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The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. https://doi.org/10.1186/s40723-019-0062-9.; Langford [2010]. "Critiquing Child-Centered Pedagogy to Bring Children and Early Childhood Educators Into the Center of a Democratic Pedagogy." "Contemporary Issues in Early Childhood" 11 (1): 113-127. https://doi.org/10.2304/ciec.2010.11.1.113.; Pérez and Saavedra [2017]. "A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s." "Review of Research in Education" 41 (1): 1-29. https://doi.org/10.3102/0091732X16688621.; Souto-Manning and Rabadi-Raol [2018]. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." "Review of Research in Education" 42 (1): 203-225. https://doi.org/10.3102/0091732X187595.), the new edition continues to centre dominant developmental approaches where adults hyperfocus on children's differences or individual characteristics rather than on changing educational structures and practices that promote inequity (Ferri and Bacon [2011]. "Beyond Inclusion: Disability Studies in Early Childhood Teacher Education."). The revised guidelines do not go far enough to address inequity and to give teachers and programmes tools for addressing injustice for all young children. This manuscript builds on previous critiques of DAP by explicitly addressing the exclusion of disabled children from the guidelines.

With internationalization now an imperative for institutions of higher learning around the world, this article examines the specific case of how France's elite engineering and business schools, known as the "grandes écoles," have taken on this challenge. Mobilizing work on organizational allomorphism and the "glonacal" approach, this article proposes rethinking the ways in which these different scales are interlinked, and, to this end, using the national position of these establishments as a starting point for understanding their internationalization. The national position may be thought of along three dimensions: material, symbolic, and geographic. By analyzing national press rankings and mobilizing a study of two schools located in the same geographic area, this article will demonstrate how these schools approach internationalization from their national position, as well as from the highly specific category of French "grandes écoles" in which they operate, showing how internationalization reinforces existing competition, rather than creating it.

Science Olympiad is a K-12 science, technology, engineering, and mathematics (STEM) competition that engages approximately 7,000 teams across the U.S. in individual and team challenges at regional, state, and national levels. Science Olympiad began expanding to include elementary students in 2008. Yet, little is known about the adults who volunteer to coach elementary Science Olympiad teams or their coaching motivations. The purpose of this study was to investigate who coached elementary Science Olympiad teams, what motivated them to volunteer, and how their participation influenced their science teaching self-confidence, knowledge, and practices. This mixed-methods study investigated 125 Elementary Science Olympiad coaches' beliefs in the southeastern U.S. Survey items were based on the Coach Motivation Questionnaire (CMQ). Open-response questions following the survey items were coded in two ways; inductively and based on a priori motivational codes. Participant coaches were most likely to be teachers (92%), female (85%), and White (85%). Survey findings indicate that coaches' most significant motivating factors were intrinsic (M = 4.33/5); minor differences were based on gender, role, and length of time coaching. The qualitative responses supported the survey findings and gave more insight into teacher-coaches' thinking. The coaching experience had many positive effects on the teachers, such as enhancing their science and pedagogical content knowledge in science and other subjects, strongly influencing their self-confidence, and increasing their use of hands-on science and STEM activities.

Interdisciplinary collaborations between different academic disciplines can create knowledge and solutions to challenges that are beyond the scope of what a single discipline can achieve. However, little is known about how interdisciplinary teams of faculty and graduate students function as a whole and the processes that guide them as they work on collaborative tasks. Using Activity Theory, this qualitative study analyzed team meeting transcripts to examine interdisciplinary team interactions involving Science/Engineering and Science Education graduate students and faculty members as they co-developed laboratory activities for a grant-funded project. Several factors contributed to the team's success: shared goals (Object), environment (Community), and clear Division of Labor. Differences (contradictions) were found in the Tools, Rules, and Division of Labor; the PI and Science/Engineering graduate students tended to focus on the needed lab materials, and the Science Education members focused more on educational standards and teachers' ideas in the lab development (Tools). The PI and Science Education members set and enforced the team meeting agendas and deadlines (Rules). The Science/Engineering grad students focused on practical considerations to ensure the labs could successfully be implemented in a class setting (Rules) and were assigned the most tasks to complete (Division of Labor). The findings provide insight into the nature of interdisciplinary team dynamics between a Science/Engineering and Education grant team. The findings also suggest the importance of shared goals (Object), community development (Rules: Team Building), and the potential of capitalizing on different strengths and knowledge (contradictions) in an interdisciplinary team.

This study developed and psychometrically evaluated a brief measure of mental health treatment knowledge (N = 726). Scores from "Knowledge about Treatment" (KaT) demonstrated a unidimensional measure with good model fit, internal consistency reliability, convergent and predictive validity, test-retest reliability, and measurement invariance across gender, ethnicity, education, and poverty status.

A scarcity of workers calls into doubt our capacity to support and care for an aging population. To gain a better understanding of the next generation of potential workers that will serve the aging population, 644 French-speaking students in grades 10 and 11 in the province of New Brunswick (Canada) were surveyed. The goals were to learn more about the attitudes, knowledge, and career interests that French-speaking, bilingual youth hold with respect to older adults. The participants' responses indicate slightly positive attitudes toward older adults and little knowledge of this group. Results also showed that interest in a career working with older adults is primarily linked to holding positive attitudes toward them. By offering a deeper insight into young people's perceptions of an aging population and contributing to a field lacking in research, the results of this study provide insight into measures that can be taken to ensure the future sustainability of the workforce for an aging population.

This paper presents a comparative case study of the alumni of two multi-term civic learning programs that combine academic service-learning with a series of other student experiences such as the creation of online portfolios and capstone experiences over at least four semesters of an undergraduate education. Findings of this study suggest that alumni perceive substantial impact on their civic and professional experiences after graduation because of their participation in such programs while undergraduates.

As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset--the belief that ability is malleable through effort, strategy, and help-seeking--and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.

This paper explores how alumni of a multi-term public service program understand the connection between the program and their career development. Qualitative data were collected from 393 alumni based on six open-ended survey questions. While career and professional development is not an explicit goal of the program, a thematic analysis suggests that alumni perceived that the program connected to career reflection, boosted their resume, and guided them toward a public service career or specific jobs.

We present a microservice architecture for large-scale automated scoring applications. Our architecture builds on the open-source Apache Storm framework and facilitates the development of robust, scalable automated scoring applications that can easily be extended and customized. We demonstrate our architecture with an application for automated content scoring.

Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff. Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction of systemic barriers for innovation through the process described in this article.

Recent research indicates that children with autism are at increased risk of maltreatment. We examined news media reports on homicide incidents involving children with autism as victims in the United States between 2000 and 2019. Of the 52 victims studied, 47 (90.4%) were male. Age of victims ranged from 2 to 20 years (mean = 10.4 ± 5.3 years). Parents and other caregivers accounted for 63.5% and 13.5% of the perpetrators, respectively. The leading injury mechanism was gunshot wounds (23.1%), followed by drowning (19.2%), and suffocation, strangulation, or asphyxiation (19.2%). The most commonly cited contributing factor (47.1%) was overwhelming stress from caring for the autistic child. These results underscore the importance of supporting services for caregivers of children with autism.

This study investigated the experiences of rural, underserved middle school students in afterschool clubs. Culturally relevant climate change education strategies were used to enhance students' climate change literacy. We investigated changes in students' climate change literacy, perceptions of strategies used, and what they valued about the clubs by analyzing a pre-post survey (N = 97) and structured written reflections (N = 113). A new integrative framework brought together climate change education design elements to promote culturally relevant programming in an afterschool setting. The effective climate change education strategies and Expectancy-Value Theory (EVT) guided data analyses. Overall, students demonstrated significant growth in climate literacy; beliefs, attitudes, and subjective knowledge did not increase significantly. Students' reflections indicated some climate change strategies resonated more than others. Analyses using EVT found that students' interest/enjoyment and identity were most often described, followed by self-efficacy and expectations for success with club tasks. Implications for practice are shared.

General chemistry students need to understand the concept of intermolecular forces and use them to predict the properties of materials. To do this, they must create symbolic representations of molecules, relate these to physical observations, and explain them using submicroscopic theoretical constructs. When these concepts are taught separately, students lack the context to fully understand and retain them. In this inquiry-based laboratory experiment, students explored the interrelated concepts of molecular structure and solubility in an applied context and then explained their individual results and the class results using the concept of intermolecular forces. Specifically, they drew the molecular structures of an analogous series of alcohol molecules and evaluated the relative solubility of the alcohols in polar versus nonpolar solvents. Designing the procedure to avoid student exposure to hazardous reagents facilitated their exploration of the underlying concepts. Using Sharpie pigment in each alcohol as an indicator dye helped the students visually assess their relative solubility in different solvents. Students typically observed that the relative solubility of the alcohols in the solvents could be predicted based on key factors that affect molecular polarity and hydrophobicity, in particular hydrocarbon chain length and surface-to-volume ratios. The students explained the pooled class solubility results based on the types and strengths of intermolecular forces present in each substance. Significance testing performed on our pre- and postlaboratory quiz data indicate that completing this experiment significantly improved students' conceptual understanding of structure-property relationships. Item difficulty and discrimination index scores were used to validate these quiz questions.

Health-Promoting School (HPS) interventions aim to reduce bullying and violence via curriculum, environmental and family/community-engagement components. Despite evidence of their effectiveness, factors influencing the implementation of such interventions are poorly understood. This systematic review aims to examine such factors by assessing qualitative process evaluations of HPS interventions aiming to reduce bullying, aggression or violence. A comprehensive systematic search of 12 databases was carried out, and 20 reports from 17 studies were included. Thematic synthesis was used to identify factors affecting implementation. Factors that enable implementation were related to programme characteristics and stakeholder buy-in, including support from leadership, teachers, students and parents. Good communication and staff climate were important. Interventions were better implemented when they framed health promotion as a core school business, were supported by a national policy, used local data to show need and effectiveness and provided high-quality, pragmatic and accessible staff training. The results of this review can serve to guide and facilitate the design and implementation of future bullying and violence prevention programmes. Since there is significant overlap in terms of the important pillars and guiding principles for all interventions guided by the HPS framework, the findings may apply to outcomes beyond bullying and violence.

Many students may not be aware that renewable biological materials can be converted into multiple bioproducts and biofuels using a biorefinery process, a more sustainable alternative to conventional crude oil refineries. By using waste from pineapple, a plant material that most students are familiar with, a biorefinery can be modeled to demonstrate the benefits of a circular bioeconomy. Pineapple waste consists of the peel, core, and leaves that are often discarded after the fruit is processed for consumption. These "leftovers" or "residues" are rich sources of sugars and lignocellulosic biomass, which can be converted to value-added bioproducts and biofuel. In this article, the development and implementation of a high school laboratory activity that simulates a pineapple biorefinery is described. It was field tested with an Environmental Science class, in which students converted pineapple leaves into paper, and they fermented the sugars from the core and peel into bioethanol for fuel. Students investigated how different process variables influenced the tensile strength of their paper and the quantity of bioethanol produced. This lab introduces students to the potential of a circular bioeconomy and challenges them to integrate prior chemistry and biology knowledge to generate solutions to real-world sustainability problems. It can be used in chemistry classes to demonstrate stoichiometry, chemical reaction yield, chemical bonds, and the effect of reactant concentration on the rate of product formation.

Many early intervention systems are focused on "fixing" children to support development and inclusion. However, we need to acknowledge systemic racism and bias to focus on early settings, schools, and practitioners who are ready for all children. Furthermore, knowledge about the existence of bias and its possible harmful effects support a need for thoughtful, systems-level decisions. We propose a conceptual model for acknowledging the impact of social stratification mechanisms like systemic racism on the development of young children of color in early intervention to ensure equitable access and outcomes. Through this acknowledgment, we can consider systems-level change to build equity-empowered settings and classrooms that support optimal development for all children, especially children of color and with disabilities.

Purpose: In France at the high school the subject matter "Sciences Économiques et Sociales" (economic and social sciences) deals with the present economic crisis. We study the ways it is taught about: words, and explanatory patterns. Design/methodology/approach: We use a specific approach, that we call "semantic holism", conceiving subject contents as the product of a dual process of didactization and of axiologization of reference knowledge. That implies relating these contents to the social value system and, especially, to the lexicon, set of keywords through which people must think and talk at some point. The analysis starts from the examination of economic and social sciences syllabuses and teaching resources, and leads us to highlight the predominance of the references to standard economics, but this predominance cannot be justified by the state of scientific knowledge. Findings: We show on the contrary a lexicon effect: the subject key notions have been selected in accordance to the lexicon keywords. Therefore the proposed contents seem far from the objective to understanding the major issues at stake today. Research limitations/implications: Then further researches must focus on the ways of teaching about the crisis in spite of the present lexicon.

Supporting social-emotional development, such as by fostering experiences of belonging and promoting sharing and productive communication, has long been part of preschool and elementary school programs. Now, high schools increasingly are focused on social-emotional development, too. The most common instruments used to measure social-emotional development are student surveys, in which adolescents report their experiences, behaviors, and attitudes related to school. Can these surveys reveal which high schools best support social-emotional development? And does attending such a school improve students' long-term outcomes? This study examines results from a detailed annual survey about social-emotional development and school climate administered to students in the Chicago Public Schools. Through value-added analysis, the authors identify individual high schools' impacts on 9th-grade students' social-emotional development and test scores. They then trace the effects of attending a school that excels along each of these dimensions on short-term outcomes, such as absenteeism and school-based arrests, as well as on longer-term outcomes, like high-school graduation and college enrollment. The analysis confirms that some schools are better at supporting students' social-emotional development than others. Schools that promote social well-being have larger effects on students' attendance and behavioral infractions, while those that improve work habits have larger effects on academic performance. The authors also calculate each school's value-added to student test scores and then look to see how well these measures predict student success. Compared to test-score value-added, social-emotional value-added is far more predictive of the behaviors that support student success, such as having fewer absences and being on-track to graduate. And it is more predictive of positive longer-run outcomes as well, such as graduating from high school and enrolling in a four-year college. These results show that students' own assessments of their social well-being and work habits provide valuable information about their development. They also show that these surveys can be used alongside traditional indicators like test scores to provide a more complete picture of how schools prepare students for the future. This analysis represents an important early step toward understanding how schools influence the social-emotional development of adolescents, how that can be measured, and how this can be useful for policy.

This multiple case study elicited the voices of four 8th grade students, from a rural, low-income school district, who participated in STEM career explorations during their science class. Based on students' written reflections during career explorations, interviews, and from field notes, we analyzed the ways students talked about their lives and experiences as they explored STEM-related careers, reflected upon the influences in their lives, and considered their futures. Students drew upon their interests and dispositions, primarily through home-based experiences, and often in spite of negative messages at school. Students aspired to live and work in their rural community, make their families proud, and sought financial stability in a career they would enjoy. Findings highlight the importance of out of school learning for these students, the important role of their families, and the prevalence of negative and racialized school experiences that often undermined students' potential. In many ways, students held perceptions reflective of racial and gender stereotypes about who is successful in STEM, which influenced their aspirations. This study provides examples of how constructs from the expectancy-value theory are operationalized--particularly with regard to cultural and social experiences--through the voices of these rural students. The findings from this study lead to a number of recommendations related to university outreach efforts into rural communities, culturally relevant teacher professional development and pre-service teacher preparation, and dissemination to support others and draw insight from underserved students' lives when undertaking steps to promote their futures.

As the COVID-19 pandemic became widespread in early 2020, people around the world felt scared, confused, and at a loss for how to help their fellow humans. Suddenly, young and old alike needed to understand the science of virology and how to protect themselves and others, while the world's scientific understanding of the specific COVID-19 virus continued to evolve. In response to this critical need, the Smithsonian Science Education Center (SSEC) collaborated with the World Health Organization (WHO) and the InterAcademy Partnership (IAP) to create a community research guide called "COVID-19! How Can I Protect Myself and Others?," which focused on the protective behaviors necessary to ensure public health. To disseminate this module, the SSEC leveraged a network of partners from around the world who shared the goal of providing high-quality science and STEM education to young people. One key partner was Innovation for Science Education (INNOVEC) based in Mexico. Through the Smithsonian's timely content and the innovative efforts of INNOVEC and others to reach young learners around the globe, "COVID-19! How Can I Protect Myself and Others?" has supported more than 2 million young people in 36 countries to discover, understand, and act in order to protect themselves and others.

Network science has allowed varied scientific fields to investigate and visualize complex relations between many variables, and psychology research has begun to adopt a network perspective. In this paper, we consider how leaving behind reductionist approaches and instead embracing a network perspective can advance the field of parental burnout. Although research into parental burnout is in its early stages, we argue that a network approach to parental burnout could set the scene for radically new vistas in parental burnout research. We claim that such an approach can allow simultaneous investigations (and clear visualizations) of many variables related to parental burnout and their interactions, integrates smoothly with prior family systems theories, and prioritizes dynamic research questions. We likewise discuss potential future clinical applications, such as interventions targeting central nodes and treatment personalized to a specific family's network system. We also review practical considerations, limitations, and future directions for researchers interested in applying a network approach to parental burnout research.

After the implementation of No Child Left Behind in 2002, national educational standards reform has supported the idea that improvements in education can result from rigorous standards that uniformly evaluate learning. Educational assessment, however, is under increased scrutiny and teachers, students, as well as educational policy makers struggle to balance curriculum reforms. The purpose of this qualitative research study was to determine the perceptions of agricultural education teachers regarding implementing Common Core State Standards in their programs. Data were collected through five structured interviews conducted with agricultural education instructors adopting the Common Core State Standards curriculum within their classrooms and analyzed using the constant comparative method. Overall, teachers were positive about the implementation of Common Core State Standards in their programs; however, teachers acknowledged challenges to implementing these standards, including a sense of voicelessness and complacency. Teachers also expressed a perception of helplessness with the ever-changing cycle of educational initiatives.

Purpose: The purpose of this study was to investigate the relationship between speech recognition benefit derived from the addition of a hearing aid (HA) to the nonimplanted ear (i.e., bimodal benefit) and spectral modulation detection (SMD) performance in the nonimplanted ear in a large clinical sample. An additional purpose was to investigate the influence of low-frequency pure-tone average (PTA) of the nonimplanted ear and age at implantation on the variance in bimodal benefit. Method: Participants included 311 unilateral cochlear implant (CI) users who wore an HA in the nonimplanted ear. Participants completed speech recognition testing in quiet and in noise with the CI-alone and in the bimodal condition (i.e., CI and contralateral HA) and SMD in the nonimplanted ear. Results: SMD performance in the nonimplanted ear was significantly correlated with bimodal benefit in quiet and in noise. However, this relationship was much weaker than previous reports with smaller samples. SMD, low-frequency PTA of the nonimplanted ear from 125 to 750 Hz, and age at implantation together accounted for, at most, 19.1% of the variance in bimodal benefit. Conclusions: Taken together, SMD, low-frequency PTA, and age at implantation account for the greatest amount of variance in bimodal benefit than each variable alone. A large portion of variance (~80%) in bimodal benefit is not explained by these variables.

When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.

Support provided by the research advisor is understood to be one of the keys to success in higher-level studies. However, support remains a construct operationalised in many different ways, making it difficult to prescribe those behaviours supervisors should adopt or abandon to optimise support offered to students. This self-report study examines how perceived supportive or unsupportive behaviours relate to students' wellbeing and attitudes towards their studies as well as dropout intentions. 203 graduate students completed an online survey measuring their perceptions of their advisor's support and several outcome measures. The results show that instrumental support explains a larger part of the variance of the outcomes than affective support. However, micromanagement best explains undesirable states such as negative affect, strain and drop out intentions. The results also suggest that demonstrations of support do not compensate for the negative effects of micromanagement. The theoretical and practical implications of these results are discussed.

This report describes the initial automated scoring results that were obtained using the constructed responses from the Writing and Speaking sections of the pilot forms of the "TOEFL Junior"® Comprehensive test administered in late 2011. For all of the items except one (the edit item in the Writing section), existing automated scoring capabilities were used with only minor modifications to obtain a baseline benchmark for automated scoring performance on the TOEFL Junior task types; for the edit item in the Writing section, a new automated scoring capability based on string matching was developed. A generic scoring model from the "e-rater"® automated essay scoring engine was used to score the email, opinion, and listen-write items in the Writing section, and the form-level results based on the five responses in the Writing section from each test taker showed a human-machine correlation of r = 0.83 (compared to a human-human correlation of r = 0.90). For scoring the Speaking section, new automated speech recognition models were first trained, and then item-specific scoring models were built for the read-aloud picture narration, and listen-speak items using preexisting features from the "SpeechRater"[SM] automated speech scoring engine (with the addition of a new content feature for the listen-speak items). The form-level results based on the five items in the Speaking section from each test taker showed a human-machine correlation of r =0.81 (compared to a human-human correlation of r = 0.89).

"Beyond Blackboards" is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21st Century Engineering Challenges. Set within a predominantly lowincome, majority-minority community, our study aims to investigate the impact of "Beyond Blackboards" on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.

In France, syllabuses and teachings of economics have changed a lot in first degrees and at the high school as well since their creation. Wondering whether this imperceptible transformation does not lead finally the subject towards a regression as for its ambitions, by impoverishing it, we analyse these evolutions. Concentrating our work on the word "market", which has got a considerable place so much in the syllabuses of the high school and Bachelor's degree today, we show that this whole transformation is a lexicon effect. We support our reflection by analysing syllabuses and textbooks. We show that market has become a keyword in the lexicon of our society; that is the reason why its use is obvious at the present time, and does not need an accurate definition. That is what we call a lexicon effect. But it poses questions about the impoverishment of the teaching of economics at high school and university, as many controversies testify. It would be necessary to make sure of a true "knowledge growth in teaching" (Shulman, 1986), by questioning content and relationships to knowledge such as ways of teaching. The involvement of teachers in this kind of approach should be encouraged. In other words, research on dynamics of knowledge should be initiated. On which conditions is it possible?

School subjects can provide a good context for learning a second language. This is especially true for science as it can involve a range of student centred activities, which involve students in collaborative communication related to a range of different competences. This paper reflects on one approach to learning in a second language, using the approach promoted by the PROFILES project. It illustrates how the PROFILES approach can realise greater potential for student language development, focusing on learning about carbon dioxide in an inquiry learning format, permitting experimentation and interpretation of the outcomes. The approach is via a scenario providing a familiar setting for the learning and, following experimentation, the approach moves to decision making where the focus of carbon dioxide is on being a greenhouse gas and effecting global warming, this leading to a debate on acceptable levels of carbon dioxide and the effect of deforestation. The latter involves the use of argumentation skills in a socio-scientific setting allowing the utilisation of a second language in a different dimension to that of providing scientific explanations.

Efforts to bring human rights (HR) and international humanitarian law (IHL) into the mainstream of social studies education in the United States often encounter roadblocks and digressions that are difficult to understand from outside the arena of US public education. Educational standards, curricula and core practices in U.S. public schools combine to create a formidable structure for educators who want to assure that no child completes public school without experiencing human rights friendly education and encountering HR/IHL course content. This article will introduce the Human Rights Education Community within the National Council for the Social Studies and highlight some initial efforts to make Human Rights Education (HRE) more visible in the core social studies canon that students encounter in their public school education. It concludes with a look at the next steps that will need to take place if NCSS' recent support for HRE is to manifest in genuine instructional change.

This report presents work on the development of a new corpus of non-native English writing. It will be useful for the task of native language identification, as well as grammatical error detection and correction, and automatic essay scoring. In this report, the corpus is described in detail.

This quantitative study examined factors underlying middle and high school teachers' choices about whether to use problem-based learning (PBL). Survey items measured respondents' perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non--PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers' intention to implement PBL and recommend the inclusion of experienced PBL teachers to share how the "costs" of implementing this pedagogy can also add "value" for teachers and their students.

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print-focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.

The implicit and explicit messages early childhood practitioners send about disability have important consequences for young children's developing identities and sense of belonging. The authors discuss how practitioners can cultivate early learning communities in which the identities of all young children, with and without disabilities, are affirmed. Drawing on research and examples from practice, they explain how early educators can challenge and change deficit-based assumptions about disability and other forms of diversity by practicing inclusion. The article provides a framework for practicing inclusion and illustrates how such a process has the potential to positively affect the experiences of young children with and without disabilities, sending a much-needed message to all young children and families about civil rights, human diversity, and justice.

This article tries to show that combining opportunities to imitate and study with self-inspired and autonomous activities can facilitate the exploitation and exploration of different kinds of knowledge and ways of learning. This approach might inform leaders' and teachers' education and development with a focus on promoting students' capability and understanding through problem-solving and the pursuit of projects for personal satisfaction and public recognition. The intention is for effective teaching and learning to contribute to healthy, inclusive, productive communities in a sustainable world.

This paper tells stories from a higher education study abroad collaboration entitled "Investigating Diversity, Human Rights and Civil Society in Japan and Australia." Starting from a pedagogical focus on students' active learning about human rights, this project has come to value relationship building--between academic institutions, civil society and community groups, and individuals. We ask 'what is human rights education?', and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in 'third spaces' (Bhabha). In an attempt to address the 'im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination' (Sharma), learners 'become border crossers in order to understand otherness on its own terms' (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness. [Paper presented at the International Conference on Human Rights Education (ICHRE) (9th, Sydney, Australia, 2018).]