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Master's level counseling students completed a 5-week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed-methods and quasi-experimental design, results indicated that participants' LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.

The COVID-19 pandemic posed unique challenges for early childhood teachers who were facilitating the learning and development of young students. This exploratory, qualitative study examined early childhood teachers' (K-2 grade levels) experiences with online/hybrid classes and the transition back to in-person classes from Spring 2020 to Fall 2021 in Pakistan and the United States. Themes that emerged from the interview responses of teachers included: proficiency in technology-use, challenges of teaching virtually, limited resources, parental involvement, planning, student engagement, increased workload, challenges of transition to in-person classes, and suggestions for school administrators. Some experiences were unique to Pakistani teachers such as electricity shortages disrupting online classes and gender-based expectations of managing household responsibilities resulting in increased workloads for female teachers. Findings are useful in further understanding the global academic and social impact on young children during the pandemic and the challenges faced by early childhood teachers. Additionally, these findings can inform recommendations to school administrators to provide adequate support to teachers and students transitioning back to in-person classes.

We are a group of teaching-focused academics who share a passion for learning, teaching and the Scholarship of Teaching and Learning (SoTL) in Higher Education (HE). In order to understand how practitioners from a diversity of backgrounds and disciplines came to be in their present LTS (Learning, Teaching & Scholarship) academic roles, we embarked on a Collaborative Autoethnography (CAE). This approach allowed us to use our personal narratives to explore what it means to be a SoTL practitioner in HE, and to analyse these narratives by using textual analysis. This paper unpacks these narratives, focusing on three themes: our rich and diverse backgrounds, influences on our routes to our current academic roles, and how we are loud and proud to be on a teaching-focused career path. It will be of interest to academics who are on, or contemplating, a teaching focused contract. It will also be of relevance to senior staff in HE who wish to understand the nature of these roles, and who wish to consider how to provide appropriate institutional structures to support and nurture these staff.

The integration of artificial intelligence (AI) topics into K-12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.

This paper focuses on how Inuit students responded to a Southern mathematics teaching strategy, known as number talks, in a Nunavut elementary school. Research on the effectiveness of number talks has been conducted in the elementary context (Boaler, 2015; Murata et al., 2017), yet there is little research that focuses on Inuit students' perspectives of number talks as part of mathematics learning. The participants of the study included 10 students and their teacher in a Grade 1 classroom. Data methods included participant interviews, classroom observations, and artefacts generated in response to number talk routines. The results of this affirm what is known about the benefits of number talks and afford new understanding about how to view the teaching strategy through Inuit Qaujimajatuqangit (IQ) principles as outlined by the Nunavut Department of Education (2007).

Using data from a nationally representative sample of 5-year-olds in the Growing Up in Ireland study (N = 9001, 51% male), this research investigated the role of factors in the neighborhood environment on levels of active outdoor play in young children. Primary caregivers (98% mothers; 81% Irish) responded to questions regarding their child's levels of active outdoor play (e.g., chasing) and their perceptions of their neighborhood (e.g., social cohesion and antisocial behavior). Hierarchical regression analyses indicated that levels of active outdoor play were associated with parental perceptions of neighborhood safety and traffic levels, even after other factors were controlled for (i.e., family income). The results are discussed from a bioecological systems perspective. Implications for policy makers and parents are considered.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy--skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research.

To provide an example of outcomes assessment that aligns with student affairs standards (Finney & Horst, 2019a), we share our process of assessing a mandated eight-week program for students on academic probation. Furthermore, our process highlights the value of using existing theory and research to inform assessment and program redesign efforts (Pope et al., 2019). Using a high-quality theory-based measure, we assessed several student learning and development outcomes (e.g., institutional commitment, academic self-efficacy) that theory and research indicated are necessary for students to achieve academic success. Based on the outcomes assessment results, we identified which aspects of the program seemed to be working and which aspects needed improvement. Finally, we close by providing recommendations for other professionals seeking to build and assess high-quality student affairs programs informed by theory and research. [The publication year on the PDF is incorrect, this article was published in 2023.]

Over the last four decades, studies have investigated the incorporation of Artificial Intelligence (AI) into education. A recent prominent AI-powered technology that has impacted the education sector is ChatGPT. This article provides a systematic review of 14 empirical studies incorporating ChatGPT into various educational settings, published in 2022 and before the 10th of April 2023--the date of conducting the search process. It carefully followed the essential steps outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, as well as Okoli's (Okoli in Commun Assoc Inf Syst, 2015) steps for conducting a rigorous and transparent systematic review. In this review, we aimed to explore how students and teachers have utilized ChatGPT in various educational settings, as well as the primary findings of those studies. By employing Creswell's (Creswell in Educational research: planning, conducting, and evaluating quantitative and qualitative research [Ebook], Pearson Education, London, 2015) coding techniques for data extraction and interpretation, we sought to gain insight into their initial attempts at ChatGPT incorporation into education. This approach also enabled us to extract insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of this review show that learners have utilized ChatGPT as a virtual intelligent assistant, where it offered instant feedback, on-demand answers, and explanations of complex topics. Additionally, learners have used it to enhance their writing and language skills by generating ideas, composing essays, summarizing, translating, paraphrasing texts, or checking grammar. Moreover, learners turned to it as an aiding tool to facilitate their directed and personalized learning by assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. However, the results of specific studies (n = 3, 21.4%) show that overuse of ChatGPT may negatively impact innovative capacities and collaborative learning competencies among learners. Educators, on the other hand, have utilized ChatGPT to create lesson plans, generate quizzes, and provide additional resources, which helped them enhance their productivity and efficiency and promote different teaching methodologies. Despite these benefits, the majority of the reviewed studies recommend the importance of conducting structured training, support, and clear guidelines for both learners and educators to mitigate the drawbacks. This includes developing critical evaluation skills to assess the accuracy and relevance of information provided by ChatGPT, as well as strategies for integrating human interaction and collaboration into learning activities that involve AI tools. Furthermore, they also recommend ongoing research and proactive dialogue with policymakers, stakeholders, and educational practitioners to refine and enhance the use of AI in learning environments. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field.

Purpose: District-university partners increasingly rely on "grow-your-own" licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP -- the Licensed Educators' Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals' SE licensure program. Design/methodology/approach: In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature. Findings: 25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a "completion coach." We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages. Research limitations/implications: Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult. Practical implications: Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues. Social implications: The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved. Originality/value: Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Literacy skills can assist in the navigation and enjoyment of adult life. For individuals who have reached adulthood without strong literacy skills, opportunities for continued literacy learning are few. Redesigning AAC technologies to support literacy skill development could extend literacy learning opportunities for adults with developmental disabilities who have limited speech. The current preliminary study evaluated an AAC technology feature designed to support literacy development. The study used a multiple probe across participants design. Three adults with Down syndrome who had limited speech and only basic decoding skills participated. Results suggest the participants made modest gains in decoding accuracy after interacting using the AAC app with the literacy supportive feature, though performance was highly variable. Results also offer emerging evidence that, for two participants, some generalization to encoding performance may have also been achieved. Results showed that, for all the participants, interacting using the literacy supportive feature increased their reading confidence. Altogether, the study's results show preliminary evidence that the feature can support adults with Down syndrome in their ongoing literacy learning, though access to formal instruction is still critical. Future research is needed to continue to explore this and other AAC technology redesigns to increase learning opportunities for the people who use the technology every day to communicate.

Individuals with multiple disabilities are among the most challenging to serve and AAC teams often lack direction in determining effective interventions. The purpose of this scoping review was to summarize the research evidence on AAC interventions for individuals with complex communication needs and simultaneous motor, and visual impairments as part of their multiple disabilities; to consider implications for practice; and to determine gaps and directions for future research. A total of 27 studies were identified and reviewed, involving 55 unique participants with multiple disabilities. Most studies focused on direct intervention to increase requesting or choice-making, with little focus on social communication. Only two studies focused on training communication partners. Results indicated that AAC interventions can be highly effective to increase communication for individuals with multiple disabilities. However, there is an urgent need for increased rigor and more detailed participant information in future AAC intervention research with this population. Future research should investigate AAC intervention to improve social communication and increase language development, not just expression of needs and wants. Future research should focus on the needs of individuals with multiple disabilities from culturally and linguistically diverse backgrounds and on implementation of AAC within natural environments.

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the COVID-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school students' perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors Sarah Miles, Denise Pope, and Caitlin Ciannella offer mastery-based strategies teachers can use to increase student engagement by tweaking some approaches to grading and assessment.

The present study investigates perceptions toward inclusive restrooms after implementation on a college campus. The campus implemented 'all-gender restrooms' to reduce restroom-related stress and belonging threats faced by gender-diverse students. Signs labeled 'all-gender' were added to the restroom doors along with notes explaining that the campus supports students using the restroom they identify with. One year after all-gender restroom implementation we surveyed students about their perceptions of and experiences using these restroom; 155 students, including 11 gender-diverse students participated. Restroom-related comfort and safety as well as transphobia-related individual difference factors (i.e. gender essentialism, right-wing authoritarianism, and political affiliation) were measured. Most participants reported feeling at least moderately comfortable and safe with the restrooms in general. As predicted, the individual difference factors were negatively correlated with comfort and safety toward all-gender restrooms. Findings suggest implementing all-gender restrooms benefits gender-diverse students and illustrate students' support for gender-diverse students. The findings provide insights into the potential for addressing gender essentialism to increase support for all-gender restrooms.

Active learning approaches to biology teaching, including simulation-based activities, are known to enhance student learning, especially of higher-order skills; nonetheless, there are still many open questions about what features of an activity promote optimal learning. Here we designed three versions of a simulation-based tutorial called Understanding Experimental Design that asks students to design experiments and collect data to test their hypotheses. The three versions vary the experimental design task along the axes of feedback and constraint, where constraint measures how much choice students have in performing a task. Using a variety of assessments, we ask whether each of those features affects student learning of experimental design. We find that feedback has a direct positive effect on learning. We further find that small changes in constraint have only subtle and mostly indirect effects on learning. This work suggests that designers of tools for teaching higher-order skills should strive to include feedback to increase impact and may feel freer to vary the degree of constraint within a range to optimize for other features such as the ability to provide immediate feedback and time-on-task.

Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace.

Professional standards related to outcomes assessment call for student affairs professionals to use research to inform programming. If professionals are to rely on research to build programs that positively impact student learning outcomes, the research should be credible. We examined the quality of program effectiveness research available for programming decisions. We reviewed five years of quantitative and mixed methods program effectiveness studies published in four student affairs journals. Despite frequent assertions of program effectiveness, the research designs and analyses did not often support such claims due to plausible threats to the validity of those claims. Articles claiming that programming is effective without credible evidence to support such a claim can result in professionals offering ineffective programming and engaging in inefficient assessment efforts. To address the credibility of effectiveness claims, we call for increased training in research methods, careful review of authors' claims by editors, and assistance from assessment practitioners.

Because FCS agents teach communities about dietary guidelines, it is important that they are aware of the latest nutrition research. This study assessed FCS agents' knowledge of popular fad diets (low-carbohydrate, intermittent fasting, detoxes and cleanses) and their potential adverse effects, and its relationship among location, certifications, years of experience, professional association memberships, and education. Agents in Louisiana, Texas, Arkansas, and Mississippi were emailed a survey. RDN, DTR, and CHES certifications had significant associations (p = 0.03) with knowledge of adverse effects of fad diets. Agents who hold these credentials may have more knowledge about adverse effects of fad diets.

This basic qualitative study assessed students' perceptions of affordable learning materials in an asynchronous master's level research methods course at a regional university. Students preferred instructor-created mini-lectures (45%) more than required readings (39%), supplementary items concerning a specific topic (7%), sample studies (5%), CITI training modules (3%), and continuing education materials (2%). We found that students tended to prefer material that offered foundational information about research methods. Students also preferred material that "translated" academic language. Students preferred materials that were compatible with their perceived learning style. Finally, students preferred materials that related research methods to their own professional practice.

Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Drawing on the principles of critical collaborative research, our intergenerational team of scholars engaged 84 youth participants (ages 12-18) in qualitative data generation and analysis, using novel youth-voice elicitation techniques known as the fishbone and diamond card sort. Findings: Findings highlight specific actions that a diverse group of youth believe students and teachers take to create positive STRs and foreground the importance of teacher power, student responsibility, safe classrooms, and reciprocity in STR construction. Implications: By pinpointing specific actions that teachers can take to build positive STRs, this work raises implications for teacher education and professional development, especially as schools struggle to regain ground with students in the wake of COVID-19 disruptions. In addition, the study demonstrates how engaging youth as partners in qualitative research can help improve the conduct and products of empirical research in education, offering a model for the field of youth validation processes.

In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain-specific transmission of knowledge between peers. Stages of development and characteristics inherent to the learner and model influence how and when children learn from each other. Peer learning is persistent across societies despite cultural beliefs that favor adult-child transmission in some settings. Comparative research hints at the possibility that children's greater motivation to interact with and learn from each other may set humans apart from other primates. We conclude by outlining avenues for future research, including how individual characteristics and developmental changes in social networks, motivation, and cognition may contribute to cultural evolution.

This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations for elementary teachers (TExES Core Subjects EC-6, Science (804) exam). The science content component of the certification exam was the instrument used to generate data for this study. The independent variables for this study were the timing of the exam attempt compared to the participation in the science intervention. The dependent variables included the scaled score for the exam and the science content competencies. Results for an independent sample t-test indicated that the difference between the mean scores for these two groups was statistically significant (t = - 4.21, df = 102, p < 0.001) with the preintervention group scoring lower compared to the postintervention group. Mean scores for the exam were higher (MS = 57.7%, SD = 29.8%) than the mean score for exam attempts occurring before the intervention (MS = 44.4%, SD = 29.2%). The results suggest that the intervention implemented as part of the science methods course had a positive impact on prospective teachers. That is, their science content knowledge resulted in an increased passing rate on the certification exam.

This article explores teachers' experiences of establishing and maintaining Indonesian gamelan music programs in Australian schools focusing on their views of the strengths and challenges of those programs. By analysing these experiences, I argue that we can discover important indicators of the factors which affect the long-term vitality and sustainability of such programs. Knowing and understanding these factors helps teachers and school management who may want to establish or maintain a gamelan program in their school. Gamelan programs in schools are valuable as they can be an important step in developing intercultural understanding in students and promoting cultural diversity in the school curriculum. I start with an overview of cultural diversity in music education and my own connection with the topic. I then discuss the qualitative methods used for my research. I interviewed 23 teachers across 16 Australian schools over a period of 10 months in 2017-2018. This is followed by a discussion of the participating teachers' experiences of teaching gamelan in their schools and what, in their view, are the strengths and challenges of those culturally diverse music programs. I then summarise the findings of my research, offer some possible typical characteristics of a vital and sustainable gamelan program in a school and give suggestions for steps to take to ensure a successful and long-standing program. It is hoped these findings help teachers and school management to both establish, and maintain, effective gamelan programs in their schools.

In his video message sent on the occasion of the closing plenary of OIEC's World Congress, Pope Francis expressed sincere gratitude for all those who work in Catholic education. "I thank you for this service, and through you I would like to convey my sincere gratitude to all those who work in Catholic education: lay people, men and women religious, and priests," he said. He also conveyed his warmest greetings to millions of students who attend Catholic institutes in city centers, making special mention of Catholic school students who live in the peripheries of society. The Pope said young people are the "today" of God and are the today of the Catholic Church's educational mission. The OIEC International Congress 2019 -- taking place under the theme "Educatio Si" -"Be educated" -- is strongly focused on Pope Francis' encyclical "Laudato Si" (2015) and on the contribution of Catholic schools to teaching the values of solidarity, humanism, and the safeguarding of the common house.

Randomized response techniques (RRTs) are useful survey tools for estimating the prevalence of sensitive issues, such as the prevalence of doping in elite sports. One type of RRT, the unrelated question model (UQM), has become widely used because of its psychological acceptability for study participants and its favorable statistical properties. One drawback of this model, however, is that it does not allow for detecting cheaters--individuals who disobey the survey instructions and instead give self-protecting responses. In this article, we present refined versions of the UQM designed to detect the prevalence of cheating responses. We provide explicit formulas to calculate the parameters of these refined UQM versions and show how the empirical adequacy of these versions can be tested. The Appendices contain R-code for all necessary calculations.

Academic entitlement (AE) is expecting favorable academic outcomes regardless of performance. This study tests relationships between AE, narcissism, self-esteem, self-efficacy, and self-compassion to identify pathways for reducing AE. Results revealed two divergent pathways to AE, narcissism and over identifying with negative emotions (OI). OI, holding onto negative emotions, is the opposite of mindfulness, further supporting AE as a maladaptive coping response. Mindfulness, a component of self-compassion, should be explored in interventions reducing AE.

U.S. higher education institutions have navigated unprecedented challenges to keep their campus communities safe during the COVID-19 pandemic. As the pandemic unfolded, communities of Color and those from low-income households, many of whom attend Hispanic Serving Institutions (HSIs), were found to be disproportionately impacted by COVID-19. In this pandemic-induced context, this longitudinal mixed-methods study explores students' experiences in coping and adapting to rapid changes to instruction and institutional supports during the pandemic at an HSI located in Arizona. HSIs should evaluate the ways in which the institution centered serving college students during the COVID-19 pandemic, particularly those who identify as Hispanic and first generation and those with lower socioeconomic status. This study also leveraged data-informed insights to share with leaders at HSIs in Arizona to guide refinements to institutional practices during the pandemic.

Over a quarter of the members of the social work profession are working in health related settings yet preparing students to work in such multi-disciplinary environments, with hierarchical organizations and problem-focused systems, can create value conflicts, principally with the strengths-based paradigm inherent in social work practice. In order to prepare social work students for delivering services that honor the profession's ethics, values, and principles in medical environments, a focused academic curriculum and field experience are warranted. This conceptual paper aims to inform social work educators about the unique considerations for preparing students to practice in health care settings. We address how the underlying influence of the biomedical model, organizational culture, and billing and reimbursement services within the medical context can challenge social work values and practice. However, we illustrate how the Integrated Behavioral Health model can be applied to help students utilize clients' inherent strengths and problem-solving capabilities while they navigate the terrain of multi-disciplinary medical environments.

While education abroad can facilitate experiential learning, when travel is focused around collective trauma, academic tours may exacerbate harm. In this article, we describe our process of seeking to be accountable for the role of our course, which focuses on the 30-year conflict, known as the Troubles that took place in Northern Ireland, in communities that have been affected by traumatic structural violence and interpersonal conflict. We discuss the risks of perpetuating objectification and exploitation, and of mediating strategies for building reciprocity and solidarity. Special attention must be given to these issues to facilitate just and ethical learning experiences that model appropriate professional development for social work students.

Although increasing numbers of teachers of color are entering the teacher pipeline, they continue to be in high demand, but short supply. Research shows teachers of color have lower pass rates on certification exams, a single factor that functions as a gatekeeper to teacher licensure. This study explores the impact of a science methods intervention on Hispanic elementary teacher certification scores. Results show the mean score for the post-intervention (241.63) was 17 points higher than the pre-intervention score (224.63) and the results were statistically significant (t = -5.816, df = 18, p = 0.000). In this study, not only did the Science certification scores improve, the scores for Hispanic and White EPSTs were not statistically significantly different (t = 0.394, df = 50, p = 0.695).

Purpose: Qualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. "Subjectivity" and "reflexivity" are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively. Design/methodology/approach: This is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels. Findings: This conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines. Originality/value: This paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.

In a bibliometric analysis, we used the PubMed search engine to count the number of publications identified by the search term "dissociative amnesia" for the years 2011--2020. We then counted publications from the same decade for five representative comparison disorders: "panic disorder," "anorexia nervosa," "obsessive-compulsive disorder," "attention deficit hyperactivity disorder," and "bipolar disorder." Our search yielded only 89 publications for "dissociative amnesia," and only seven of these involved localized or selective amnesia for specific events. By contrast, we found between 3000 and 21,000 publications for each of the five comparison disorders during 2011-2020. We performed several additional secondary analyses, all of which suggested that the diagnosis of "localized or selective dissociative amnesia" has generated little scientific interest in recent years. Examining possible hypotheses to explain this lack of interest, it appears most likely that the concept of localized or selective dissociative amnesia is not widely accepted among scientists at present.

Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive emotional experiences. Self-determination theory, cognitive psychology, and developmental psychology offer useful frameworks for understanding how play in school gardens can improve motivation and promote meaningful learning in the early childhood years and beyond. Benefits reported in the literature of incorporating school gardens into teaching and learning experiences include opportunities for learners to satisfy the basic psychological needs of autonomy, competence, and relatedness, increased positive emotions, opportunities to renew cognitive and emotional energies, and tangible evidence of efforts linked to initiative and industry of students who care for plants and animals in the garden. Recommendations include long-term planning for funding school garden programs and supporting teachers in incorporating purposeful play in the garden into learning.

Counselor educators (N = 205) were surveyed on their teaching philosophy, coverage of LGBTQ issues in counseling courses, participant characteristics, and LGBTQ clinical skill using web-based methods. Regression analysis identified that rating adult education as important predicted coverage of LGBTQ issues. Implications, limitations, and future directions are discussed.

The "West Australian" of June 1919 contains a detailed account of a 'novel educational method'. It was the first public demonstration of the Eurhythmics of Jaques-Dalcroze in Australia. It was held in Government House Ballroom, under the patronage of His Excellency, the Governor of Western Australia, and Lady Ellison-MacCartney. It was presented by Geraldton-born, Irene Wittenoom, who was the first Australian to graduate from the three-year course at the London School of Dalcroze Eurhythmics. The program included rhythmic movement and musical examples, shown by young children, school children, kindergarten teacher training students and adults whom Wittenoom had been teaching during the past months. Modelled on the demonstrations given by M. Emile Jaques-Dalcroze in which Wittenoom had participated in England and Europe, this paper poses the question whether it created a pathway for others in Australia to follow. The "West Australian" noted that, from first to last it was impossible not to be influenced by the beautiful purpose running through all the harmony of movement and music. Each exercise of their limbs and minds and senses, for all were brought into vital play, gave them a positive joy. The Address was given to a large gathering of distinguished Western Australians, by Cecil Andrews, the Director of Education. The only recorded copy of the program is now held in the State Library of Western Australia.