to park creation in 1980, especially involving the use of snowmachines and automobiles. Snowmachines were used for hunting, trapping, and recreational uses in the Harding Icefield and Exit Glacier areas. Lands now in the park were also used for such purposes as berry picking and nonmotorized recreational activities prior to park creation. All of these are ostensibly “traditional” activities by legal definitions of that term, potentially admissible under ANILCA under certain conditions. Following park creation, many of these "traditional" uses and modes of access have continued in attenuated form. Seward residents appear to use the larger Resurrection River valley near Exit Glacier for a wide range of utilitarian and recreational activities as well. The importance of the Exit Glacier area for transportation, recreation, and resource harvesting purposes appears to vary within the community, reflecting the considerable size and diversity of the Seward community. Title: A Study of Traditional Activities in the Exit Glacier Area of Kenai Fjords National Park Author: Deur, Douglas, Brewster, Karen, Mason, Rachel Year: 2013 Kenai Fjords National Park (KEFJ) occupies roughly 1,760 square miles on the Kenai Peninsula in southcentral Alaska. Sitting adjacent to the community of Seward, the park was established in 1980 under the Alaska National Interest Lands Conservation Act of 1980 (ANILCA). The central portion of the park contains the Harding Icefield, from which no fewer than 38 active glaciers exit into valleys and tidewater locations surrounding the park. Of these glaciers, Exit Glacier is the most publicly accessible, and the only park glacier with road access from the town of Seward. A number of individuals and families from the Seward area visit the Exit Glacier area in the course of recreational and subsistence activities within the larger Resurrection River Basin. The current project seeks to document the recent human history of the Exit Glacier area, based on the accounts of long-term residents of Seward, Alaska regarding the period from 1950 to 1980. Interviewees shared their personal recollections of the Exit Glacier region, providing an especially rich account of hunting, trapping, recreational travel, and other activities associated with the study area, transportation methods used to access Exit Glacier, and changes in their relationship with that landscape during a span of time from well before NPS management up to the present day. This project serves a two-fold purpose. These oral history interviews have helped to preserve local history for interpretive and educational purposes. Simultaneously, this research has been undertaken to help define what constitutes "traditional activities" in and around Seward, in order to help the park make informed management decisions about what activities are allowed under the terms of ANILCA. Interview data suggest that the use of motor vehicles to access the Exit Glacier area appears to have been well established prior to park creation in 1980, especially involving the use of snowmachines and automobiles. Snowmachines were used for hunting, trapping, and recreational uses in the Harding Icefield and Exit Glacier areas. Lands now in the park were also used for such purposes as berry picking and nonmotorized recreational activities prior to park creation. All of these are ostensibly “traditional” activities by legal definitions of that term, potentially admissible under ANILCA under certain conditions. Following park creation, many of these "traditional" uses and modes of access have continued in attenuated form. Seward residents appear to use the larger Resurrection River valley near Exit Glacier for a wide range of utilitarian and recreational activities as well. The importance of the Exit Glacier area for transportation, recreation, and resource harvesting purposes appears to vary within the community, reflecting the considerable size and diversity of the Seward community. Close

• 968. [Article] An inter-rater reliability study on the Multi-dimensional outcome measure

  The purpose of the study was to explore the inter-rater reliability of the Multi-Dimensional Outcome Measure (MDOM) in the following areas: overall reliability, differences in reliability between samples, ...

  Citation × Citation Citation Abstract Copy Title: An inter-rater reliability study on the Multi-dimensional outcome measure Author: Boys, Grace Year: 1976 The purpose of the study was to explore the inter-rater reliability of the Multi-Dimensional Outcome Measure (MDOM) in the following areas: overall reliability, differences in reliability between samples, differences in reliability between scales, and increasing reliability over time. The study was to assist mental health professionals by clarifying the technical properties of an evaluation tool which could be used to document program outcomes for policy makers and to develop more effective treatment methodologies. The MDOM was administered to two groups, a mentally and emotionally disturbed sample of thirty-five Subjects from an inpatient facility and a normal sample of thirty-three community college Subjects. The MDOM was given in back-to-back interviews by two interviewers alternating in first interviewer, second interviewer roles. The data indicated acceptable inter-rater reliability for the Multi-Dimensional Outcome Measure. For anyone sample, all twelve scales showed acceptable reliability according to the criterion of a .75 product moment correlation coefficient. However, four scales did not meet the .75 level: Productivity I (.55), Productivity II (.74), Interpersonal Isolation--Family (.71) when administered to the inpatient sample, and Drug Abuse (.74) when administered to the community college sample. Assessment of the differences in reliability between samples showed higher reliability for the community college sample than for the inpatient sample with the exception of the Drug Abuse scale. Exploration of the differences in reliability between scales showed some scales contained items which were more relevant for the college student than for the inpatient. Other scales included items which were ambiguous or worded in an awkward manner which may have contributed to their lower reliability. Reliability could be increased as a result of the increased skill and clarification of questionable items. Scales which demonstrated unacceptable reliability the first weeks of the study indicated an acceptable level the last week. The data suggested that interviewers should be trained to insure acceptable reliability. The MDOM was seen to be suitable for monitoring the functioning of a community based sample; however, consideration should be given to the inherent limitations before administering the instrument to an inpatient sample. Title: An inter-rater reliability study on the Multi-dimensional outcome measure Author: Boys, Grace Year: 1976 The purpose of the study was to explore the inter-rater reliability of the Multi-Dimensional Outcome Measure (MDOM) in the following areas: overall reliability, differences in reliability between samples, differences in reliability between scales, and increasing reliability over time. The study was to assist mental health professionals by clarifying the technical properties of an evaluation tool which could be used to document program outcomes for policy makers and to develop more effective treatment methodologies. The MDOM was administered to two groups, a mentally and emotionally disturbed sample of thirty-five Subjects from an inpatient facility and a normal sample of thirty-three community college Subjects. The MDOM was given in back-to-back interviews by two interviewers alternating in first interviewer, second interviewer roles. The data indicated acceptable inter-rater reliability for the Multi-Dimensional Outcome Measure. For anyone sample, all twelve scales showed acceptable reliability according to the criterion of a .75 product moment correlation coefficient. However, four scales did not meet the .75 level: Productivity I (.55), Productivity II (.74), Interpersonal Isolation--Family (.71) when administered to the inpatient sample, and Drug Abuse (.74) when administered to the community college sample. Assessment of the differences in reliability between samples showed higher reliability for the community college sample than for the inpatient sample with the exception of the Drug Abuse scale. Exploration of the differences in reliability between scales showed some scales contained items which were more relevant for the college student than for the inpatient. Other scales included items which were ambiguous or worded in an awkward manner which may have contributed to their lower reliability. Reliability could be increased as a result of the increased skill and clarification of questionable items. Scales which demonstrated unacceptable reliability the first weeks of the study indicated an acceptable level the last week. The data suggested that interviewers should be trained to insure acceptable reliability. The MDOM was seen to be suitable for monitoring the functioning of a community based sample; however, consideration should be given to the inherent limitations before administering the instrument to an inpatient sample. Close

• 969. [Article] The Effects of Race, Socioeconomic Status, and Religion on Formal End-of-Life Planning

  Individuals who are facing death today are doing so in an environment that is significantly different than it was in the past. Medical technology is increasingly able to keep people alive even with multiple ...

  Citation × Citation Citation Abstract Copy Title: The Effects of Race, Socioeconomic Status, and Religion on Formal End-of-Life Planning Author: Burdsall, Tina Dawn Lillian Year: 2013 Individuals who are facing death today are doing so in an environment that is significantly different than it was in the past. Medical technology is increasingly able to keep people alive even with multiple complex chronic conditions. While these advances in medicine are beneficial to many, it can also unnecessarily prolong inevitable deaths. Concerns over the ability to have a death that is in alignment with personal values has increased the interest in the use of formal end-of-life planning including writing an advance instructional directive and assigning a durable power of attorney for health care. Although research has indicated that the use of these formal planning strategies is beneficial, not everyone completes them. Using a current nationally representative sample, the three specific aims of this study were to examine whether there are racial and ethnic differences in formal end-of-life planning done by older African American, Hispanic, and White adults; to examine socioeconomic factors including education and income in formal end-of-life planning as well as assess the contribution of these factors in explaining racial and ethnic differences in formal end-of-life planning; and to examine the role of religiosity in formal end-of-life planning and to assess its influence on racial and ethnic differences in explaining formal end-of-life planning. Logistic regression was run on data from the Health and Retirement Study (HRS) in order to analyze the completion of formal end-of-life plans by African American, Hispanic, and White decedents. Exit interviews conducted with knowledgeable proxies in 2008 or 2010 were combined with data from earlier waves of the HRS survey in order to analyze the completion of formal end-of-life plans, race and ethnicity, socioeconomic status, and religion. Both Blacks and Hispanics were less likely to complete a written advance directive, assign a proxy, or complete both forms of formal planning than were Whites. Group differences remained after controlling for region of death and cause of death. Both Blacks and Hispanics were less likely to complete any form of formal planning than Whites. Group differences remained after additionally controlling for gender, age, marital status, whether the decedent had children, income, education, religious preference, importance of religion, and frequency of attending religious services. Higher levels of income and education both increased the odds that formal advance planning would take place. Religious preference was not significant, but decedents who had stated that religion was very important were less likely to plan while those that attended services frequently were more likely to plan. I speculate that the role of cultural capital may partially explain the persistent racial and ethnic disparities and the importance of income and education. Additionally the dominant religious doctrines of Christianity may have a greater influence than the different religious teachings of Protestant and Catholics around end-of-life medical care. Contrary to expected findings, reference groups of those who attend religious services frequently may assist in formal planning. These finding may help guide interventions that can diminish disparities in the end-of-life experience. Understanding who are completing formal plans can help ensure end-of-life care that is in alignment with personal beliefs and values. Title: The Effects of Race, Socioeconomic Status, and Religion on Formal End-of-Life Planning Author: Burdsall, Tina Dawn Lillian Year: 2013 Individuals who are facing death today are doing so in an environment that is significantly different than it was in the past. Medical technology is increasingly able to keep people alive even with multiple complex chronic conditions. While these advances in medicine are beneficial to many, it can also unnecessarily prolong inevitable deaths. Concerns over the ability to have a death that is in alignment with personal values has increased the interest in the use of formal end-of-life planning including writing an advance instructional directive and assigning a durable power of attorney for health care. Although research has indicated that the use of these formal planning strategies is beneficial, not everyone completes them. Using a current nationally representative sample, the three specific aims of this study were to examine whether there are racial and ethnic differences in formal end-of-life planning done by older African American, Hispanic, and White adults; to examine socioeconomic factors including education and income in formal end-of-life planning as well as assess the contribution of these factors in explaining racial and ethnic differences in formal end-of-life planning; and to examine the role of religiosity in formal end-of-life planning and to assess its influence on racial and ethnic differences in explaining formal end-of-life planning. Logistic regression was run on data from the Health and Retirement Study (HRS) in order to analyze the completion of formal end-of-life plans by African American, Hispanic, and White decedents. Exit interviews conducted with knowledgeable proxies in 2008 or 2010 were combined with data from earlier waves of the HRS survey in order to analyze the completion of formal end-of-life plans, race and ethnicity, socioeconomic status, and religion. Both Blacks and Hispanics were less likely to complete a written advance directive, assign a proxy, or complete both forms of formal planning than were Whites. Group differences remained after controlling for region of death and cause of death. Both Blacks and Hispanics were less likely to complete any form of formal planning than Whites. Group differences remained after additionally controlling for gender, age, marital status, whether the decedent had children, income, education, religious preference, importance of religion, and frequency of attending religious services. Higher levels of income and education both increased the odds that formal advance planning would take place. Religious preference was not significant, but decedents who had stated that religion was very important were less likely to plan while those that attended services frequently were more likely to plan. I speculate that the role of cultural capital may partially explain the persistent racial and ethnic disparities and the importance of income and education. Additionally the dominant religious doctrines of Christianity may have a greater influence than the different religious teachings of Protestant and Catholics around end-of-life medical care. Contrary to expected findings, reference groups of those who attend religious services frequently may assist in formal planning. These finding may help guide interventions that can diminish disparities in the end-of-life experience. Understanding who are completing formal plans can help ensure end-of-life care that is in alignment with personal beliefs and values. Close

• 970. [Article] Involuntarily and Voluntarily Committed Persons Compared Using Factor and Discriminant Function Analysis

  A comparison of the voluntary and involuntary patients at Dammasch State Hospital, Wilsonville, Oregon. A representative sample of cases over time, were chosen for the year 1976, 72 voluntary and 72 involuntary ...

  Citation × Citation Citation Abstract Copy Title: Involuntarily and Voluntarily Committed Persons Compared Using Factor and Discriminant Function Analysis Author: Marrow, Cheryl Marie Year: 1977 A comparison of the voluntary and involuntary patients at Dammasch State Hospital, Wilsonville, Oregon. A representative sample of cases over time, were chosen for the year 1976, 72 voluntary and 72 involuntary patients. One-hundred and twelve variables were coded onto sheets for each patient. The variables concerned marital status, job history, history of violent acts, present living situations and relationships, as well as drug history and diagnosis and treatment in the hospital. The data were coded onto cards and a computer analysis was done using Factor and Discriminant Function Analysis. It was hypothesized the populations of persons voluntarily admitted and involuntarily committed would be different in several ways. (A) The population of involuntarily committed persons would have more anti-social aggression in their histories. This hypothesis was partially supported by the data. The involuntarily committed had a significantly higher incidence of being under a current legal charge at the time of commitment. There was no significant difference between the two populations in the number of previous incarcerations or on 'violence committed within the family'. (B) Persons involuntarily committed would have significantly fewer relationships with persons in the community and fewer ties to persons they support financially or emotionally or that support them emotionally or financially. This hypothesis was partly supported by the data. The two populations were approximately equal on all the variables of relationship and living conditions except 'lives with mate'; for this variable the voluntary patients had a higher score. (C) Involuntarily committed persons would have less successful job histories. None of the items of the job history were significantly different in the two populations. (D) The involuntary population was more likely to have alcoholism as a secondary diagnosis. The voluntary population was more likely to have alcoholism as a primary diagnosis. This hypothesis was not clearly supported by the data. It was found that the voluntary population was more likely to abuse alcohol and the involuntary population was more likely to use alcohol. (E) The involuntary population was more likely to have experienced violence in their homes, while children. There were insufficient data in the hospital records concerning childhood to test this hypothesis. In the factor which contained the variable 'commitment' there were no elements of a history of dangerousness. The only significant correlation with commitment was 'prescription of phenothiazines in the hospital'; this result may point to the use of drugs as 'chemical restraints'. No other variable which indicated relationships, job history, social status, or dangerousness correlated significantly with commitment. These were the most important findings in the study. Title: Involuntarily and Voluntarily Committed Persons Compared Using Factor and Discriminant Function Analysis Author: Marrow, Cheryl Marie Year: 1977 A comparison of the voluntary and involuntary patients at Dammasch State Hospital, Wilsonville, Oregon. A representative sample of cases over time, were chosen for the year 1976, 72 voluntary and 72 involuntary patients. One-hundred and twelve variables were coded onto sheets for each patient. The variables concerned marital status, job history, history of violent acts, present living situations and relationships, as well as drug history and diagnosis and treatment in the hospital. The data were coded onto cards and a computer analysis was done using Factor and Discriminant Function Analysis. It was hypothesized the populations of persons voluntarily admitted and involuntarily committed would be different in several ways. (A) The population of involuntarily committed persons would have more anti-social aggression in their histories. This hypothesis was partially supported by the data. The involuntarily committed had a significantly higher incidence of being under a current legal charge at the time of commitment. There was no significant difference between the two populations in the number of previous incarcerations or on 'violence committed within the family'. (B) Persons involuntarily committed would have significantly fewer relationships with persons in the community and fewer ties to persons they support financially or emotionally or that support them emotionally or financially. This hypothesis was partly supported by the data. The two populations were approximately equal on all the variables of relationship and living conditions except 'lives with mate'; for this variable the voluntary patients had a higher score. (C) Involuntarily committed persons would have less successful job histories. None of the items of the job history were significantly different in the two populations. (D) The involuntary population was more likely to have alcoholism as a secondary diagnosis. The voluntary population was more likely to have alcoholism as a primary diagnosis. This hypothesis was not clearly supported by the data. It was found that the voluntary population was more likely to abuse alcohol and the involuntary population was more likely to use alcohol. (E) The involuntary population was more likely to have experienced violence in their homes, while children. There were insufficient data in the hospital records concerning childhood to test this hypothesis. In the factor which contained the variable 'commitment' there were no elements of a history of dangerousness. The only significant correlation with commitment was 'prescription of phenothiazines in the hospital'; this result may point to the use of drugs as 'chemical restraints'. No other variable which indicated relationships, job history, social status, or dangerousness correlated significantly with commitment. These were the most important findings in the study. Close