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The algebra classroom in urban public high schools in the United States is a complex space, ripe with many challenges and opportunities. In this paper I introduce the notion of a heart-centered stance for the teacher and the educator and a method of engaging in creative expression for reflection and introspection toward individual change in the rich context of the high school algebra classroom. My evolving relationships with two high school algebra teachers, observations of their classrooms, as well as my own self-study and professional growth, are incorporated into this paper as I introduce and exemplify two tenets of a heart-centered stance: multidimensionality of experience and receptivity to relatedness. This study suggests the possibility of using creative artistic expression and a self-study approach to support the transformation of educators’ perspectives toward research, creative activities, and outreach that are receptive to the mathematical experiences of teachers and students in our local communities. [ABSTRACT FROM AUTHOR]

This paper adopts a narrative approach to how I employ self-study as a way to examine and reexamine my own learning experiences and develop a critical consciousness of education as an emerging educational researcher in the United States. The narrative self-study unravels my struggle as an international doctoral student and my awakening to educational inequity by constantly challenging my previous understanding through critical reflection. The paper discusses the importance of using self-study to understand education in a broader context, step out of isolation, and connect with other educational researchers for a change to occur. The conclusion highlights the need for international doctoral students to understand their own agency and become educational researchers and full human beings. [ABSTRACT FROM AUTHOR]

Self-reflection has been demonstrated to have a positive effect on the academic growth of educators. Teachers that actively engage in self-reflection are more likely to exhibit an increased interest in the development of innovative teaching strategies, learning, and collaborative practices. This paper highlights the experiences and self-reflection of two teachers of diversity-centered courses, at very different points in their careers: one a veteran Professor of more than 20 years and one an Assistant Professor of less than 5 years. Utilizing both formal and informal feedback from students, both professors reflect on their experiences teaching diversity-centered courses. Recommendations and implications for new and established professionals and the broader community of the Scholarship of Teaching and Learning (SoTL) are discussed. [ABSTRACT FROM AUTHOR]

Student teachers' instructional planning requires them to regulate certain aspects of their own learning while designing lessons. The aim of this study is to support student teachers' self‐regulated learning through the convergence effect, where network‐based tutors are designed to optimize system recommendations of online resources based on information‐seeking behaviours. A total of 68 student teachers were randomly assigned to either a dynamic or static version of nBrowser, which converged a network or not towards an optimal configuration. The structural equation model suggests that student teachers spent less time during the learning session using the dynamic version of nBrowser. Although student teachers were found to be more efficient in seeking and acquiring information and reported knowledge gains, they failed to perform better than those assigned to the static condition on the lesson plan design task. We discuss the implications for the convergence effect in the context of network‐based tutors. Lay Description: What is already known about this topic: Preservice teachers require resources to plan classroom activities, for example, open educational resources available on the web.Preservice teachers may lack the prerequisite skills to regulate their own learning, in particular, to seek and acquire information from online resources in an efficient manner.Computer‐based learning environments can be designed to support self‐regulated learning while navigating hypermedia. What this paper adds: Intelligent web browsers can leverage the linguistic features and information‐seeking behaviours of preservice teachers to personalize recommendations of online resources.Recommender systems stands to improve the efficiency of teachers' self‐regulated learning, in particular, their efforts to seek and acquire online resources. Implications for practice and/or policy: Efforts should be made to make artificial intelligence tools in education broadly available to teachers, including lesson planning tools that leverage open educational resources.Tools that support teachers in seeking and acquiring information may benefit their professional development by enabling them to allocate more attentional resources to other aspects of teaching. [ABSTRACT FROM AUTHOR]

Much of the political rhetoric about healthcare in the United States is couched in terms of healthcare as a right or entitlement. Healthcare as a right, like all welfare rights, carries with it the obligation to pay for it. This paper proposes that healthcare be considered, not a right, but rather a duty within the framework of a Kantian approach to ethics. The categorical imperatives of rational beings include the duties of self-preservation and self-development. As a precondition for these duties, health is essentially bound up with the nature and duties of physical, rational beings. The complexity of healthcare ensures that virtually all persons will need the services of others, and the expense of healthcare can exceed the resources even of those who are insured. Therefore, a just society has a moral duty to ensure access to healthcare to all of its members. [ABSTRACT FROM AUTHOR]

The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, SOLVEIT, that provides various scaffolds (e.g., prompts, expert models, visual guidance) to help college students enhance their skills and abilities in solving problems in science. An initial version of SOLVEIT was used in this study. This paper details the features of SOLVEIT that are contextualized within the biological domains of evolution and ecology. A qualitative case study was conducted to evaluate the usability of the program. Selected students were recruited from an introductory biology course at a large public university in the south-eastern United States. Data for this study were collected through the SOLVEIT database and semi-structured interviews. The findings of this study demonstrate the potential of the program for improving students' problem solving in biology. Suggestions for the use of SOLVEIT and its further improvement and development are discussed, along with suggestions for future research. This study also provides more general guidance for researchers and practitioners who are interested in the design, development and evaluation of Web-based tutorial programs in science education. [ABSTRACT FROM AUTHOR]