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This article is about the multidisciplinary Community of Practice (CoP) initiative that was implemented in the summer of 2020- summer of the pivot- at a Canadian post-secondary institution to prepare faculty, staff, and students for remote teaching and learning while navigating pandemic conditions created by COVID-19. The CoP as a case study using Critical Theory as a theoretical framework examines the experiences of a collective group of faculty and staff from different disciplines leading a multidisciplinary university-wide initiative and the implications of the approach for promoting effective pedagogies for teaching and learning remotely. Findings based on feedback from workshop attendees, reflections from the CoP facilitators, and comments forwarded to senior administrators about the impact and the effectiveness of the program indicate positive results. It is recommended that although the CoP initiative was originally conceived as a response to the summer of the pivot, it should become an integral approach to promoting dialogue and innovative strategies to advance equitable practices in higher education by cultivating community networks. The findings serve to continue constructive dialogues and discussions about how universities can transition, pivot, and mobilize innovatively and creatively to prioritize equitable teaching and learning conditions that challenge the status quo. This requires a long-term commitment by higher education institutions to break away from historically normalized practices and invest in innovative ways to identify and meet the needs of various stakeholders.

This project aims to investigate the Flipped Classroom Model Assisted Autograph can help engineering students improve their math skills. Many researchers have discussed how the Flipped Classroom Model has been proven successful for online learning usage, particularly during remote learning because of the COVID-19 pandemic's effects. However, the flipped classroom concept has yet to be implemented in conjunction with other supporting learning media. As a result, this project will combine the flipped classroom concept with Autograph media in calculus instruction. This study is an experimental study using a one-group pretest-posttest design. The data was gathered using essay test instruments and motivation questionnaires that were both valid and reliable. Rasch Model Measurement (Stacking Analysis) was employed as part of the data analysis, aided by the Winstep tool. The change in the logit value in each engineering student test results shows that engineering students' mathematics learning achievement improved. The result indicated that students gave positive feedback on the use of Autograph for mathematics after experiencing Flipped Classroom Model. Based on these findings, a Flipped Classroom Model based on Autograph can improve engineering students' mathematics learning achievement.

Purpose: To examine thoroughly (1) The effect of Prior Knowledge, Emotional Intelligence and Motivation on Mathematical Communication, (2) The effect Prior Knowledge and Motivation concomitantly on Mathematical Communication, (3) The effect of Emotional Intelligence and Motivation simultaneously on Mathematical Communication, (4) The effect of Prior Knowledge, Emotional Intelligence and Motivation at the same time on Mathematical Communication. Methodology: This observation rendered as quantitative with correlational designed observation. The Applied technical data analysis was descriptive statistic, regressive analysis and coefficient multi-correlation with SPSS. Findings: The findings of this study were to unfold: (1) Positive and significant effect of Prior Knowledge on Mathematical Communication, was the highest effect. (2) Positive and significant effect of Motivation on Mathematical Communication is the lowest effect. (3) Positive and significant effect of Prior Knowledge and Motivation concomitantly was higher effect than Emotional Intelligence and Motivation on Mathematical Communication. (4) Positive and Significant effects of Prior Knowledge, Emotional Intelligence, and Motivation simultaneously effected on Mathematical Communication. Significance: In virtue of the findings result, herewith the researcher proposed a recommendation to the teachers so that always being paying attention upon the three independent variables in time of ongoing learning mathematics because of these three variables when they are maximized at the same time will reinforce Mathematical Communication maximally. To the next researcher may do research concerning motivational consequence to become the least contributor to Mathematical Communication as had been retained in this observation.

Background: This review synthesizes the available literature regarding factors which facilitate a sense of belonging in people with intellectual and developmental disabilities, and provide a comprehensive integrative view of the subject. Methods: Four electronic databases were searched, and 13 studies met inclusion criteria for review. The "standard quality assessment criteria for evaluating primary research papers from a variety of fields" indicated satisfactory quality. Factors which facilitate a sense of belonging in people with intellectual and developmental disabilities were analyzed into themes. Results: Sense of belonging is enhanced by feeling respected, accepted, and valued (Subjectivity). These experiences are more likely to be achieved in a familiar and safe environment (Dynamism), and with access to platforms for social interactions (Groundedness), where a sense of relatedness and connectedness achieved by shared experiences with others (Reciprocity). Sense of belonging is associated with committed action of people with disability, taking assertive action or being agentic (Self-determination). Conclusion: Sense of belonging is a unique concept that should be addressed in disability research and practice.

Students may better keep tabs on their own development by engaging in self-assessment (S-A), academic buoyancy (AB) construction, and reflective thinking (RT). Although S-A, AB, and RT have been known for a long time, very little is known regarding their potential effects on test-taking anxiety (TTA) and learner enjoyment (LE). Therefore, this study aimed to present a framework depicting the dynamic interaction of AB, RT, LE, S-A, and TTA. Specifically, 394 EFL students from Turkey were given the Academic Buoyancy Scale (ABS), the Reflective Thinking Questionnaire (RTQ), the Test-Taking Anxiety Scale (TTAS), the Core of Self-Assessment Questionnaire (CSAQ), and the Foreign Language Enjoyment Scale (FLES). Higher levels of S-A, AB, RT, and LE were associated with more S-A and less TTA among EFL students, as shown by confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings of this research have important implications for the development of S-A, AB, and RT practices and the introduction of learning-oriented evaluation in educational settings.

We carried out a study of an instructional model that integrates flipped classroom with active learning, in-class activities into our biology course, using a mixed methods research design. According to the survey (n = 331), a majority of students found the flipped classroom engaging and helpful for class preparation and scheduling of learning. Student performance was assessed by pre- and postpeer discussion quizzes. We found that there was a significant number of students who obtained a full score with reduced response times (by an average of 81.3%) after peer discussion at week 9 and 13 of the term. There was also a noticeable difference in the normalized average scores obtained in the final examinations for 2017 as compared to 2015 (before the flip). In summary, the integration of instructional videos with conceptual questions and hands-on, in-class activities for an undergraduate biology course intended for nonmajors resulted in improved students' perceptions of engagement, biology, and scores to a moderate extent.

Purpose: To determine feasibility and acceptability of incorporating IPT for postpartum depression (PPD) into Israeli social work practice. Method: Women who were 4-24 weeks postpartum with PPD, at least 18 years old, had telephone access, and had a score of 10-18 on the Edinburgh Postnatal Depression Scale (EPDS) were eligible to participate in this two-group, nonrandomized repeated measures pilot. The intervention group received eight 50-min IPT sessions and the comparison group received treatment-as-usual. Primary outcomes were measured with the EPDS, Postpartum Adjustment Questionnaire (PPAQ), and Client Satisfaction Scale-8. Results: There was a significant reduction in both groups in EPDS scores at the end of treatment (t = -4.68, 95% CI [-6.49, -2.57], d = 1.07) and 4 weeks posttreatment (t = -5.09, 95% CI [-7.14, -3.08], p < 0.001, d = 1.21), a significant reduction in PPAQ scores at the end of treatment (t = -2.09, 95% CI [-0.29, 0.00], p < 0.05, d = 0.44), and high patient acceptability. Discussion: This study provided preliminary evidence supporting IPT use by social workers in Israel.

Objective: To address the increasing demand for assessments of Adult Attention Deficit Hyperactivity Disorder (ADHD), the primary author developed a protocol for Counseling and Psychological Services (CAPS) at Stanford University's Vaden Student Health Center to improve the efficiency of such evaluations. Participants: As part of quality assurance, we reviewed the charts of Stanford students who sought assessment for ADHD before the protocol was implemented (September 2011-June 2013) and after the protocol was established (October 2013-August 2014). An IRB exemption was obtained. Methods: The protocol includes questionnaires that solicit detailed clinical information from a variety of sources prior to the student's initial visit. Results: A peer chart review of 35 randomly selected charts showed that students completing the protocol are receiving a more thorough assessment. Conclusion: The new Stanford ADHD protocol, designed to improve clinic efficiency, also increases the availability of relevant clinical information.

Music is a distinct form of communication that manifests naturally when children are engaged in musical play regardless of their cultural backgrounds. In an ethnically diverse, urban community music school, where the majority of children represent non-western populations, the need for creativity-focused approaches that do not assume a western classical orientation is especially critical. The purpose of this study is to explore an innovative approach in early childhood music education that highlights creative musical play. Data analyses revealed that social and shared regulation behaviors manifested most consistently in the free exploration forms of creative musical play. Guided musical play and free exploration elicited more positive emotions than the musical play elicited during rituals. The findings of this study reveal the potential for creative musical play to enhance musical communication by nurturing children's capacities to communicate and relate to each other. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).]

Population genetics is fundamental to understanding evolutionary theory, and is taught in most introductory biology/evolution courses. Many students are unaware that understanding this topic requires pertinent knowledge of mathematics and consequently struggle with the subject. As a response to this problem, a virtual tool (Pop!World) was developed that teaches introductory population genetics through intuitive, inquiry-based visual discoveries. In seven modules students test hypotheses pertaining to the tenants of Mendelian and population genetics. The use of these exercises in a large introductory evolution (1,500+) course as part of a lab unit is described. Survey responses indicate that students perceive the tool as helpful, and a significantly higher interest in the field of evolution is reported after completion of the Pop!World section. Evaluations of multiple student assessments suggest an increased performance in the population genetics section of the course. Generally, we conclude that the visual and modular nature of Pop!World represents a valuable approach to improving the understanding of the concepts of population genetics. (Contains 2 figures and 1 table.)

Although drinking motives have been largely studied, research taking into account the Mediterranean drinking culture and focusing on motives specifically associated to adolescents' developmental tasks is lacking. For these reasons the study investigates drinking motives in a group of Italian adolescents and their relationships with drunkenness and high levels of alcohol consumption (wine, beer, spirits and alcopops). A self-report questionnaire on drinking motives and amount of alcohol use was administered to 784 adolescents, boys (46%) and girls, ages 15-19. Using confirmatory factor analysis and stepwise logistic regressions, we found that: 1) motives for drinking were coping, conformity, self-affirmation and experimentation-transgression; 2) coping motives were positively related to the high consumption of all alcoholic beverages and to drunkenness; 3) conformity motives were negatively related to high beer consumption and drunkenness, while experimentation-transgression motives were positively related to high alcopops consumption. Implications for prevention are discussed. (Contains 5 tables.)

Authors report here a survey of medical student feedback on the effectiveness of two different anatomy curricula at Christian Medical College, Vellore, India. Undergraduate medical students seeking the Bachelor in Medicine and Bachelor in Surgery (M.B.B.S.) degrees were divided into two groups by the duration of their respective anatomy curriculum. Group 1 students had completed a longer, 18-month curriculum whereas Group 2 counterparts followed a shorter, 12-month curriculum. Students' responses to a questionnaire were studied. Analysis of feedback from Groups 1 and 2 contrasted the effectiveness of the two anatomy curricula. The coverage of gross anatomy was rated adequate or more than adequate by 98% of Group 1 and 91% of Group 2. A desire for greater emphasis on gross anatomy teaching was expressed by 24% of Group 1 and 50% of Group 2 (P = 0.000). Two-thirds of all students felt that the one-year program was not adequate, and 90% of Group 1 and 74% of Group 2 felt that clinically oriented anatomy teaching required more emphasis. Dissection was helpful or very helpful for 94% of Group 1 and 88% of Group 2. This study suggests that a better understanding of gross anatomy was gained from a course of longer duration (18 months with 915 contact hr vs. 12 months with 671 contact hr). Students who completed the longer anatomy course had greater appreciation of the need for clinically oriented anatomy teaching and dissection. (Contains 4 tables and 2 figures.)

Background: In urban communities with high prevalence of childhood asthma, school-based educational programs may be the most appropriate approach to deliver interventions to improve asthma morbidity and asthma-related outcomes. The purpose of this study was to evaluate the implementation of "Kickin' Asthma", a school-based asthma curriculum designed by health educators and local students, which teaches asthma physiology and asthma self-management techniques to middle and high school students in Oakland, CA. Methods: Eligible students were identified through an in-class asthma case identification survey. Approximately 10-15 students identified as asthmatic were recruited for each series of the Kickin' Asthma intervention. The curriculum was delivered by an asthma nurse in a series of four 50-minute sessions. Students completed a baseline and a 3-month follow-up survey that compared symptom frequency, health care utilization, activity limitations, and medication use. Results: Of the 8488 students surveyed during the first 3 years of the intervention (2003-2006), 15.4% (n = 1309) were identified as asthmatic; approximately 76% of eligible students (n = 990) from 15 middle schools and 3 high schools participated in the program. Comparison of baseline to follow-up data indicated that students experienced significantly fewer days with activity limitations and significantly fewer nights of sleep disturbance after participation in the intervention. For health care utilization, students reported significantly less frequent emergency department visits or hospitalizations between the baseline and follow-up surveys. Conclusions: A school-based asthma curriculum designed specifically for urban students has been shown to reduce symptoms, activity limitations, and health care utilization for intervention participants. (Contains 6 tables and 1 figure.)

As frontline mental health care providers, social workers need to be prepared to confront and properly manage substance abuse issues in practice. This study examined predictors of recent master of social work (MSW) graduates' perceptions of preparedness to practice in the area of substance abuse. A cross-sectional design was used, and 232 recent MSW graduates completed a mail-in survey (65.7% response rate). Respondents were more likely to perceive themselves as prepared to work with substance abuse issues if they received more formal academic training in substance abuse and had higher knowledge of substance abuse concepts and models. The findings support the need to include substance abuse education in social work curricula. (Contains 1 figure and 2 tables.)

There has been little research on intimate partner violence (IPV) in faith-based communities. This qualitative study examines social attitudes and religious values in an Ultra-Orthodox Jewish community that affect the incidence of IPV and prevent women survivors from seeking help. Interviews were conducted with 8 Orthodox women and 11 community leaders, and findings include the following: (a) causes of IPV were early marriage, separation of the sexes, and personality characteristics; (b) religious beliefs and social values were barriers to seeking help; and (c) the role of rabbis in education and marital intervention was viewed in markedly different ways by the two sets of respondents. Implications for practice and further research are discussed.

This reprint of a 1985 interview with Natalie Barraga, a leader and researcher in visual impairment, is prefaced by personal comments of the interviewer and also includes comments by Dr. Barraga in 2003. These comments address trends in personnel preparation, proposed changes in the Individuals with Disabilities Education Act, early intervention services, and the influence of technology. (DB)

In an age of inclusion, schools for blind children may seem an outdated delivery model. Student outcomes show that these placement options are justifiable, legitimate, and critically essential for many children. Although specialized schools are more expensive, they provide more services and produce well-qualified graduates. (MLH)

This article identifies current problems that act as barriers to improved and expanded services and opportunities for blind and visually impaired people and their families, such as detachment of medical profession from service delivery, automatic student promotions, expectation of specialized programs in every district, parental choice of schools, and personnel needs. (JDD)

This article refutes six myths associated with schools for students who are blind or visually impaired, such as specialized schools segregate and overprotect students from the real world, are for students with multiple disabilities only, and do not provide interaction with nondisabled children. These myths preclude some students from being afforded the beneficial opportunities of residential placement. (JDD)

This commentary by the president of the Association for Education and Rehabilitation of the Blind and Visually Impaired uses a football analogy to point out the importance of positive reinforcement and encouragement in mutual support of colleagues working in the difficult field of rehabilitation. (DB)

The article examines problems arising from a lack of constructive, interpersonal communication and discusses prevalent trends in administration which focus more on technological and electronic advancements than daily staff concerns. The author proposes the need for a proactive administrative approach, introducing a help-giving attitude rather than a bureaucratic style of management. (Author/CL)

An interview with N. Barraga, pioneer and influential leader in education of the visually handicapped, addresses her work in the area of low vision, people in the field whom she admires, and her views on the impact of state and federal legislation. (CL)

The article describes the application of cooperative group learning strategies with visually handicapped students for promoting and improving student socialization skills and integration with nonhandicapped peers. Cooperative learning is contrasted to individualized and competitive approaches. Specific cooperative learning strategies are described. (Author/DB)

Focuses on the shortcomings and advantages of rural special education itinerant service delivery and suggests practical strategies for dealing with difficult work conditions. Includes implications for school administrators and teacher-training personnel. Emphasizes that itinerant teachers themselves must adjust to change, modify expectations, and exercise a healthy sense of humor. (JHZ)

Itinerant teachers (N=31) of the visually impaired in rural Texas identified shortcomings of the job (e.g., driving, communication with school personnel) and suggested problem-solving strategies (e.g., improving efficiency, establishing team relationships, adapting expectations). Among implications is the need to inform prospective teachers of the realities of working in rural areas. (JW)

The author explores the effect that change or lack of change in a field has on an individual professional's morale and desire to stay in the field. Changes made in the field of education and rehabilitation for the visually handicapped are used to illustrate points and provide a perspective. (Author/VW)

Evaluates the program's educational and administrative effectiveness and its strengths and weaknesses as perceived by 50 participants in the Towson State University (Maryland) program. Also includes recommendations for improving the generally effective program. (SB)

The Purdue Teacher Opinionaire was used to determine the morale of 238 teachers of the visually handicapped (VH). No significant differences in total scores were found when compared to the morale of regular education teachers, although some significant differences were found in subfactor scores. (Author)