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School-based Research: A Guide for Education Students Third Edition

• A new chapter on disseminating research knowledge
• Expanded coverage of formulating research questions
• A reworked chapter structure better reflecting the research process

This is essential reading for students on education degree programs including a research methods component, including education studies, undergraduate (BEd, BA with QTS) and postgraduate (PGCE, School Direct, Teach First, SCITT) initial teacher education courses, MEd, and professional development courses.

• ISBN-10 1473969034
• ISBN-13 978-1473969032
• Edition Third
• Publisher SAGE Publications Ltd
• Publication date May 26, 2017
• Language English
• Dimensions 7.32 x 0.94 x 9.13 inches
• Print length 416 pages
• See all details

Editorial Reviews

I would thoroughly recommend this latest edition of an already comprehensive guide. The breadth and depth of coverage are impressive and make this book invaluable reading for any education student planning to complete their research project within a school setting. Of particular merit are the very accessible chapters on research paradigms, and the insightful new chapter on disseminating research, blogs and social media.

About the Author

Product details.

• Publisher ‏ : ‎ SAGE Publications Ltd; Third edition (May 26, 2017)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 416 pages
• ISBN-10 ‏ : ‎ 1473969034
• ISBN-13 ‏ : ‎ 978-1473969032
• Item Weight ‏ : ‎ 1.6 pounds
• Dimensions ‏ : ‎ 7.32 x 0.94 x 9.13 inches
• #3,196 in Education Research (Books)
• #28,510 in Education (Books)

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Qualitative Research in Education

DOI link for Qualitative Research in Education

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The fourth edition of this reader-friendly book offers an accessible introduction to conducting qualitative research in education. The text begins with an introduction to the history, context, and traditions of qualitative research, and then walks readers step-by-step through the research process. Lichtman outlines research planning and design, as well as the methodologies, techniques, and strategies to help researchers make the best use of their qualitative investigation. Throughout, chapters touch on important issues that impact this research process such as ethics and subjectivity and making use of technology.

The fourth edition has been thoroughly revised and updated featuring new examples, an increased focus on virtual and digital data collection, and the latest approaches to qualitative research.

Written in a practical, conversational style and full of real-world scenarios drawn from across education, this book is a practical compendium on qualitative research in education ideal for graduate and advanced undergraduate research methods courses and early career researchers alike.

Hear  Marilyn discuss what inspired her to write this fourth edition and what readers can expect. In this podcast episode of The Qualitative Report, she discusses the various types of qualitative research and what defines quality and rigor as well as current issues in education and how qualitative research methods can be used to address them. Finally, she shares her thoughts about technology and the future of qualitative research.

TABLE OF CONTENTS

Chapter | 10  pages, introduction, part i | 112  pages, traditions, theory, and practice, chapter 12chapter 1 | 26  pages, overview of the field, chapter chapter 2 | 25  pages, learning how to be a qualitative researcher, chapter chapter 3 | 28  pages, ethical issues in qualitative research, chapter chapter 4 | 16  pages, reflexivity and subjectivity, chapter chapter 5 | 15  pages, philosophy, theory, theories, and frameworks, part ii | 120  pages, planning your research, chapter 124chapter 6 | 16  pages, identifying research areas, topics, and main question, chapter chapter 7 | 18  pages, role and function of a review of research, chapter chapter 8 | 16  pages, using social media, technology, and the internet, chapter chapter 9 | 38  pages, designing your research: part 1, chapter chapter 10 | 30  pages, designing your research: part 2, part iii | 112  pages, collecting, organizing, and communicating, chapter 244chapter 11 | 23  pages, judging and evaluating, chapter chapter 12 | 31  pages, gathering data (interviews, observations, documents, other), chapter chapter 13 | 24  pages, making meaning from your data, chapter chapter 14 | 23  pages, communicating and connecting, chapter chapter 15 | 9  pages, thinking about the future.

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Book series

IEA Research for Education

A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)

About this book series

The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement.

IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide.

IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth peer-reviewed thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide.

• Seamus Hegarty,
• Leslie Rutkowski

Book titles in this series

Socioeconomic segregation and educational inequality.

Evidence from International Assessments

• Nathan A. Burroughs
• Jacqueline A. Gardner
• Dirk F. Zuschlag
• Craig Joseph Van Vliet
• Open Access
• Copyright: 2024

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Effective and Equitable Teacher Practice in Mathematics and Science Education

A Nordic Perspective Across Time and Groups of Students

• Trude Nilsen
• Kajsa Yang Hansen

Dinaric Perspectives on TIMSS 2019

Teaching and Learning Mathematics and Science in South-Eastern Europe

• Barbara Japelj Pavešić
• Paulína Koršňáková
• Sabine Meinck
• Copyright: 2022

Reliability and Validity of International Large-Scale Assessment

Understanding IEA’s Comparative Studies of Student Achievement

• Hans Wagemaker
• Copyright: 2020

Good Citizenship for the Next Generation

A Global Perspective Using IEA ICCS 2016 Data

• Ernesto Treviño
• Diego Carrasco
• Ellen Claes
• Kerry J. Kennedy
• Copyright: 2021

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Research methods and methodologies in education

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SIMILAR ITEMS (based on metadata)

Research for Inclusive Quality Education

Leveraging Belonging, Inclusion, and Equity

• © 2023
• Christopher Boyle   ORCID: https://orcid.org/0000-0001-6196-7619 0 ,
• Kelly-Ann Allen   ORCID: https://orcid.org/0000-0002-6813-0034 1

School of Education,, The University of Adelaide,, Adelaide,, Australia

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Monash University,, Clayton,, Australia

• Presents the latest research in the field of inclusion by active researchers in the field
• Positions notions of inclusion beyond the traditional disability lens
• Provides practices and strategies guided by empirical research

Part of the book series: Sustainable Development Goals Series (SDGS)

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About this book

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues.

This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

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Inclusion and equity in education: Making sense of global challenges

Understanding the value of inclusive education and its implementation: A review of the literature

Global Inclusive Education: Challenges for the Future

• inclusion and modern education systems
• contemporary perspective on inclusion
• contemporary research on inclusion
• social inclusion and education
• measuring effective inclusive education
• in-service teachers and inclusive education
• pre-service teacher training programmes in special education
• primary pre-service teachers and inclusive education
• secondary pre-service teachers and inclusive education
• mental illness and social inclusion
• parent-teacher collaborations in inclusive education
• educational pyschology and inclusive education
• inclusion in schools and LGBTIQI
• mental health and well-being in schooling youths
• inclusive education in Australia
• inclusive education in Denmark
• inclusive education in Norway
• inclusive education in Iran

Table of contents (23 chapters)

Front matter, understanding the issues in inclusive education: working towards equitable and accessible education for all students.

• Christopher Boyle, Kelly-Ann Allen

Inclusion in Teacher Training

Teachers’ attitudes to inclusive education in australia.

• Christopher Boyle, Kelly-Ann Allen, Jessica Grembecki

Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education

• Christopher Boyle, Kelly-Ann Allen, Christopher L. Barrell

The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training

• Christopher Boyle, Shane Costello, Kelly-Ann Allen

Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitive Load

• Greg Auhl, Alan Bain

Inclusion for Specific Populations

Young people with serious mental health problems: a case for inclusion.

• Heather Craig, Kelly-Ann Allen

Standing Out While Fitting in (SOFI): A Counternarrative on Black Males’ Strivings for Inclusiveness at a Predominantly Black High School

• DeLeon L. Gray, Nicole Leach, Diane Johnson, Shayne Zimmerman, Jason Wornoff, Quinton Baker

What Norwegian Individuals Diagnosed with Dyslexia, Think and Feel About the Label “Dyslexia”

• Mads Johan Øgaard, Christopher Boyle, Fraser Lauchlan

Social Inclusion to Promote Mental Health and Well-Being of Youths in Schools

• Gökmen Arslan, Murat Yıldırım, Ahmet Tanhan, Mustafa Kılınç

Autism Spectrum Disorder and Inclusive Education

• Abbas Abdollahi, Nastaran Ershad

LGBTQ Relationships and Sex Education for Students

• Lefteris Patlamazoglou, Panagiotis Pentaris

An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations

• Zuriñe Gaintza, Leire Darretxe

Who Belongs in Schools? How the Education System Fails Racially Marginalised Students

• Hannah Yared, Christine Grové, Denise Chapman

Inclusion for Families and Schools

Inclusive secondary schooling: challenges in developing effective parent-teacher collaborations.

• Linda Gilmore, Glenys Mann, Donna Pennell

Working with Families of Students with Disabilities in Primary Schools

• Gerald Wurf

Parents’ and Educators’ Perspectives on Inclusion of Students with Disabilities

• James M. Kauffman, Bernd Ahrbeck, Dimitris Anastasiou, Jeanmarie Badar, Jean B. Crockett, Marion Felder et al.

Editors and Affiliations

Christopher Boyle

Kelly-Ann Allen

About the editors

Professor Christopher Boyle is a Professor in Inclusive Education and Educational Psychology in the School of Education at the University of Adelaide, Australia. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017) and is currently the co-inaugural founding editor of Belonging and Human Connection (with Kelly Allen) of the new journal Belonging and Human Connection launched in 2022 and published by Brill. He is an internationally recognised and respected academic and author on the subjects of inclusive education, and psychology. He is a registered psychologist in the UK and Australia

Bibliographic Information

Book Title : Research for Inclusive Quality Education

Book Subtitle : Leveraging Belonging, Inclusion, and Equity

Editors : Christopher Boyle, Kelly-Ann Allen

Series Title : Sustainable Development Goals Series

DOI : https://doi.org/10.1007/978-981-16-5908-9

Publisher : Springer Singapore

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023

Hardcover ISBN : 978-981-16-5907-2 Published: 11 November 2022

Softcover ISBN : 978-981-16-5910-2 Published: 12 November 2023

eBook ISBN : 978-981-16-5908-9 Published: 10 November 2022

Series ISSN : 2523-3084

Series E-ISSN : 2523-3092

Edition Number : 1

Number of Pages : XXIII, 313

Number of Illustrations : 3 b/w illustrations, 6 illustrations in colour

Topics : Education, general , Pedagogic Psychology , International and Comparative Education

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Research for Educators

• 3.9 • 9 Ratings

Publisher Description

With the help of academic researchers, we created this book to give you a few ideas about how to conduct research in your classroom, school, or even district. They’re basic, easy-to-conduct studies that you can use as is or adapt to your own needs. We hope that by investing time to conduct one or more of these studies, you’ll get a better understanding of how iPad is impacting your students and school and what your next steps might be. Research for Educators is part of the Leading Innovation book series, designed for education leaders. It presents essential learnings ​from over 40 years of working alongside educators ​in schools around the world. These resources offer ideas and guidance ​for innovating with Apple at your school.

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Code of Ethics

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*NEW* Thousands of you have since shared your ideas, needs, and feedback through surveys and focus groups. With that guidance, and led by extraordinary workgroups made up of Governing Board members, educators, faculty, researchers, partners, and advisors, we are honored to be able to launch a public comment period with draft versions of Code of Ethics for your review through November 15, 2024.  

English   Español

You are invited to engage in the process of collective revision with us. Here are three ways you can provide feedback during this time:   

1. Take a survey. NAEYC has prepared surveys for both statements, available in English and Spanish . In addition to offering general feedback opportunities, these surveys will help guide you towards some areas where we are seeking specific feedback on open or unresolved questions.   

English Survey   Encuesta en español

2. Email your reflections. NAEYC is committed to reading, and translating if needed, all comments that come our way, so feel free to send your thoughts, in your preferred language, directly to [email protected] .     

3. Participate in conferences and focus groups. NAEYC and many Affiliates and Interest Forums will be holding conferences, meetings, and focus groups exploring one or both of these position statement drafts this fall, providing you with opportunities to share feedback in person and/or virtually.   

Thank you for helping us shape these collective, shared resources that support early childhood educators, partnering with families, in creating joyful, equitable learning environments for all. 

Thank you to the workgroup members who have done tremendous heavy lifting in bringing us to this point. 

• Leah Austin, President and CEO, The National Black Child Development Institute 
• Raquel Diaz, Implementation Consultant for Triple P 
• Cynthia DiCarlo, Professor of Early Childhood Education, Louisiana State University 
• Christyn Dundorf, Co-director, Teaching Preschool Partners 
• Zeynep Isik-Ercan, President, National Association of Early Childhood Teacher Educators and Department Chair of Early Childhood, Rowan University 
• Benita Flores-Muñoz, Member of the NAEYC Commission on Early Childhood Higher Education Accreditation and Retired ECE faculty , Del Mar College 
• Robin Fox, Interim Provost, University of Wisconsin Whitewater 
• *Stacey French-Lee, NAEYC Governing Board Member, and Clinical Assistant Professor, Executive Director of the Campus Child Development Program, Early Childhood and Elementary Education, Georgia State University 
• Heidi Friedel, NAEYC Faith Based Interest Forum Facilitator, Early Childhood Consultant, and Staff Support Specialist for ECE Subhub 
• Eugene Geist, Associate Professor, Louisiana State University 
• Georgia Goldburn, Executive Director, Hope For New Haven and Co-founder,CERCLE 
• *Brian Johnson, NAEYC Governing Board Member, and Assistant Dean, James Madison College at Michigan State University 
• Sim Loh, Public Policy Specialist, First Up: Champions for Early Education 
• Andrea Maldonado, Director of Quality Assessment and Recognition, National Association for Family Child Care 
• Meir Muller, Associate Professor of Early Childhood Education,University of South Carolina 
• Ernesto Muñoz, Senior Project Manager of Curriculum Literacy, University of Texas 
• Richelle Patterson, Senior Policy Analyst,  National Education Association
• Anu Sachdev, President, ACCESS and Adjunct ECE Faculty, East Stroudsburg University 
• **Ian Schiefelbein, ECE Faculty, Central New Mexico Community College 
• Ashley Simpson, BIPOC Educator Recruitment and Retention Strategies Program Manager, Aurora Public School District 
• *Toni Sturdivant, NAEYC Governing Board Member, and Director of Early Learning, Mid-America Regional Council 
• Tracy Weston, GAEYC District 1 Representative and Co-Founder, Noah's Ark Preschool Academy of Terrell, Inc. 
• **Reginald Williams, Full Professor of Early Childhood Education, South Carolina State University 

*Current NAEYC Governing Board Members  **Former NAEYC Governing Board Members 

NAEYC is grateful to our funders and supporters who make this work possible, including those who have donated through the Marilyn M. Smith Applied Research Fund

*NUEVO* Miles de ustedes compartieron sus opiniones, necesidades y comentarios a través de encuestas y grupos de discusión. Con esa guía, y liderados por grupos de trabajo extraordinarios compuestos por miembros del Directorio, docentes, socios y asesores, nos honra poder lanzar un período abierto a comentarios del público con versiones borrador de El Código de Conducta Ética y Declaración de Compromiso revisada para su lectura.   

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Están invitado a participar en el proceso de revisión colectiva con nosotros. Estas son tres maneras en las que puede enviar sus comentarios durante este período:   

1. Responda una encuesta: La NAEYC preparó encuestas para ambas declaraciones, disponibles en inglés y en español . Además de ofrecer oportunidades generales para hacer comentarios, estas encuestas sirven de ayuda para guiarlo hacia algunas áreas en las que buscamos recibir comentarios específicos o preguntas abiertas o sin respuesta.   

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2. Envíe sus reflexiones por correo electrónico. La NAEYC asume el compromiso de leer, y traducir si es necesario, todos los comentarios que recibamos, de manera que puede enviar libremente sus ideas, en su idioma de preferencia, directamente a [email protected] .    

3. Participe en conferencias y grupos de discusión. La NAEYC y muchas Afiliadas y Foros de interés organizarán conferencias, reuniones y grupos de discusión y estudiarán uno o ambos borradores de esta declaración de posición durante este otoño y le ofrecerán oportunidades para compartir sus comentarios de manera presencial y/o virtual.

Gracias a ustedes por ayudarnos a dar forma a estos recursos colectivos y compartidos que apoyan a los docentes de educación inicial, en colaboración con las familias, para crear ambientes educativos, disfrutables e igualitarios para todos.  

Gracias a los miembros del grupo de trabajo que han hecho un tremendo trabajo para llegar a este punto. 

• Richelle Patterson, Senior Policy Analyst, National Education Association
• Anu Sachdev, President,  ACCESS and Adjunct ECE Faculty, East Stroudsburg University 

NAEYC agradece a nuestros financiadores y patrocinadores que hacen posible este trabajo, incluidos aquellos que han donado a través del Marilyn M. Smith Applied Research Fund.

Position Statements

(Reaffirmation and Updated, 2011)  

• NAEYC Code of Ethical Conduct Brochure

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Teaching the NAEYC Code of Ethical Conduct: A Resource Guide, Revised Edition

Ethics and the Early Childhood Educator: Using the NAEYC Code, Second Edition

Sample Activities from Teaching the NAEYC Code of Ethical Conduct: A Resource Guide, Revised Edition

Why naeyc has updated the ethics position statements.

In May 2011, the NAEYC Governing Board reaffirmed the 2005 Code and updated this position statement to reflect consistency with the “Supplement for Early Childhood Program Administrators,” which was initially approved in July 2006. Specifically, Section III-C of the Code (Ethical Responsibilities to Colleagues / Responsibilities to Employees) was deleted, as these Ideals and Principles are addressed in the Supplement. Other minor modifications were also made to ensure clarity and consistency. In addition, changes were made to Ideals and Principles that regard responsibilities to families to ensure alignment with current family engagement best practices in the field.

The “Supplement for Early Childhood Program Administrators” was also reaffirmed by the NAEYC Governing Board in May 2011, and changes were made to Ideals and Principles that regard responsibilities to families to ensure alignment with current family engagement best practices in the field. In addition, references to the Code of Ethical Conduct, Section III, Part C: Responsibilities to Employees were deleted, as Section III, Part C was deleted in the May 2011 update of the Code.

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Advancing Research Participation for LGBTQI+ Individuals

Wednesday, October 2, 2024,  12:00 pm to 2:00 pm EDT Registration Required 

This webinar, sponsored jointly by the Department of Health and Human Services’ Office for Human Research Protections (OHRP) and the Sexual & Gender Minority Research Office (SGMRO) at the National Institutes of Health, supports the goal of promoting diversity, inclusivity, and appropriate representation in biomedical and socio-behavioral research to improve health for everyone.

Promoting diversity, inclusivity, and appropriate representation in biomedical and socio-behavioral research is important to improve health outcomes for everyone in the nation. This webinar will focus on advancing this endeavor for LGBTQI+ individuals. 

Opening Remarks (12:00 pm – 12:10 pm)

Rachel L. Levine, MD – (she, her) Admiral, U.S. Public Health Service, Assistant Secretary for Health, U.S. Department of Health and Human Services

Read Biography

Admiral Rachel L. Levine serves as the 17th Assistant Secretary for Health for the U.S. Department of Health and Human Services (HHS) and the head of the U.S. Public Health Service Commissioned Corps. She fights every day to improve the health and well-being of all Americans. She’s working to ensure health equity is front and center to build a stronger foundation for a healthier future - one in which all people and places in our nation can thrive. ADM Levine’s storied career, first, as a pediatrician and adolescent medicine specialist in academic medicine focused on the intersection between mental and physical health, treating children, adolescents, and young adults. Then as Pennsylvania’s Physician General and later as Pennsylvania’s Secretary of Health, she addressed COVID-19, the opioid crisis, behavioral health and other public health challenges.

Agenda and Speakers:

Review of the sachrp recommendations for the ethical review and inclusion of lgbtqi+ participants in human subjects research (12:10 pm – 12:25 pm).

Linda Coleman, JD, CIP, CHC, CHRC, CCEP-I – (she, her) Associate Vice Provost, Research Policy & Integrity, Office of the Vice Provost and Dean of Research, Stanford University

Linda Coleman is the Associate Vice Provost, Research Policy & Integrity at Stanford University, where she oversees research security, conflict of interest, data governance and privacy, and the responsible and ethical conduct of research. Before joining Stanford, she was the Director of the Human Research Protection Program at Yale University, which included oversight of its Institutional Review Board and various non-IRB committees. Prior to Yale, Linda held progressive roles at Quorum Review (now part of Advarra), an independent IRB and consulting organization serving institutional, independent, and international research sites, including Vice President of Legal & Regulatory Affairs and Director of Regulatory Affairs & General Counsel. Earlier in her career, she worked as an Attorney at Bennett, Bigelow & Leedom, focusing on health law, Medicare and Medicaid reimbursement, litigation, behavioral health, and employment law. 

Linda is actively involved in the research ethics community, serving on various advisory committees and boards. Her interests include ethical integrity in human subjects research and emerging research domains, decentralized trials, data protection, research capacity building, bioethics, global research issues, and improving access to healthcare and research participation.

The Complex and Evolving Concepts of Sex and Gender (12:25 pm – 12:40 pm)

Catherine Clune-Taylor, PhD, BMSc – (she, her) Assistant Professor, Program in Gender and Sexuality Studies, Princeton University

Catherine Clune-Taylor is an Assistant Professor in the Program in Gender and Sexuality Studies at Princeton University. She is known for her in-depth, critical feminist analysis of the science of sex, gender, and sexual difference drawing on her training in feminist theory, philosophy of science, bioethics and in the biomedical sciences. She has published articles in on the medical management of intersex conditions in children in Hypatia and Bioethics, and on the limits of conscientious objection in The American Journal of Public Health. She is the author of the chapter “Is Sex Socially Constructed?” in the Routledge Handbook on Feminist Philosophy of Science published in 2020. Her book Securing Autonomously Gendered Futures: A Feminist Philosophical Defense of Intersex and Trans Kids is currently under review.

Ethical Engagement of Minority and Underserved Populations in Research – (12:40 pm – 12:55 pm)

Jennafer (Jenn) Kwait, MHS, PhD – (she, her) Research Scientist, Whitman-Walker Institute

Dr. Jenn Kwait has worked in public health for over thirty years, beginning as a counselor and health educator at a women’s health care clinic in Philadelphia. She came to Whitman-Walker in D.C. via Metro TeenAIDS, bringing with her a research project exploring wellness for LGBTQ+ youth. Currently, she is the Whitman-Walker site (sub-site of Johns Hopkins) Principal Investigator (PI) for the Multicenter AIDS Cohort Study (MACS) / Women’s HIV Interagency Study (WIHS) Combined Cohort Study (MWCCS) focusing on psychosocial and behavioral-related factors, with special interests in stigma and engagement and retention in the cohort. Among other projects focused on LGBTQ+ community engagement, she also co-leads a PCORI-funded community engagement award to build capacity of LGBTQ+ people assigned female sex at birth to be full partners in future sexual and reproductive health care-focused research.

The Importance of SOGI Data Collection in Research (12:55 pm – 1:10 pm)

Christina N. Dragon, MSPH, CHES – (she, her) Measurement & Data Lead, SGMRO, NIH

Christina (she|her) serves as the Measurement and Data Lead in the NIH Sexual and Gender Minority Research Office and part time supporting the HHS Office of the Assistant Secretary for Health as the SOGI Data Implementation Specialist. Previously she served as the Sexual and Gender Minority Data Lead in Medicare’s Office of Minority Health and as the data analyst for the Health People 2020 LGBT Health topic area at the National Center for Health Statistics, CDC. She serves on the Sexual Orientation, Gender Identity, and Sex Characteristics Subcommittee of the Federal Committee on Statistical Methodology (FCSM) and in 2022 led the subgroup on SOGI data for administrative forms for the interagency working group on the Federal Evidence Agenda on LGBTQI+ Equity, published in January 2023. Besides SGM data Christina worked on two public health emergencies, the Ebola Response 2015 with the CDC and the COVID-19 Response (2020-2021) while working to protect worker safety and health with OSHA. Christina holds a Masters’ Degree from Johns Hopkins Bloomberg School of Public Health, and a double major from Smith College in Neuroscience and Woman and Gender Studies. Outside of work, Christina rows with a LGBTQ rowing team, trains for the next marathon, and gardens.

Ethical Challenges of Research with LGBTQIA+ Populations (1:10 pm – 1:25 pm)

Katharine B. Dalke, MD, MBE – (she/her, they/them) Vice Chair for Clinical Operations, Department of Psychiatry, Penn Medicine, Benjamin Rush Associate Professor of Clinical Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Affiliated Faculty Member, Eidos LGBTQ+ Health Initiative at the University of Pennsylvania

Katharine Dalke, MD MBE (she/her and they/them) is the Vice Chair for Clinical Operations and Benjamin Rush Associate Professor in the Department of Psychiatry at the University of Pennsylvania. Dr. Dalke is a content expert in the mental health of patients who are LGBTQI+ and is passionate about aligning health policy, research, and clinical care to promote resilience among LGBTQI+ populations. Her clinical, scholarly, and advocacy work has been recognized with current appointment as Chair of the Pennsylvania Governor’s Commission on LGBTQ Affairs, and past service on the Working Group to the National Institutes of Health Sexual and Gender Minority Research Office and consensus committee member on two LGBTQI+ health publications by the National Academies of Sciences, Engineering, and Medicine. Dr. Dalke graduated from Haverford College, then completed a dual degree program in medicine and bioethics at the University of Pennsylvania. She pursued specialized training in LGBTQI+ mental health during psychiatry residency at Penn. She has previously held faculty appointments in the departments of Humanities and Psychiatry at the Penn State College of Medicine, where she developed LGBTQI+ mental health programming and served as Vice Chair for Diversity, Equity, and Inclusion

Panel Discussion and Audience Questions (1:25 pm – 1:58 pm)

Moderator: Karen Parker, PhD, MSW - (she, her) Director, Sexual & Gender Minority Research Office, National Institutes of Health 

Karen L. Parker currently serves as Director of the Sexual & Gender Minority Research Office (SGMRO) at the National Institutes of Health (NIH). Dr. Parker was instrumental in the formation of the office in the fall of 2015 and was appointed Director in June 2016. In her role as Director, Dr. Parker is co-chair of the trans-NIH Sexual and Gender Minority (SGM) Research Coordinating Committee (RCC), a committee on which she has served since its inception in 2011, and co-chair of the NIH SGM Research Working Group of the Council of Councils. Dr. Parker is also a member of the NIH Anti-Harassment Steering Committee and serves as the co-chair of the NIH Office of the Director Equity Council. Additionally, she sits as an ad-hoc member on the Advisory Committee to the NIH Director Working Group on Diversity. In 2021, Dr. Parker received the LGBTQ Health Achievement Award from GLMA: Health Professionals Advancing LGBTQ Equality, for her contributions in advancing the field of SGM health research and equity. 

Dr. Parker is involved in several SGM-related initiatives beyond NIH. She serves as co-chair of the Sexual Orientation, Gender Identity, and Sex Characteristics (SOGISC) Subcommittee of the Federal Committee on Statistical Methodology, as well as an Executive Director of Department of Health and Human Services LGBTQI+ Coordinating Committee. Dr. Parker began her NIH career in 2001 as a Presidential Management Fellow at the National Cancer Institute (NCI). She spent several years at NCI, serving in various roles in the NCI Office of the Director. 

Dr. Parker received her Bachelor of Arts in English from Indiana University and her Master of Social Work from the University of Michigan, where she studied community organization, social policy, and evaluation. She subsequently completed her Ph.D. at the University of Maryland, School of Social Work. 

Closing Comments (1:58 pm – 2:00 pm)

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Humanities Lab transforms in-class research into real-world impact

ASU Library, Humanities Lab partnership connects students with resources for research inquiry, information literacy

(From left) Student Jessica Hladik and ASU Associate Liaison Librarian Mimmo Bonanni in front of the "Ecofeminist Expressions" featured collection on the second floor of Hayden Library. The collection was inspired by the Gendering Peace and Security Humanities Lab. Photo by Jordyn Kush/ASU Library

As fall 2024 humanities labs launch in the new semester, the Arizona State University Library and Humanities Lab commemorate an eight-year partnership in addition to the latest outcome of their collaboration: the unveiling of a new student and librarian-driven featured book collection, titled " Ecofeminist Expressions ."

The Humanities Lab’s unique format offers collaborative and transdisciplinary learning experiences for students and faculty by tackling pressing social challenges through a framework that leads with the humanities. 

The embedded librarian partnership, which launched in fall 2017, pairs Humanities Lab courses and their corresponding social challenges (i.e., deconstructing race; sustainable fashion; Indigenous food systems) with expert librarians from specialized areas such as humanities, social sciences and Indigenous knowledge. 

“Librarians have special skills in information and material collection, storage and retrieval, which is a major asset for students who’ve never had to work with specialized databases,” said Humanities Lab Program Manager and Humanizing Digital Culture co-faculty Monica Boyd . “An embedded lab librarian also means that the librarian is engaged with the course material alongside the student. Librarians have worked closely with student teams to create outcomes ... and enriched their lab’s inquiry through their own interests.”

With librarians in each lab course, the collaboration ignites students' ability to turn research inquiries into public-facing and actionable outcomes, including the new “Ecofeminist Expressions” collection, curated for the ASU community. 

These transdisciplinary teams enrich the labs and student experiences, connecting students with the abundant resources available in the library. 

“This partnership has allowed both entities to collaborate around a shared vision of creating a space for the deeper exploration of the challenging topics offered by the Humanities Labs,” said Debra Riley-Huff , associate university librarian for Engagement and Learning Services at the ASU Library. “Having librarians embedded in the labs means the students get to experience the relevance of both information literacy and the required levels of research and understanding needed to be information literate. The embedded librarians can bring tools and research methodology closer to students who may need to be made aware of them.”

This has been a welcome opportunity for librarians to work closely with faculty and students throughout the entire course.

“What's most fulfilling for me is being able to work with the two Humanities Lab faculty members, as a team and collaboratively, creating a course that engages students' curiosity and intellectual research and creativity,” said Mimmo Bonanni , a social sciences librarian at ASU. Bonanni has participated in four different labs, including " Deconstructing Race " and " Gendering Peace and Security ," the first in a series of UNESCO BRIDGES Humanities Labs. 

Books from the "Ecofeminist Expressions" featured collection at Hayden Library.

Photo by Jordyn Kush/ASU Library

(From left) Student Jessica Hladik and ASU Associate Liaison Librarian Mimmo Bonanni hold books from the "Ecofeminist Expressions" featured collection on the second floor of Hayden Library.

For students like Jessica Hladik, an academic senior majoring in business (sustainability) and supply chain management (with minors in Spanish and economics), having Bonanni in her Gendering Peace and Security Lab made all the difference. 

“Mimmo was an incredibly supportive figure whose passion for learning and storytelling was clear to myself and my peers in the lab,” which includes her lab and "Ecofeminist Expressions" partner, Chimerezie Okezie, an informatics major in the Ira A. Fulton Schools of Engineering . “Not only did he help us with our research, but he taught us how to better navigate the resources available to us through the ASU Library system so that we could become better researchers on our own,” Hladik said.

Humanities Labs are open to all ASU students regardless of their major. The labs are the only program of its kind in the U.S.

Miki Caul Kittilson , professor and vice dean in the College of Global Futures , was the co-lead for the Gendering Peace and Security Lab . “In this lab, students connected the goals of peace, gender equity and sustainable futures for all through a transdisciplinary and comparative focus. Despite the fundamentally interconnected challenges of climate, security and gender equality, advocates and policymakers often treat each problem in isolation,” Kittilson said.

This particular lab worked with the UNESCO and Sustainable Development Goals (SDGs), and brought together a team to help answer a global call to action to improve human lives and protect the environment.

“The SDGs are built on decades of work,” Kittilson said. “Students in our lab explored the conditions that created the possibility of the SDGs, and through question-based learning, worked together to re-imagine them.” 

Fall 2024 Humanities Lab offerings

Interested in learning more about future labs?

Review the fall 2024 list .

For the lab's final project, Hladik and Okezie worked on an "ecofeminism in media" book list with the idea of sharing the list throughout the ASU and Tempe communities and libraries. Bonanni was impressed with the bibliography and connected with the ASU Library’s Open Stack Collections team to collaborate to turn the original list into a featured collection. The result is the “Ecofeminist Expressions'' book and film collection that is currently located on the second floor of Hayden Library .

Kittilson emphasized how the project skillfully connects issues with sustainability. “Jessica and Chimereze’s project draws on literature to raise fundamental questions central to the analysis and re-imagining: What is gender? What do we mean by gender equality? What is peace? How do we define conflict? What do we mean by environment? How are these things connected?” Kittilson said.

“Ecofeminist Expressions” includes thought leaders who have contributed to the field, a branch of feminism and political ecology wherein people draw on the concept of gender to analyze the relations between humans and the natural world. Materials in the collection include fictional books, films and foundational titles from ecofeminist theorists.  

Kittilson said, “Jessica and Mimmo’s book display is important because it provides an opportunity for students to explore these important and urgent questions through literature. Data and research are always important, and yet this connection through literature and art is vital to connecting us as human beings to these complex and urgent challenges of planetary health and peace.” 

For Hladik, she hopes the featured collection can serve as a resource for students and visitors interested in learning more about the intersectionality of gender equality, women’s rights and environmental challenges. 

“The original project sought to address the disconnect that may exist between how individuals understand the bond between social and environmental sides of sustainability,” Hladik said. "Although sustainability is built on environmental and social themes, there may be a lack of understanding of how they are intertwined.

“I believe creating a space where these stories are more accessible for members of the ASU community gives power to the ecofeminist movement and promotes learning for anyone who happens to come across it.”

This story was co-written by Marilyn Murphy and Maureen Kobierowski.

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Marine insurance: geopolitical tension creates a choppy outlook for seaborne trade

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Maritime shipping volumes are robust, with port container traffic up by 6.6% yoy in the year to August 2024. Yet geopolitical risk poses a threat, as higher trade tensions could impact volumes and demand ahead. Despite wars and trade tensions, marine insurers have the tools to weather risks. Marine insurers may also benefit from higher demand stemming from the transition to low-carbon fuels, which at present are only used by 6% of the shipping fleet.

• Spot shipping prices almost doubled between April and August 2024, partly due to strong demand as container port throughput rose 6.6% yoy in the first 8 months of the year.
• Trade tensions can have negative impacts on ocean shipping and marine insurance demand. In 2019, the US-China trade war led to a 15% drop in marine insurance premiums in North America.
• Marine insurers may benefit from the energy transition. In 2023, only 6% of the global fleet was equipped for alternative fuels, creating scope for investments into new vessels with growing insurance coverage.
• Marine insurers can weather geopolitical risks through their premium setting, by managing exposures, and by strengthening prevention measures.

Maritime shipping is enjoying high demand and pricing, but rising geopolitical risk may dampen the outlook for global trade flows. Spot market ocean shipping prices on the main trade routes almost doubled between April and August this year.

Figure 1:  Ocean shipping spot price, USD per 40ft container 

This reflects both positive and negative pressures: strong demand for ocean container shipping that has stretched the limited capacity of vessel and container supply, and the ongoing disruption and costs associated with attacks along the Red Sea route. Container port throughput (measured by container capacity onboard vessels) was up by 6.6% yoy in the first eight months of 2024, or 6.5% higher than in the same period in 2021, the last period of surging demand.

Figure 2: Container throughput (capacity) at ports, 2015=100, seasonally adjusted

Resilient consumer demand in the US and a recovering European economy are driving this demand strength. However, importers may also be front-loading shipments ahead of the November presidential election due to concern over the future ease of trading. US trade policy may become more protectionist after the election, with higher tariffs potentially making imports more expensive. For example, Presidential candidate Trump has threatened to impose 60% tariffs on imports from China, and 10% on imports from other countries. This is not only a US trend: the number of trade-restricting policy interventions jumped to about 3000 worldwide in 2023, from 500 in 2015. 1

As global goods trade is largely seaborne, higher trade tariffs can hit marine shipping hard. For example, during the 2018-19 US-China trade tensions, the value of goods flow between the two countries fell by 16% year-on-year in 2019. Protectionism also has a persistent impact. US exports to China today are still below their level prior to the onset of the tensions. 2 Geopolitical tension is also contributing to a broader deglobalisation of trade. Economic sanctions with impacts on trade are increasingly widespread. The share of countries globally subject to financial sanctions roughly doubled to almost 60% in 2022 from 30-35% between 2012-2017. 3  The price cap on Russian oil, in particular, is viewed as difficult to enforce and with potentially negative unintended consequences. 4

Ocean shipping volumes may see slower growth from 2025. Protectionism would significantly diminish US imports, as would lower US and Chinese economic growth. More container shipping capacity is on the way, and trade association BIMCO estimates that the fleet should grow by 9.6% in 2024 – the fastest in recent years – and a further 5.5% in 2025. 5  The net-zero transition is a further source of uncertainty for the maritime industry as shipowners face costs associated with shifting their fleets to lower carbon fuels. Only about 6% of global shipping fleet capacity currently equipped for such fuels, up from 2.3% in 2017 and in 2023, 45% of new orders were for ships built to run on alternative fuels (including LNG). 6

Marine insurance is particularly exposed to geopolitical risks. First, longer alternative shipping routes to the Red Sea increase exposures and uncertainties. 7  Second, port congestion can lead to higher accumulation risks for insurers. Third, any escalation of conflict in the Middle East or of new geo-political troubles elsewhere in the world would also create challenges for marine insurers. Indeed, conflicts in and around key maritime bottlenecks such as the Strait of Malacca, the Strait of Hormuz and the Bosphorus have the potential to create losses for insurers. They also have a stark impact on trade and therefore demand for coverage. Fourth, trade tensions have the potential to directly impact demand for marine insurance through reduced trade flows. In 2019 during US-China trade tensions, the fall in demand for shipping led to a 15% drop in marine insurance premiums in North America.

We expect marine insurers to weather these risks, as they have done throughout their centuries-long history. 8 Marine insurers can adjust by charging premiums commensurate with the risks, managing their exposure and strengthening prevention measures such as working with clients to improve safety on board. Opportunities also await, eg from the significant investments into low carbon new vessels and from companies' reshoring trade or increasing supply chain resilience by using several source markets. The insurance value proposition, of enabling global trade by allowing supply chain actors to take calculated risks, is relevant in precisely such risky times.

1 Global trade has nearly flatlined. Populism is taking a toll on growth , World Bank, 22 February 2024.

2 Five years into the trade war, China continues its slow decoupling from US exports , Peterson Institute for International Economics, 16 March 2023.

3 Global Financial Stability Report , IMF, April 2023.

4 Russian oil cap: Update – enhanced enforcement priorities , Energy Workforce and Technology Council, 19 June 2024.

5 Container shipping market overview & outlook June 2024, BIMCO, 27 June 2024.

6 Green Technology Tracker: January 2024 , Clarksons, 3 January 2024.

7 Navigating shipping disruptions , Swiss Re Institute, 7 February 2024.

8 The first formal marine insurance policy may have been created around 1350. A Brief History of Marine Insurance , Risk & Insurance, 6 March 2018.

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Yale and the Gilder Lehrman Institute of American History Announce 2024 Frederick Douglass Book Prize Finalists

New Haven, Conn.— Yale University’s Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition today has announced the finalists for the twenty-sixth annual Frederick Douglass Book Prize, one of the most coveted awards for the study of the African American experience. Jointly sponsored by the Gilder Lehrman Institute of American History in New York City and the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition at Yale University’s MacMillan Center, this annual prize of $25,000 recognizes the best book written in English on the topics of slavery, resistance, or abolition copyrighted in the preceding year. 

The finalists for the 2024 prize are: Kerri K. Greenidge for The Grimkes: The Legacy of Slavery in an American Family (Liveright Publishing Corporation); Sara E. Johnson for E ncyclopédie noire: The Making of Moreau de Saint-Méry’s Intellectual World (Omohundro Institute of Early American History and Culture and University of North Carolina Press); and Emily A. Owens for Consent in the Presence of Force: Sexual Violence and Black Women’s Survival in Antebellum New Orleans (University of North Carolina Press).

The winner will be announced following the Douglass Prize Review Committee meeting in the fall, and the award will be presented at a celebration at Trinity Church Wall Street in New York City on February 11, 2025.

From a total of eighty-two submissions, the finalists were selected by a jury of scholars that included Amy Murrell Taylor (Chair), T. Marshall Hahn Jr. Professor of History at the University of Kentucky; Natasha J. Lightfoot, Associate Professor of History at Columbia University; and John K. Thornton, Professor of History and African American Studies at Boston University.

The jury’s descriptions of the three finalists follow.

Kerri Greenidge’s beautifully written The Grimkes is a transformative account of a long-celebrated American family. Alongside the sisters Angelina and Sarah and their White kin, it is the Black Grimkes—Nancy, Archie, Frank, John, Charlotte Forten, and Angelina Weld Grimke—who take center stage. Telling a fuller, richer story of the Grimkes across four generations, Greenridge brings remarkable research and a sensitive reading of evidence to bear on a story that adds up to much more than a retelling of one family’s saga. The Grimkes is instead an unsparing and gripping meditation on the long reach of slavery well into the twentieth century, its legacy perpetuating the privilege of some and the trauma of many others.

Moreau de Saint-Méry was one of the most diligent and thoughtful of French writers on many issues of colonial history in the late eighteenth century. His description of Saint-Domingue (the present-day Haiti) was massive and is still a critical primary source for that colony on the eve of the Revolution. Sara Johnson’s Encyclopédie noire takes a careful view of Saint-Méry’s work, his life, his outlook, and above all his sources and their interpretation. In this remarkable study of Saint-Méry’s connections and attitudes, Johnson’s meticulous collection of material serves as what she calls a communal biography of him written by others. Both rigorously researched and fluidly and often cleverly written, this is a real monument of scholarship, crossing many disciplines and exercising well-reasoned judgments.

Emily Owens’s Consent in the Presence of Force is a well-written and theoretically daring take on the history of the so-called fancy trade and sexuality in antebellum New Orleans slavery. At its heart is a critical question: How did sexual violence become so ordinary? The analysis pivots on Owens’s conception of consent as something that enslaved women complicatedly gave to their White male sexual aggressors as part of a transaction, or contract, from which they derived better status in enslavement or eventual freedom. Fluid prose, careful reading of fraught legal records, and theorizing that evidences a consistent mind at work on the page, all combine to make a very familiar subject—namely rape as a building block of slavery—appear reinvented anew.

The Frederick Douglass Book Prize was established by the Gilder Lehrman Institute of American History and the Gilder Lehrman Center in 1999 to stimulate scholarship in the field by honoring outstanding accomplishments. The award is named for Frederick Douglass (1818–1895), an enslaved person who escaped bondage to emerge as one of the great American abolitionists, reformers, writers, and orators of the nineteenth century.

The mission of the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition (GLC) is to support academic excellence in the study of slavery and its enduring legacies, make this knowledge freely available to the public, and foster work toward social justice. Launched in 1998 through contributions from philanthropists Richard Gilder and Lewis E. Lehrman, the GLC is affiliated with the Whitney and Betty MacMillan Center for International and Area Studies at Yale University. The Center supports research fellowships, the Frederick Douglass Book Prize, scholarly working groups, publications, free public programs, and educational workshops for secondary school teachers and students, domestic and international. For further information and to find out how you can support the continuing work of the GLC, visit glc.yale.edu , e-mail: [email protected] or call (203) 432-3339.

The Gilder Lehrman Institute of American History was founded in 1994 by Richard Gilder and Lewis E. Lehrman, visionaries and lifelong supporters of American history education. The Institute is the leading nonprofit organization dedicated to K–12 history education while also serving the general public. Its mission is to promote the knowledge and understanding of American history through educational programs and resources. As a 501(c)(3) nonprofit public charity, the Gilder Lehrman Institute of American History is supported through the generosity of individuals, corporations, and foundations. The Institute’s programs have been recognized by awards from the White House, the National Endowment for the Humanities, the Organization of American Historians, the Council of Independent Colleges, and the Daughters of the American Revolution. For further information, visit gilderlehrman.org or call (646) 366-9666.

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What research says about preventing school shootings

Cory Turner

Jeffrey Pierre

Students and residents mourn those who lost their lives near the scene of the mass shooting at Apalachee High School in Winder, Ga. Peter Zay/Anadolu via Getty Images hide caption

Wednesday's violence at a Georgia high school and the arrest of a 14-year-old suspect follow a familiar pattern of previous school shootings. After every one, there's been a tendency to ask, "How do we prevent the next one?"

For years, school safety experts, and even the U.S. Secret Service, have rallied around some very clear answers. Here's what they say.

It's not a good idea to arm teachers

There's broad consensus that arming teachers is not  a good policy. That's according to Matthew Mayer, a professor at Rutgers Graduate School of Education. He's been studying school violence since before Columbine, and he's part of a group of researchers who have published several position papers about why school shootings happen.

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Mayer says arming teachers is a bad idea "because it invites numerous disasters and problems, and the chances of it actually helping are so minuscule."

In 2018, a Gallup poll  also found that most teachers do not want to carry guns in school, and overwhelmingly favor gun control measures over security steps meant to "harden" schools. When asked which specific measures would be "most effective" at preventing school shootings, 57% of teachers favored universal background checks, and the same number, 57%, also favored banning the sale of semiautomatic weapons such as the one used in the Parkland attack.

Raise age limits for gun ownership

School safety researchers support tightening age limits for gun ownership, from 18 to 21. They say 18 years old is too young to be able to buy a gun; the teenage brain is just too impulsive. And they point out that the school shooters in Parkland, Santa Fe, Newtown, Columbine and Uvalde were all under 21.

School safety researchers also support universal background checks and banning assault-style weapons . But it's not just about how shooters legally acquire firearms. A 2019 report  from the Secret Service found that in half the school shootings they studied, the gun used was either readily accessible at home or not meaningfully secured.

Of course, schools don't have control over age limits and gun storage. But there's a lot they can still do.

Schools can support the social and emotional needs of students

A lot of the conversation around making schools safer has centered on hardening schools by adding police officers and metal detectors. But experts say schools should actually focus on softening  to support the social and emotional needs of students .

"Our first preventative strategy should be to make sure kids are respected, that they feel connected and belong in schools," says Odis Johnson Jr., of Johns Hopkins University's Center for Safe and Healthy Schools.

That means building kids' skills around conflict resolution, stress management and empathy for their fellow classmates — skills that can help reduce all sorts of unwanted behaviors, including fighting and bullying.

In its report, the Secret Service found most of the school attackers they studied had been bullied.

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Jackie Nowicki has led multiple school safety investigations at the U.S. Government Accountability Office. She and her team have identified some of things schools can do to make their classrooms and hallways feel safer, including "anti-bullying training for staff and teachers, adult supervision, things like hall monitors, and mechanisms to anonymously report hostile behaviors."

The Secret Service recommends schools implement what they call a threat assessment model, where trained staff — including an administrator, a school counselor or psychologist, as well as a law enforcement representative — work together to identify and support students in crisis before they hurt others.

Earlier this year, the National Association of Secondary School Principals released new guidance for preventing school violence.

It noted that ensuring that educators, parents and students have access to mental health services is a "critical component" in preventing violence and increasing school safety. And the organization called for congressional action to provide support for those services.

This story has been updated from an earlier version published on May 26, 2022.

• gun violence
• mass shootings