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During the COVID-19 pandemic, two higher education teachers, located respectively in the United States and Aotearoa New Zealand, collaborated in the design of curricula on the relationship between identity and food for their students. Intended to help their students develop cross-cultural knowledge and relationships, they hoped that their collaboration would also benefit their professional relationship and learning at a time when these aspects of their teaching lives were negatively impacted by COVID-19. As a contribution to the scholarship of teaching and learning (SoTL), they undertook, with the help of a researcher colleague, an investigation of (a) factors that influenced their ability to start and sustain a successful international collaboration, and (b) its subsequent impact on their on-going relationship and learning. In this article, the rationale, purpose, and design of the study are outlined, and findings and associated theory presented and discussed. A key conclusion reflects the relationship between the hospitality 'mindset' of the teachers and their ability to conceptualize, enact and benefit from their collaboration in meaningful ways. Insights into the way SoTL can enhance teachers' ability to navigate such periods of deep uncertainty are also presented and discussed.

Background: This article aims to understand moral distress in carers of people with an intellectual disability during the COVID-19 pandemic. Method: Nine staff carers of seven people with an intellectual disability, who had been participants of the IDS-TILDA study in Ireland, who died during the COVID-19 pandemic participated in in-depth, semi-structured telephone interviews. Template analysis was used to analyze the interviews. Results: Obstructions in performing their duties left carers feeling powerless and experiencing moral conflict distress, moral constraint distress and moral uncertainty distress. Most managed to connect to the moral dimension in their work through peer support, understanding they fulfilled the wishes of the deceased, and/or thinking about how they or others did the best they could for the person they were caring for. Conclusions: This research demonstrates that while restrictions may have been effective in reducing the spread of COVID-19, they were potentially damaging to carer wellbeing.

Sensory abnormalities are characteristic of autism and schizophrenia. In autism, greater trial-to-trial variability (TTV) in sensory neural responses suggest that the system is more unstable. However, these findings have only been identified in the amplitude and not in the timing of neural responses, and have not been fully explored in schizophrenia. TTV in event-related potential amplitudes and inter-trial coherence (ITC) were assessed in the auditory mismatch negativity (MMN) in autism, schizophrenia, and controls. MMN was largest in autism and smallest in schizophrenia, and TTV was greater in autism and schizophrenia compared to controls. There were no differences in ITC. Greater TTV appears to be characteristic of both autism and schizophrenia, implicating several neural mechanisms that could underlie sensory instability.

Uncertain language can be used to express genuine uncertainty but can also be used to manage face (e.g., by softening bad news). These conflicting motivations can create ambiguity in health communication. In this preregistered two-part experiment, participants assumed the position of a health specialist and wrote a letter communicating either a certain or an uncertain medical diagnosis. This was addressed to either a patient (high face threat) or the patient's family doctor (low face threat). Letters written under high face threat contained more words and more dispreferred markers (e.g., sorry, unfortunately) than those written under low face threat. The number of explicit hedges (e.g., possibly, maybe) did not differ as a function of face threat. Time taken to write the letters was elevated only in the condition where face threat was high and the diagnosis was uncertain, suggesting that the joint pressures of communicating uncertain information in a tactful way increased the task demands. Our data demonstrate that participants spontaneously produced dispreferred markers (but not explicit hedges) to manage face and that face management is more taxing under uncertainty. Ratings from a second set of participants indicate that face management strategies did not affect the perceived meaning or manner of the message. For open materials, data, and code, see https://doi.org/10.17605/OSF.IO/ZU2AN.

Research paradigms constitute views that a researcher holds about (a) the nature of reality and what they can know about it (ontology); (b) the potential influence of their existing ideas and values on what they want to know, how they try to get to know, and criteria they use to make judgments about knowledge (epistemology); and (c) appropriate strategies for developing and evaluating knowledge (methodology). These views may influence their conception, design, implementation, and accounts of research projects. Critical self-reflection (reflexivity) is required to recognize these views and articulate their implications for projects. As scholars of teaching and learning, we attend explicitly to these views and their implications for our projects. However, our observation of practice in the field of the Scholarship of Teaching and Learning (SoTL) in general, as documented in publications, indicates that while some colleagues attend to such views and implications, others do not. This observation prompted us to explore the extent to which journal-based accounts of SoTL projects refer to paradigm-related views and possible explanations for the attention that their authors do, or do not, give to this consideration. Explanations proposed include conceptions of SoTL, journal author guidelines and review criteria, and properties of the concept of a paradigm. Recommendations for educating new SoTL practitioners about research paradigms and their possible relevance to SoTL, based on our inquiry, are also presented.

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories post-pandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.

New Zealand has a persistent problem of inequitable educational outcomes between different student groups, which has led to New Zealand being designated a high achievement-low equity country. A key policy lever in the quest to lift educational achievement for priority learners, identified by the Ministry of Education as Maori, Pasifika, students with special learning needs, and students from low socio-economic communities, is improving teacher quality. Hence there has been a renewed policy focus on improving the quality of initial teacher education. The context for this study is an innovative Master of Teaching primary programme that includes an intentional practicum placement in partner schools with a high proportion of priority learners. This paper reports a qualitative study of how this practicum enhanced pre-service teachers' knowledge of teaching, particularly the teaching of priority learners. A general thematic analysis of post-practicum reflective statements written by two cohorts of Master of Teaching students immediately following their practicum (n=41 [25+16]) indicated four major themes' Difference, Diversity, Differentiation, and Difficulty. A directed thematic analysis of the reflective statements was then carried out. Overall, the findings indicated that the intentional placement in a school with a high proportion of priority learners disrupted the pre-service teachers' prior beliefs about such schools and their expectations of priority learners.

Our purpose is to provide an exploratory statistical representation of initial teacher education as a complex system comprised of dynamic influential elements. More precisely, we reveal what the system looks like for differently-positioned teacher education stakeholders based on our framework for gathering, statistically analyzing, and graphically representing the results of a unique exercise wherein the participants literally mapped the system as they perceived it. Through an iterative series of inter-related studies employing cluster analysis and multidimensional scaling procedures, we demonstrate how initial teacher education may be represented as a complex system comprised of interactive agents and attributes whose perceived relationships are a function of nested stakeholder-dependent simplex systems. Furthermore, we illustrate how certain propositions of complexity theory, such as boundaries, heterogeneity, multidimensionality and emergence, may be investigated and represented quantitatively.

Geocapabilities developed during team project-based fieldwork add value to Tourism Geography service modules in professional Tourism and Hospitality Management curricula. This article is based on a case-study in Turkish Higher Education. Here, variations on the Prisoner's Dilemma were used to confront learners with some 'wicked problems' they may face in their professional careers. Comments on their decision processes are compared with those in individual reflective essays. Responses to the Prisoner's Dilemma exercises demonstrate optimism and idealism toward: team cooperation, prioritising sustainability, and investing in people. Reflective essay comments were less optimistic and more coloured by personal experience. Evaluation returns suggest most found these decision-making games helpful in clarifying personal priorities, concerns and values. This heightened self-awareness may be key to helping them to tackle the wicked problems they will face in their future careers.

Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya--Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is desire, movement, change and energy; it evokes personal passions, material desires, emotion, excitement, ambition, anger and greed and its learning invitations invite change, often using personal gain as their lure. Three Rajasic invitational styles are discussed; those where action (Rajas) itself is the goal, where goodness (Sattva) is the goal, and where the domination of others is the goal (Tamas).

It is well known that the twinkling of stars in the night sky is due to turbulence within the earth's atmosphere causing localised fluctuations in refractive index. The paper describes a method for demonstrating the effect to learners during the daytime. This is accomplished by detecting audio frequency fluctuations in the level of direct sunlight and then presenting the result via headphones or a loudspeaker. The paper makes several suggestions for further work and potential applications of the technique in different fields of study are discussed.

This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students' perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.

Teaching learners with different disciplinary backgrounds, aptitudes, worldviews and cultures is an abiding problem in Higher Education. Special measures are needed to ensure that course design, teaching methods and, especially, assessment does not exclude, alienate or disinvite learners simply because they have different capabilities and ways of understanding. Most of these measures involve the radical diversification of assessment and teaching methods and, designing curricula that allow learners to reach different conclusions and learning outcomes without penalization. This paper evaluates and commends the use of Spiral Dynamics' layered system of alternative worldviews as a means of developing learner skills in critical analysis and building deeper understanding of diversity. Using Spiral Dynamics-based pluralism to guide course design fosters greater inclusion and achievement.

Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith & Zeichner, 2005; Grossman & McDonald, 2008; Opfer & Pedder, 2011). In this article, we describe a research platform for initial teacher education, developed by the Project RITE (Rethinking Initial Teacher Education) research team, which combines key ideas from complexity theory and critical realism (CT-CR) and applies these to teacher education. Our intention in referring to CT-CR as a research "platform" is to suggest that the integration of complexity theory and critical realism offers a potentially powerful framework for exploring how initial teacher education programs and pathways function as complex systems and why their outcomes are so uncertain and variable. In this article, we suggest that as a research platform, CT-CR has the capacity to open up new questions, point to new places to look for explanations, and offer new ways of understanding the initial conditions, system interactions, and underlying causal mechanisms involved in initial teacher education. In particular, we suggest that the CT-CR platform may support studies of the extent to which teacher candidates learn to engage in patterns of practice that support the learning of students who have been historically marginalized on the basis of race, culture, language, class and gender. The primary purpose of this article is conceptual in that it is intended to describe CT-CR as a research platform for initial teacher education. To achieve this purpose, the article includes multiple examples of the questions, research methods, and analyses researchers have developed, guided by complexity theory and/or critical realism. In addition, we use our own emerging program of research in Project RITE as a concrete in-progress example that elaborates the CT-CR framework and illustrates some of its applications to initial teacher education research.

This paper describes a very simple, but accurate method of finding the position of the infinity focus of a telescope objective relative to the rear face of its lens cell. The method is easily undertaken in the classroom and provides an opportunity for learners to conduct an interesting and novel optical experiment which introduces thick lens theory. An experimental procedure with an example set of results is described, along with an error analysis. The error analysis demonstrates that the technique can be used to determine the position of the infinity focus to a relatively high degree of precision.

The authors propose a working definition of ethical Scholarship of Teaching and Learning (SoTL), advance an ethical framework for SoTL inquiry, and present a case study that illustrates the complexity of ethical issues in SoTL. The Ethical SoTL Matrix is a flexible framework designed to support SoTL practitioners, particularly in the formative stages of their inquiries. Three dominant ethical traditions form the basis of the matrix: teleological or pragmatic, external, and deontological. The key message of the paper is that SoTL practitioners should reflect on different perspectives in their efforts to do what is right in any given situation. The matrix introduces three dominant ethical traditions, but SoTL practitioners may ultimately move beyond these traditions to explore a range of ethical considerations appropriate to their projects and disciplines.

Autism spectrum disorder (ASD) is characterized by a variety of social and non-social behavioral deficits. One potential mechanism that could unify this diverse profile of behaviors is slower processing speed. Seventy-six high-functioning adults with ASD were compared to 64 matched controls on standardized measures of processing speed. Participants with ASD were significantly slower on all measures, and on the composite score from the three tests (d's > 0.65). ASD participants with slower processing speeds scored higher on the ADOS Communication and Reciprocal Social Interaction scale (r = 0.34). These findings provide evidence of slower processing speeds in adults with ASD, and that this may be contributing to impairments in social communication skills. Interventions that improve processing speed might improve social communication abilities in ASD.

Increasingly, children enter the school system with a home language that differs from the language of the majority. Consequently, classrooms have students with diverse language backgrounds and teachers must develop reading comprehension instruction that meets the needs of all their students. To successfully plan instruction, it is critical for teachers to understand the strengths that second language learners (SLLs) bring to the classroom as well as the potential difficulties they face. Here we review the literature on reading comprehension development and utilize cognitive frameworks to describe the knowledge, skills, and processes involved during reading for meaning. We use these theories to explain why SLLs may have difficulty with reading comprehension and how we might leverage their strengths in domains such as executive control to support their reading comprehension development. We further highlight for educators how strategy instruction aligns directly with cognitive theories of reading comprehension. Ideally, such examples will enable educators to explicitly articulate for their students how effective strategies enable the development of comprehensive mental representations of the text, and ultimately enable good text comprehension.

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in "The Journal of Geography in Higher Education" (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn "from doing" Geography to "do" Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

The focus on teacher inquiry to enhance student learning is a key feature of "The New Zealand Curriculum" and in New Zealand's approach to teacher professional learning. This article examines how a collaborative inquiry team comprising two teachers (one each from two Auckland primary schools) and a teacher educator used inquiry to address equity-linked problems of practice. The findings showed that working collaboratively on practice problems was more than sharing examples or ideas. Rather, it involved systematic, intentional, iterative data gathering and analysis, and critical discussions about how the data could be used to change practice to improve learner outcomes.

Using a framework developed through an autoethnographic process, this chapter identifies strategies for naming, using, and resisting masculinity in multicultural affairs work.

While critical realist (CR) ontological and epistemological perspectives and research approaches are becoming more widely adopted by higher education researchers, the scope of research is relatively limited, and novice researchers in the area still struggle to create rich, in-depth, and critical accounts of these approaches 'in action'. This article provides an account of teacher-researchers' exploration of these perspectives in the context of an important aspect their everyday teaching practice -- the design of effective curricula and learning environments. The context is research that focused on the design, evaluation, and enhancement of learning environments intended to facilitate students' development of design thinking expertise. The article outlines the researchers' CR paradigm positioning and implications for methodologies used to gather, analyse, and theorise data about the response of design and business students to three iterations of a design thinking learning environment. The research involved action research that integrated survey, case study, and theorising methodologies. Examples of data, analyses, and explanatory theory are provided to give insights into specific research tasks and their outcomes. Possible explanations for the findings and their implications for attempts to enhance the learning environment are considered from a CR perspective along with challenges that deploying these approaches may entail.

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate's future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society-environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.

In everyday conversation much communication is achieved using indirect language. This is particularly true when we utter requests. The decision to use indirect language is influenced by a number of factors, including deniability, politeness, and the degree of imposition on the receiver of a request. In this article we report the results of an eye-tracking experiment examining the influence on reading of the degree of imposition of a request. We manipulate whether context describes a situation in which the level of imposition on the receiver of the request is high (which thus motivates the use of indirect language) with one in which the level of imposition is low (and thus does not motivate the use of indirect language). We compare the comprehension of statements that are phrased indirectly with the comprehension of statements that are phrased more directly. We find that statements phrased indirectly are read more quickly in contexts where the level of imposition on the receiver is high versus when the level of imposition is low. In contrast, we find the processing of statements phrased directly does not vary as a function of level of imposition. This indicates that readers use pragmatic knowledge to guide interpretation of indirect requests. Our data provide an insight into the interface between pragmatic and semantic processing.

Making educational places more inviting to learners is a key aspect of Invitational Theory. This paper introduces a simple technique for sensitizing learners and instructors to how their environment affects their feelings and ability to learn. It describes a learning exercise that may be used to assess, evaluate and transform places, to promote either calm reflection or creative energy as well as some experience based on three years of application in a college-level Geography course. The approach, founded in the Samkhya-Yoga conception of the three modes of material nature, asks learners to detect the roles of Sattva (peace, harmony, tranquility, awareness), Rajas (energy, action, creativity, destructiveness) and Tamas (inert, veiled, ignorance) working together in their habitat and to think about how this balance may be adjusted to positive effect. Learners found the approach novel but many welcomed this new way of envisioning their world. (Contains 3 tables.)

Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers' understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six experienced teachers from secondary and primary schools who were introduced to an explicit and reflective activity, a dramatic reading about a historical scientific development. Concept maps were used before and after the activity to assess teachers' knowledge of NOS. The participants also took part in a focus group interview to establish whether they perceived the activity as useful in developing their own understanding of NOS. Initial analysis led us to ask another group, comprising seven initial teacher education chemistry students, to take part in a modified study. These participants not only completed the same tasks as the previous participants but also completed a written reflection commenting on whether the activity and focus group discussion enhanced their understanding of NOS. Both Lederman et al.'s ("Journal of Research in Science Teaching," 39(6), 497-521, 2002) concepts of NOS and notions of "naive" and "informed" understandings of NOS and Hay's ("Studies in Higher Education," 32(1), 39-57, 2007) notions of "surface" and "deep" learning were used as frameworks to examine the participants' specific understandings of NOS and the depth of their learning. The ways in which participants' understandings of NOS were broadened or changed by taking part in the dramatic reading are presented. The impact of the data-gathering tools on the participants' professional learning is also discussed.

Sri Dattatreya, who Lord Krishna quotes in "The Uddhava Gita", has been evoked as a guru for environmental education. Sri Dattatreya gained enlightenment by observing the world, which provided Him with 24 instructors. These taught Him the futility of mundane attachments, the benefits of contemplation and forebearance, and a path towards the spiritual self-realization of the Supreme. Sri Dattatreya, an incarnation of Lord Vishnu, features in several Puranas where His teachings involve direct challenges to the pretensions and prejudices of the learner. His core message is "never judge by surface appearances but always seek a deeper Truth": the Earth is sacred, an aspect of God, and a puzzle that challenges the spiritual self to awaken to its true nature. (Contains 1 table.)

Deep ecology arises from the personal intuition that one's self is part of the world's environmental wholeness. This awareness may be constructed upon scientific foundations but it is more commonly thought a spiritual concept. Deep ecology pedagogy emerges from its three-step process of ecological Self-realization. This paper traces the roots of the ecological Self through the work of deep ecology's founder, Arne Naess, and his studies of Gandhian philosophy to its foundations in Gandhi's Vaisnava religion. These foundations include the Vaisnava goal of Self-realization, and the scriptural three steps of Lord Vishnu and His Vamana avatar. Vaisnava ethics such as humility, non-harming, non-possession, simple living, and devotional service helped inspire the Gandhian political economy of permanence called "sarvodaya," which still influences thinking in the environment and peace movements.

This article provides details of a successful educational engineering project run in partnership between a group of ten schools and an international engineering, construction and technical services company. It covers the history and evolution of the project and highlights how the project has significant impact not only on the students involved but on the engineering graduates. The article describes the annual cycle of the project and gives an overview of previous themes.

The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university-school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of "third space" the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a "third space" between the university and participating practicum schools, and also note some cautions related to this development.

This article examines evidence regarding the assessment learning of preservice teachers (PTs) in a new Master of Teaching designed to prepare teachers to address the less than equitable outcomes of certain groups of students in New Zealand. The assessment curriculum was integrated across all of the courses and the in-school experiences as one of six interconnected facets of practice for equity. Evidence about the assessment learning of 27 preservice teachers was collected using a survey, interpretive analysis of three assignments and a focus group interview. The findings demonstrated that preservice teachers combined theory and practice encountered in many contexts to build the assessment understanding and competence needed to address equity issues. We argue that this was facilitated by incorporating the assessment curriculum within each course, intertwining university and school experiences, and the specific focus on addressing equity throughout the programme.

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.

This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made from (1) English to English; (2) French to French; and (3) English to French. Results showed that both decoding and linguistic comprehension scores predicted writing accuracy but rarely predicted persuasive writing. Within the linguistic comprehension cluster of tests, Formulating Sentences was a strong consistent within- and between-language predictor of writing accuracy. In practical terms, the present results indicate that early screening for later writing ability using measures of sentence formulation early in students' schooling, in their L1 or L2, can provide greatest predictive power and allow teachers to differentiate instruction in the primary grades. Theoretically, the present results argue that there are correlations between reading-related abilities and writing abilities not only within the same language but also across languages, adding to the growing body of evidence for facilitative cross-linguistic relationships between bilinguals' developing languages.

Previous research raised questions on the validity of survey studies with the teen population. As one response, our team implemented a mixed-methods study to evaluate an evidence-based, interactive curriculum, "Wise Guys," which is designed to promote healthy relationships and sexual behavior in young men ages 4-17. The current study included a Youth Advisory Group, focus groups, and a video-journaling project to delineate teens' thoughts on the most salient aspects of "Wise Guys," and we used these to develop a stakeholder-informed survey instrument. The survey was administered via REDCap, a computer-based medium via phones and mobile devices. Quantitative survey analyses revealed significant positive changes in study constructs. Qualitative interpretations provided rich data that validated the survey findings. Community engagement in the research process and mixed methods may provide the infrastructure for future research and evaluation efforts related to teens.

Despite a growing body of knowledge about what content, processes and arrangements for learning may result in more effective initial teacher education, there remains a problem with the variability of outcomes from teacher education programmes. This paper reports on a multi-perspective exploration of what influences learning to teach in valued ways during initial teacher education. Framed by complexity theory, which emphasises the non-linear nature of social phenomena, the paper presents an analysis of 76 maps of influences on learning to teach (made by teacher candidates, teacher educators, mentor teachers and policy makers), looking for differences and patterns that might point the way to explanations about teacher candidates' varying ability to enact practice that improves outcomes for all learners.

Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that promote equity, drawing on programmes of empirical research or syntheses of major programmes of research that worked from a complex, non-linear view of teaching and its outcomes. We analysed international evidence about teaching practices that have a positive influence on diverse students' learning outcomes and opportunities and then compared and contrasted the results of these analyses. From the commonalities we identified, we derived six interconnected "facets of practice for equity," which are general principles of practice rather than specific teaching strategies or behaviours. Building on these facets, we developed a conceptual framework that can inform an equity-centred teacher education curriculum that specifically addresses the task of preparing teachers who can make a positive difference to the learning opportunities and outcomes of diverse students, particularly those historically disadvantaged by the education system.

Background: This study aimed to explore the perceptions of adult siblings regarding a future care role and compare with perceived parental wishes as family often provide a key support role in the lives of people who have an intellectual disability. Materials and Method: Semi-structured interviews were undertaken with 15 adult siblings and an approach aligned to IPA was used to analyse the results. Results: Emergent themes demonstrated that intellectual disability has an impact upon sibling lives yet the degree and range of impact varies. Most participants were concerned about the future, service issues were raised as was futures planning, siblings' needs, the positive impact of intellectual disability and influence of life stage upon care giving. Conclusion: The findings highlight that whilst the impact of intellectual disability upon adult siblings is variable, siblings are concerned about the future, and that life stage and circumstance appear to influence care giving.

Differential student achievement has particular significance in New Zealand as it has one of the largest gaps between high and low achievers among all OECD countries. Students from low socio-economic status (SES) communities, who are often Maori and Pasifika, are heavily over-represented in the low achieving group, while students from wealthier communities, mainly European and Asian, are over-represented in the high achieving group. This article reports a predominately qualitative study, which investigated student teacher perceptions of how their programme, specifically designed to put equity front and centre, prepared them for teaching in low SES communities. Overall, the findings indicated that the student teachers perceived their programme did prepare them to work in such contexts. However, the study also highlighted ways in which the programme could be strengthened, including the need for a more direct focus on the effects of poverty on children's learning, and the implications of this for teaching.