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A modified and improved inductive inferential approach to evaluate item discriminations in a conditional maximum likelihood and Rasch modeling framework is suggested. The new approach involves the derivation of four hypothesis tests. It implies a linear restriction of the assumed set of probability distributions in the classical approach that represents scenarios of different item discriminations in a straightforward and efficient manner. Its improvement is discussed, compared to classical procedures (tests and information criteria), and illustrated in Monte Carlo experiments as well as real data examples from educational research. The results show an improvement of power of the modified tests of up to 0.3.

In recent years, an increasing number of deaf and hard of hearing (D/HH) undergraduates have chosen to study in STEM fields and pursue careers in research. Yet, very little research has been undertaken on the barriers and inclusive experiences often faced by D/HH undergraduates who prefer to use spoken English in research settings, instead of American Sign Language (ASL). To identify barriers and inclusive strategies, we studied six English speaking D/HH undergraduate students working in research laboratories with their eight hearing mentors, and their three hearing peers sharing their experiences. Three researchers observed the interactions between all three groups and conducted interviews and focus groups, along with utilizing the Communication Assessment Self-Rating Scale (CASS). The main themes identified in the findings were communication and environmental barriers in research laboratories, creating accessible and inclusive laboratory environments, communication strategies, and self-advocating for effective communication. Recommendations for mentors include understanding the key elements of creating an inclusive laboratory environment for English speaking D/HH students and effectively demonstrating cultural competence to engage in inclusive practices.

Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (n = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color tiles. Then they created, extended, described, and analyzed their own patterns while working in groups (n = 8). The research question was: What algebraic errors do PSTs demonstrate in the process of constructing, explaining, and analyzing their own linear, geometric, and quadratic patterns using color tiles? The analysis, which focused on errors and misunderstandings preservice teachers demonstrated in their final unit, revealed three specific areas of difficulties: figural errors, explanation challenges, and improper use of algebraic language. Participants failed to connect their algebraic images in a coherent manner, there was confusion in articulating their algebraic thought processes, and algebraic terminology was improperly used. Implications for teaching and further research are described.

This essay reflects on the experiences of faculty members at a large public university as they responded to the demand for online learning caused by the 2019 coronavirus disease pandemic. It explores themes of course delivery, assessment methods, and faculty-student interactions and how these themes inform faculty identity. The authors suggest that the disruption to faculty identity created by the pandemic may be a fortuitous opportunity to examine deeply held beliefs about what it means to be a college professor

This study examined the relationship of school administrator and teacher self-ratings of instructional and behavioral management practices to student growth on statewide achievement tests (Partnership for Assessment of Readiness for College and Career [PARCC]). The study included 78 teachers and 1,594 students from fourth through eighth grades in nine high-poverty charter schools. Observation scores completed by school administrator and teacher self-ratings were collected on the Classroom Strategies Assessment System (CSAS), an observational assessment that reports outcomes as discrepancy scores: differences between recommended frequency and observed frequency of specific instructional and behavior management strategies for teachers. Correlations revealed negative relations between both informants' discrepancy scores and PARCC growth scores, demonstrating that teachers with lower discrepancy scores tended to have students with greater PARCC growth scores. Hierarchical multiple regression analyses revealed school administrator and teacher CSAS total discrepancy scores were related to student performance on PARCC mathematics, but not English Language Arts (ELA), and teachers' CSAS Total discrepancy scores explained an additional 4.8% of variance in PARCC mathematics. Implications of findings for professional development and research are offered.

The architecture of sleep undergoes distinct changes during childhood and early adolescence. Slow wave sleep is involved in memory processing and may support active consolidation of newly encoded representations to support the formation of abstracted "gist" memories. Here, we examined sleep and overnight memory formation in German school children (n = 33) between 7 and 15 years of age, after the encoding phase of a verbal Deese-Roediger-McDermott (DRM) task. Effects of age were analyzed on sleep electroencephalogram (EEG) signatures of memory processing during nonrapid eye movement (NonREM) sleep, and the overnight formation of veridical and gist-based memories. Increasing age decreases time spent in slow wave sleep, and slow wave activity, whereas density and amplitude of fast sleep spindles in NonREM sleep were increased. Moreover, fast spindles were more consistently and more closely coupled to the upstate of the slow oscillation in the older children. Also, veridical and gist-based recall of words after sleep increased with age. Notably, a closer slow oscillation upstate-fast spindle coupling predicted veridical recall of words, and this relationship was found independent of age. Memory performance in the sleeping children did not differ from that of an age-matched control group (n = 32) tested over a daytime wake retention interval, with adolescents even showing superior veridical recall after wake. Our findings suggest that slow oscillation-spindle coupling as a mechanism of sleep-dependent memory formation becomes increasingly relevant during childhood and early adolescence. However, wake-associated mechanisms similarly effective in forming medium-term memory exist in this age as well.

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the U.S. Office of Special Education Programs (i.e., Promoting Adolescents' Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers' sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.

Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families.

Background: Mobile crisis (MC) services is a pediatric behavioral health service that diverts those who need a lower level of care away from the Emergency Department (ED), enabling EDs to focus on providing acute behavioral health services. However, despite MC's efficacy, utilization could be enhanced. Implementation science provides an informative analytic framework. Objective: This study explores implementation-related factors from the service providers' perspective using qualitative methods, to ascertain the strengths, challenges, and adaptations made in accord with local factors. Method: Between April and November 2017, seven focus groups were conducted with 33 MC services providers. A semi-structured interview elicited descriptions of program strengths and challenges including micro and macro factors affecting MC services delivery. Transcripts were coded thematically and related to the four implementation science concepts--fidelity, acceptability, penetration, and sustainability. Results: MC providers prioritize safety and family engagement. They are aware of the many community and personal barriers to practice, including the inadequacy of the continuum of care, and intervene accordingly. Conclusions: Implementing a community-based program such as MC requires focused efforts to build relationships with families, agencies, and community organizations. To get families and referring agencies to use MC rather than the ED for youth in behavioral health crisis, practitioners coordinate with EDs, hospitals, and the needed services. By building essential relationships, providers were able to overcome many barriers and challenges, enabling them to successfully implement MC programs throughout the state. Nevertheless, several remaining challenges will need to be addressed to sustain successful program implementation in the future.

Study abroad is becoming increasingly common for multicultural immersion in counselor education programs. However, little is known about students who immerse themselves within their own culture. This study used a phenomenological approach to examine the experiences of nine female counseling students of Mexican descent who took part in a study abroad program in Mexico. Three themes emerged from the data (identity, privilege, and reflection). Implications for counseling study abroad programs and multicultural education are provided.

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators' "Stages of Concern," the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common "Stage of Concern" for edTPA coordinators was "Management." Coordinators' interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.

The conceptual foundation and initial psychometric evidence are provided for the "Instructional Coaching Rating Scales" and "Interaction Style Scales--Teacher Forms." These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the needs of teachers and students. Specifically, the article presents the theory, evidence, and measurement framework for the system. Findings indicate that the "Rating Scales" and Interaction Style Scales--Teacher Forms have very good internal structures based on multiple fit statistics for confirmatory factor analyses, high internal consistency, good item-to-scale total correlations, and freedom from item bias. Collectively, this promising statistical evidence is supportive of valid score inferences. Study limitations and directions for research are discussed.

Inquiry-based learning (IBL) provides students with an opportunity to take ownership of their learning while developing important higher-order skills necessary for designing innovative solutions to complex modern health problems. In our undergraduate health sciences program, critical thinking, creativity, research skills and innovative thinking are core program learning outcomes, and thus IBL is an important pillar of our curriculum. We have taken a staged approach, integrating IBL into each year of a four-year undergraduate degree program that scaffolds structure and independence to suit undergraduate student needs from the first to third years; this culminates in an independent, student-driven honours thesis in the fourth year. In this paper, we share practical IBL strategies that pair with student needs throughout the four-year continuum and highlight strategies to address challenges at each stage of learning.

The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that averages the components nested within each domain. The study was conducted with a sample of 85 teachers and 10 school administrators from five high-poverty charter schools. Overall, the findings build on previous research, offering additional evidence for using alternative scoring methods for the classroom observational measures. The FFT composite scores are internally consistent at the domain and total levels, as well as more stable across time compared to the traditional scoring approach. Implications for research and practice are discussed.

Instructional coaches are increasingly used to deliver job-embedded professional development for educators despite limited evidence-based models and assessment-driven resources to guide implementation. While researchers in vocational psychology have validated measures for job selection that can guide training; development and validation of coaching assessments for measuring evidence-based coaching behaviours have only recently begun. Given the availability of these measures, it is now possible to examine the extent to which teacher workstyles commonly known to administrators are related to effective coaching behaviours. To this end, we examined the relations between 16 workstyle attributes as measured by the Workstyle Personality Inventory (WPI) and six-effective coaching behaviours as measured by the Instructional Coaching Rating Scales (ICRS) based on a sample of 27 full-time coaches across 14 high poverty charter schools. Results showed that higher levels of achievement/effort, initiative, cooperation, and self-control were correlated with higher levels of implementation of effective coaching behaviours. Teachers with a strong ability to encourage others to work together while remaining emotionally composed in difficult situations may thus represent ideal candidates for coaching positions that train them in the systematic implementation of research-based coaching behaviours. Correlational findings are limited to self-report of respondents. Future research directions are discussed.

The goal of the university professional development course BINE is to encourage participants to address education for sustainable development (ESD) in a reflective way. The main aims are for the participants to learn about action research and to reflect and implement ESD in their work and institutions. This paper briefly describes the concepts of action research in relation to ESD and gives an overview of the structure of the course. The central part reports on the programme evaluation and the main results. Findings indicate that the systematic collection and analysis of data and the writing of a study are regarded as strenuous but conducive to learning. It seems that a balance of provocation and support as elements of a dynamic didactical design offers space for more in-depth reflections on ESD.

Artificial intelligence is impacting society on a very large scale and should be included in K-12 educational content in some capacity to provide meaningful STEM experiences. Computer vision (a field of research that heavily leverages artificial intelligence) was emphasized in professional development for in-service teachers. The teachers received two to three weeks of training across two states (Arizona and Georgia) that emphasized image processing, computer vision, and machine learning using visual media. Personal Construct Theory (Kelly, 1955) was used to map changes in thinking using hierarchical cluster analysis. The research question was: How did in-service teachers' thinking regarding artificial intelligence change after partaking in remote professional development emphasizing computer vision? Dendrograms and descriptive statistics showed changes in thinking for in-service teachers in relation to artificial intelligence. There were four clusters in both the pre- and post-professional development dendrograms, but constructs shifted within clusters. Implications for practice and research are discussed.

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.

We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Teachers (N = 78) completed instructional logs daily and administered easyCBM probes quarterly to 162 students with disabilities and 165 students without disabilities. Examination of instructional data indicated both groups of students had nearly equal opportunities to learn (OTLs) the same mathematics content, yet there were significant differences in these students' mathematics achievement on interim and summative tests. Special education status and instructional practices were found to be significant predictors of achievement growth. Furthermore, grade level and special education status, along with OTL scores, accounted for significant variance in end-of-year mathematics scores. Discussion of results focuses on instructional practice implications and the role these practices play in achievement gaps.

The high Arctic is a remote place, where geoscientific research and teaching require expensive and logistically demanding expeditions to make use of the short field seasons. The absence of vegetation facilitates the use of modern photogrammetric techniques for the cost-effective generation of high-resolution digital outcrop models (DOMs). These georeferenced models can be used in pre-fieldwork activities to help prepare for traditional geological fieldwork, during fieldwork to record observations, and post-fieldwork to conduct quantitative geological analyses. Analyses of DOMs range in scale from mm-cm (e.g., size and spacing of dinosaur footprints), to hundreds of meters (e.g., seismic modeling of outcrops and outcrop-well-seismic correlations) and can advance research objectives. This integration is strengthened if key geoscientific data, like geological and topographical maps, subsurface profiles, borehole data, remote sensing data, geophysical data and DOMs can be integrated through a common database, such as the Svalbox database that we present in this commentary. Svalbox geographically targets the Svalbard archipelago, where fieldwork is challenging due to the harsh polar environment, risk of polar bear encounters and demanding transport to the field area. The University Centre in Svalbard nonetheless relies on utilizing the natural Svalbard environment for its field-based education, and now makes use of Svalbox to make geological fieldwork more efficient and post-fieldwork analyses more quantitative. Experience and usage of such tools in geoscientific education, particularly in the polar regions, is not well documented. Therefore, we share experiences on both developing and optimizing Svalbox, and on student and lecturer usage. Svalbox includes a web-based interface through which DOMs are shared and displayed together with relevant public-domain geoscientific data sets. Svalbox also serves as a platform to share student and teacher experiences on the entire DOM workflow, from acquisition to data distribution. For the Svalbox users questioned by the project group, DOMs were found to provide many benefits, including quantitative analyses, extended field season, appreciation of scale and data sharing that significantly outweigh present-day challenges, such as the need for expensive hardware and lack of easily accessible interpretation software, the latter being surmountable within the near-term.

To support reading comprehension and content acquisition among middle school students with reading disabilities and difficulties, content area teachers must employ evidence-based literacy instruction. This type of instruction is especially crucial in the content areas because the majority of students with disabilities--those who typically struggle with reading comprehension--receive at least 80% of their instruction in the general education setting (USDOE, 2016). The Institute of Education Sciences (IES) practice guide on improving adolescent literacy (Kamil et al., 2008) provides recommendations on using evidence-based literacy practices to support the literacy skills of students with and without disabilities. These recommendations include providing all students explicit vocabulary and reading comprehension strategy instruction and opportunities to participate in text-based discussions in engaging literacy lessons. In order to ensure that students receive evidence-based literacy instruction that aligns with the recommendations outlined in the IES adolescent literacy practice guide, all teachers--despite their content area focus--should integrate a set of evidence-based literacy practices into their instruction. In this article, authors demonstrate how general education and special education teachers can apply a specific set of evidence-based literacy practices in the general education setting to support students' reading comprehension and content knowledge.

Capitalizing on Latinx students' aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth.

Intercontinental telehealth may be a solution for the dissemination of evidence-based practices in underserved countries. The purpose of this study was to evaluate the use of intercontinental telehealth to train interventionists in incidental teaching. The training package consisted of written and verbal instructions and videoconferencing with delayed video-feedback. Five adults and two children participated in this study. One adult was in the United States (host site), and the remaining participants were in Japan. The adult located at the host site first taught one of the participants (termed "coach") the incidental teaching and coaching procedures. The coach then trained the three subsequent interventionists in the incidental teaching procedures. All three interventionists improved their implementation of incidental teaching and reached the preset criterion. We also evaluated the distal outcomes on child mands with one child emitting increased mands in response to interventionists' improved implementation fidelity of incidental teaching and one child demonstrating no change.

Navigating a phonocentric and audistic society can be challenging for Deaf people, yet some of them adapt and exhibit resilience. Although there is a plethora of resilience studies, Deaf people's narratives are largely unexplored. This phenomenological study explored from a Deaf cultural-linguistic lens 10 Deaf professionals who use American Sign Language in the United States and their observation of other Deaf people's lived experience. The study focused particularly on their experiences in overcoming significant barriers in their lives and the factors that strengthen Deaf people's resilience. Based on qualitative data gathered from narrative interviews, three main themes emerged from this study: (a) Barriers to Incidental Learning: The Dinner Table Syndrome; (b) Importance of Family Involvement; and (c) Protective Role of the Deaf Community as a Second Family. The stories in this study highlight how Deaf professionals and other Deaf people navigate barriers and manifest resilience.

To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with complex vocabulary and comprehending upper-level concepts. Teachers can use a variety of instructional methods to increase opportunities for students to engage with text to enhance their understanding of concepts and support reading comprehension. This article provides guidance on how teachers can implement a "critical reading" of text routine that includes peer-mediated instruction. Adaptations to this routine that teachers can use to address students' differing needs within the same content-area classroom are included. Resources are provided that teachers can use to differentiate and enhance implementation of the routine.

Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use of mathematical fraction concepts in the student participant's experience, at home and in the classroom. Results indicated a strong understanding of fractional magnitude/size when comparing two fractions; however, putting several fractions in order from the smallest to the largest was a struggle for the participants. The findings also support the call for increased incidental learning opportunities between deaf and hard of hearing children and their parents along with increased use of practical applications of fractional numbers, and additional training for teachers who teach fractions to deaf students.

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; the order of delivery of each presentation was counter balanced between the two groups of students. Following the instruction, each group was tested on the science lecture materials with thirty-six comprehension questions. Results indicated that deaf students who received direct instruction in ASL from the deaf teacher scored higher on content knowledge.

Prevalence studies of challenging behaviors among children with disabilities have a potential value, as they provide information for intervention and evaluation. However, the results from these studies seem to vary according to the population involved, the behaviors explored and the selected methodological procedures and instruments used. The purpose of this study was to identify the prevalence data of challenging behaviors considering the behaviors assessed, how the behavior is measured and which procedures are used to collect the prevalence of these behaviors among school-aged participants with disabilities. We performed a systematic review and selected 20 studies for analysis according to their methodological characteristics. The findings indicated that the most common behaviors studied were aggression and self-injury. Moreover, a wide disparity with respect to procedures and methods (e.g., sampling methods and instruments) to assess the prevalence of challenging behavior was identified. Recommendations for addressing these issues are presented, and implications and suggestions for future research are discussed.

State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities (n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article.

Teaching can be an emotionally exhausting profession, thus mechanisms that protect teachers from feeling emotionally overextended need to be investigated. In two studies, we examined the indirect role teacher-student relationships have on teachers' level of emotional exhaustion through teachers' experiences of enjoyment and anger. In the first, we used a latent path analysis to examine the indirect effect of teacher-perceived (N = 266) teacher-student-relationships on teachers' emotional exhaustion in a cross-sectional design. In the second study, we extended these findings to a longitudinal design that utilized student perceptions and replicated the indirect effect of teacher-student relationships on teachers' (N = 69) emotional exhaustion using student (N = 1643) perceptions of teacher-student relationships. The results from both studies indicated that high quality teacher-student relationships help protect teachers from being emotionally exhausted through increasing the amount of enjoyment and decreasing the amount of anger they experienced in the classroom.

The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students' opportunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment System--Observer Form (CSAS-O; Reddy and Dudek 2016), an online multidimensional assessment of instruction and behavior management practices. The study included 71 kindergarten through 12th grade teachers and 11 school principals from six high poverty charter schools in the northeastern USA. Results provided initial evidence for the relationship between OTL and principal observer ratings of instruction. As hypothesized, results indicate significant positive correlations between teacher ratings of time spent on instruction and time spent on academic standards with observer ratings of teaching strategies; and significant negative correlations with observer discrepancy ratings for instructional and behavior management. These findings indicate that the MyiLOGS teacher self-report formative assessment may support teachers' movement towards improving their teaching practice. Limitations of the measures and generalizability are discussed.

Preservice elementary teachers often struggle with prime decomposition and other mathematical topics that correlate with number theory. This paper provides a framework for integrating prime factor tiles into their curriculum with a particular emphasis on prime decomposition. Using this framework, preservice teachers explored and evaluated numbers using prime factor tiles. The results of the exploratory inquiry showed that preservice teachers made some progress in their understanding of prime decomposition after exploring with the tools. However, they struggled with problems requiring the application of prime decomposition. More time to delve into this topic is probably needed in order to observe further gains.

As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters--(a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problem-based lessons with students in groups supported by lesson analysis--as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases. (Contains 2 tables and 1 figure.)

Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action research examines what preservice teachers discovered about how children learn mathematics during their interactions with parents and children. Preservice teachers' individual reflections focusing on children's learning were qualitatively analyzed and clustered. In addition, data from teacher educator's observation notes was used to triangulate findings. Four themes were identified in relation to children's needs for promoting learning in mathematics: (1) activity adjustment (2) engagement through guiding and questioning (3) motivational issues and (4) the use of manipulatives and visuals. The event appeared to offer preservice teachers insight into the elements of activities needed to guide children's learning in mathematics.

It is essential for middle school leaders to develop and promote school-wide literacy models, organizational structures that have a significant impact on the learning environment for all students in their building. However, school-wide literacy models can be difficult to implement and sustain over time. Drawing from an Office of Special Education Programs (OSEP) funded model demonstration project, PACT Plus, we provide a set of action steps for committed leaders to consider when initially adopting practices for a school-wide literacy model and to help leaders create a shared vision that promotes the implementation and sustainability of practices over time. In this article, we review the importance of using students' data to choose evidence-based literacy practices. We also provide guidance on how middle school leaders can encourage the adoption and use of these practices, so teachers implement the practices with high levels of fidelity of implementation.

Elementary pre-service teachers in an upper-division algebra mathematics content course explored graphing through the use of Calculator-Based Rangers™ (CBRs). This study explores how they used the "Distance Match" feature of the technology to engage in algebraic thinking. Operating CBR technology, pre-service teachers' perceptions regarding how position/time graphs represent algebraic concepts was explored with an emphasis on physical movement. Using an inductive approach for qualitative data, the pre-service teachers' reflections regarding the use of CBRs were analyzed. Specifically, patterns and structures were discovered through coding of the pre-service teachers' raw descriptions of their movements. Using the data sources (a reflection and assignment), the results showed increased understanding and beneficial affordances with the use of CBRs. However, the pre-service teachers failed to connect the graphs thoroughly to numeric representations and described slope only superficially. For example, movement was not contextualized using numbers but rather using verbal descriptions. Implications are provided for the integration of CBRs as tools for enhancing pre-service teachers' knowledge for teaching mathematics with technologies.

Oral reading fluency (ORF) assessments measure how quickly and accurately students read within one minute. They are widely used at the elementary level; however, due to the typical structure and class sizes in middle schools, such individualized assessments are less feasible and, therefore, less frequently used. Two exploratory studies investigated potential methods for efficiently administering ORF measures at the middle school level by utilization of peers: Peer-Assisted Assessment in Reading (PAAR). Findings from both studies showed that after a short training, students were highly accurate in identifying words read in one minute regardless of grade or instructional level, but they were less consistent in correctly identifying miscues. Comparisons between student and student teacher accuracy were also made. Implications for practice are discussed.

Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 [T1]) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed. Educational Impact and Implications Statement: Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.

Background: Assets-based approaches are well-suited to youth living in majority world contexts, such as East Africa. However, positive psychology research with African adolescents is rare. One hindering factor is the lack of translated measures for conducting research. Objective: This study builds capacity for positive youth development research in East Africa and beyond by examining a Swahili measure of youth development that assess both internal and external strengths. Methods: We translated a well-researched and internationally used measure of assets, [Developmental Assets Profile (DAP), along with measures of self-efficacy, ethnic identity, sense of community, and community participation] into Swahili. Psychometric results for 1241 diverse Tanzanian young people were evaluated. Open-ended asset listing and focus groups provide complementary data and identify areas for further investigation. Results: Most scales displayed promising internal consistencies and were related to each other and to socio-demographics. Moreover, the DAP predicted self-efficacy and vulnerability status. Exploratory factor analysis supported a three-factor structure of the DAP. Test-retest reliability and language equivalency scores yielded less satisfactory results. Qualitative data support the assets approach and suggests areas for consideration based on culture and context. Conclusions: The developmental assets framework and Swahili measure may be used to advance research in this understudied, yet important region. Adolescents in Africa should be included in international efforts to develop PYD theory and to understand the diverse contexts in which youth develop and contribute.

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in "Educational Assessment," 21(2), 120-134, 2016). TEES is a multi-informant assessment designed to measure teachers' and school administrators' experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators' experiences with teacher evaluation are more favorable than teachers' experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented.

This study examined the structure of two preservice teachers' understandings of educational software in mathematics using repertory grid techniques. Specifically, the study focused on how teacher educators can enable preservice teachers to discern the features of mathematics software, and develop pedagogical goals that reflect the affordances and constraints of available tools. Results showed a deepening of knowledge and a differentiation of knowledge following experiences of exploration, evaluation, and comparison of different types of software. Results imply that directing preservice teachers' attention to utilizing the functional characteristics of software for developing plans and for the design of instruction may be fruitful for more effective integration of software in their future teaching. However, participants' preexisting content knowledge and their pedagogical worldview tempered this effect. (Contains 8 figures and 2 tables.)

The current study investigated six teachers, three in second grade and three in fourth grade, and their beliefs about learning, instruction, and technology. The first significant finding was that the teachers who held objectivist notions about learning and instruction also held objectivist views concerning technology, and the teachers who possessed constructivist beliefs about learning and instruction also had constructivist beliefs about technology. The second major finding was that these second-grade and fourth-grade teachers differed in their beliefs about learning and instruction, as well as their beliefs concerning technology. The second-grade teachers placed greater emphasis on student-centered concerns while their fourth-grade colleagues were more teacher-centered. The difference in the beliefs and approaches to teaching at the primary and upper elementary grades may have implications for teacher preparation and inservice training efforts. (Contains 2 figures.)

The Classroom Strategies Assessment System-Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.