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2017 - Leading Learning for Change - AECT Words: 71 words || 
1. Shin, Suhkyung. and Cheon, Jongpil. "Teacher Perceptions of the Adaptation and Implementation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2019-11-15 <>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This study assesses the current status of Computer Science (CS) curriculum implementation in K-12 schools using an evaluation framework based on four factors: (1) teacher, (2) curriculum, (3) context, (4) students. This study involves teachers who have experience teaching CS from forty schools in the Southwestern United States. This study mixed methods involving survey and interview data. Recommendations for implementing and evaluating CS curriculum to support CS education will be presented.

2013 - Association for Slavic, East European and Eurasian Studies 45th Annual Convention Words: 105 words || 
2. Speight, Allen. "The Structure of Action and the Problem of Aesthetic Form in Hegel, Lukács and Bakhtin" Paper presented at the annual meeting of the Association for Slavic, East European and Eurasian Studies 45th Annual Convention, Boston Marriott Copley Place, Boston, MA, <Not Available>. 2019-11-15 <>
Publication Type: Panel Paper
Abstract: This paper explores a common interest shared by all three thinkers: their interest as philosophers and phenomenologists of action, which marks a distinctly Hegelian, as opposed to Kantian inflection, within the work of Bakhtin and Lukács on genre theory and the novel. The paper argues that both Lukács and Bakhtin frame their projects with respect to the novel in terms which take up structures of agency visible in Hegel’s engagement with Kant and the Romantics – particularly the notions of retrospectivity and agent identification which frame the engagement of the modern self with the space of actions open to her in the world.

2017 - Biennial Conference of the Society for Community Research and Action Words: 286 words || 
3. Wilson, Christyl., Seitz, Scot., Broomfield-Massey, Kim., Pridgeon, Keri. and Kuperminc, Gabriel. "Insights from an Evaluation of a Sexual Health Youth Leadership Council: A Bi-Directional Model of the “5 Cs” of Positive Youth Development" Paper presented at the annual meeting of the Biennial Conference of the Society for Community Research and Action, University of Ottawa, Ottawa, Ontario, Canada, Jun 21, 2017 <Not Available>. 2019-11-15 <>
Publication Type: Poster Presentation
Review Method: Peer Reviewed
Abstract: Positive youth development (PYD) is a conceptual approach to youth development that emphasizes positive assets and strengths, rather than deficits. One of the most empirically supported PYD frameworks is the “5 C Model,” which encompasses 5 attributes youth need in order to thrive: connection, caring, compassion, competence, and confidence. This framework posits that the manifestation of these 5 Cs leads to a “6th C:” contribution to self, community, and civil society (Zarrett & Lerner, 2008). We employed a positive youth development lens to evaluate LOFTY (Looking Out For The Youth) Crew, a youth-driven leadership council focused on planning and implementing community-wide events to raise awareness about sexual heath. We conducted focus groups in which current and former LOFTY Crew participants discussed whether and how their participation in LOFTY Crew was associated with positive youth development (N = 42, 62% female, 98% African American, 15-21 years-old, mean age of 17). In this poster, we will present qualitative results that provide evidence for an alternative conceptualization of the 5 C Model. This alternative model suggests that the “6th C,” contribution, can facilitate the development of the other 5 Cs. The LOFTY Crew members consistently described how through their efforts to positively contribute to their own communities they fostered meaningful relationships, developed skills (e.g., public speaking), and gained confidence in their ability to make change. For example, as a result of participating in LOFTY Crew, one participant said, “I feel more prepared to talk about this kind of stuff [i.e., sexual risk reduction], like I can make a difference among my peers.” This poster will illustrate a bi-directional conceptualization of the 5 Cs Model and highlight processes by which “contribution” may facilitate the development of the other 5 Cs.

2017 - National Women's Studies Association Words: 98 words || 
4. Hurt, Erin. "When the 3Ds Don’t Include the Cs: Reaching An Analysis of Cultural Competence in WCU’s Bystander Intervention Training" Paper presented at the annual meeting of the National Women's Studies Association, Hilton Baltimore, Baltimore, MD, Nov 16, 2017 <Not Available>. 2019-11-15 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Bystander trainings, now offered at many higher education institutions, were created by anti-violence groups who sought new ways to solve the old problem of sexual violence on college campuses. Thought data indicates that this adopted approach is having a positive affect, what happens when bystander trainings lack cultural competence, and thus fail to adequately prepare participants to intervene in situations that play on deeply held values? This paper analyzes the Green Dot Bystander Intervention Program at West Chester University to demonstrate how bystander trainings attempt, but also fail, to address deeply held social and cultural beliefs and values.

2018 - Comparative and International Education Society Conference Words: 386 words || 
5. Lavan, Daniel. "USAID ECCN Conflict Sensitivity (CS) indicators" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2019-11-15 <>
Publication Type: Panel Paper
Abstract: This panel presents newly developed standard and customizable performance indicators directly related to Conflict Sensitive Education and discusses issues regarding:

• the demand and gaps that these indicators are conceived to address;
• the process through which they were developed,
• their appropriate selection and application to EiCC activities.

(As noted in the description of the panel overall), the aim of conflict sensitive educational practice is to maximize planned positive results of an activity by carefully attending to local conflict-related conditions and by avoiding any inadvertent aggravation or rekindling of conflict dynamics.

Other presentations in this panel will highlight how attention to equity (dimensions of marginalization) and to the safety of schools and their broader environments are central to conflict sensitivity (CS) and will present outcome indicators specific to these aspects of CS. While incorporating some complementary perspectives on safety and on equity (particularly concerning equitable processes and representation) the indicators exhibited in this presentation will encompass a more comprehensive gamut of CS aspects that is derived from synthesis of the categorization schemes in existing CS guidance documents, centrally including the USAID Checklist for Conflict Sensitivity in Education Programs and the INEE Reflection Tool for Designing and Implementing Conflict Sensitive Education Programmes in Conflict-Affected and Fragile Contexts.

These CS resources have laid out valuable frameworks and provided focused questions for guiding conflict sensitive decision making throughout the program cycle in such areas as situation analysis, community participation, curricula, organizational commitment, and capacity building. While these guidance frameworks and questions are frequently suggestive of performance indicators, the explicit step of actually formulating suggested indicators for EiCC implementing partners and their missions had not been taken either within the documents or elsewhere.
USAID ECCN has therefore developed the list of CS indicators that will be presented in this session along with examples of their Performance Indicator Reference Sheets (PIRS), which contain the precise definitions, data collection approaches, limitations, etc. These indicators and PIRS will have undergone review from the USAID ECCN Steering Group and a wider panel of CS specialists. The presentation is intended to elicit additional feedback on the indicators and PIRS and will be an occasion to open or continue dialogue with EiCC projects in startup that can participate in piloting selected CS indicators from the list within a framework for ongoing feedback to USAID/ECCN.

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