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The present study examined patterns of number-related utterances and actions directed to 9-month-old infants by their parents. An ethnically and economically diverse sample of 86 families participated in structured play sessions conducted separately with the mothers and fathers of each infant. Data were coded for eight math talk categories, and these codes were analyzed for frequency, as well as complexity (number of categories mentioned within each 30-sec time interval) and diversity (number of categories mentioned across the entire play session). Number-related utterances and actions were frequent, with cardinality, one-to-one correspondence, and non-numerical quantitative terms (e.g., "some, less") being most frequent. Mothers and fathers both provided frequent and diverse input, though mothers provided significantly more math talk than fathers for abstract counting and equivalence/non-equivalence, and mothers mentioned significantly more categories overall than fathers. Both non-numerical quantitative relations and cardinality were significantly associated with children's preschool numeracy outcomes, though the association was negative for cardinality. Furthermore, fathers' numeracy input and mothers' total talk were also significantly and positively associated with children's numeracy outcomes.

This qualitative case study investigates graduate students' perspective changes apropos their crossnational collaborative learning experience while participating in an online teaching and learning course jointly taught by graduate schools in the United States and Israel. The participants met virtually, on a weekly basis between November and December 2018, on a platform called "Second Life," to design and participate in collaborative learning activities. On completion of the course, interviews were conducted with a small sample of student-participants regarding their experiences. During the design phase, participants' dominant perceptions of their learning experiences were characterized by genuine "excitement" at the novelty of collaborating virtually with colleagues on the other side of the world. Their initial perceptions evolved during the participation phase to realization as learning communities emerged and students' roles expanded beyond the scope of mere participants. In this study, the authors argue that participants' construction of new knowledge resulted in authentic learning from the standpoints of social constructivism and online collaborative learning theory and further discuss the factors that enabled the participants' authentic learning experience.

As the call for reform in STEM education has continued to increase over the past twenty-five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high-quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty.

As the call for reform in STEM education has continued to increase over the past twenty- five years, new challenges arise for colleges and universities to seek high-quality professional development strategies and opportunities for faculty to upgrade and enhance their STEM teaching methodologies. Against this backdrop, the authors discuss what constitutes high- quality professional development and examine a large-scale three-year case study, involving a collaborative effort among NASA MUREP Educator Institutes for preservice-teachers and STEM education faculty from minority serving institutions. The authors analyze the resulting impacts of this professional development on various aspects of the professional practices of participating university faculty. [This article was published in "SRATE Journal" (EJ1243647).]

Charles Fowler (1931-1995) was an important thinker whose reconstructionist philosophy of music education represents an untold view worthy of examination in the modern context. Fowler described the philosophy in his dissertation completed in 1964, based on the reconstructionist theory of Theodore Brameld. He outlined seven major objectives stating how music education can impact students, schools, and communities, and can serve as an agent of social change. This perspective was the basis for Fowler's pragmatic and progressive outlook throughout his 45-year career as teacher, researcher, writer, and arts advocate. His philosophy is presented here as another critical viewpoint of music teaching and learning, and for its impact on those who experience it. Following an introduction to Fowler and his connections to reconstructionism, his seven objectives for music education are presented, along with samples of writing showing his consistent philosophical beliefs over time, concluding with a review of his thinking while considering the future through a lens of the past. While prevailing viewpoints center on aesthetic, praxial, and pedagogical views, Fowler's reconstructionist philosophy is worthy of inclusion in the history of music education as he argued for a sociological perspective that predates most viewpoints commonly read in the field today.

The main objective of this research is to improve the tenth graders' speaking skill through storytelling technique at SMK Bhakti. This research is a two-cycle-process of classroom action research. The subject of the research was the students of tenth graders at SMK Bhakti-2. There were 20 students (12 males and 8 females). The instruments were the test, observation, interview, and diary notes. The result indicated that there was significant improvement of students' scores in the Pre-test to Post-test II. The mean of students' Pre-test scores was 48.20, and 63.30 for Post-test I. On the contrary, it was 77.70 in Post-test II. It was supported by interview, diary notes, and observation showing that there was students' interest in learning through the implementation of storytelling. It, therefore, is suggested for English teachers to make use of the technique to actively encourage and increase the students's positive learning attitude towards speaking English.

The unforeseen school closures in response to COVID-19 have brought unique challenges to teachers, who were required to not only flexibly shift between on- and off-line learning but also safely promote student-centered and collaborative learning in socially distanced remote and on-campus classrooms. Teachers in South Korea, one of the first countries to transition to blended teaching, faced similar challenges with limited time, resources, and training to prepare for this unprecedented situation. This case study provides evidence-based insights on how a teacher-initiated Professional Development (PD) session on blended teaching can support teachers to address these challenges. The PD session was designed in partnership with a Korean district office and the subject-based Communities of Practice (CoP) to provide insights on teacher-initiated bottom-up transformation in blended teaching. Both quantitative and qualitative data showed teachers' increased understanding of Technological Pedagogical Content Knowledge (TPACK) and blended teaching competencies (BTC) after the PD session. This case study informs how educators, researchers, and administrators can collaborate to overcome educational exigency. When the results are generalized across different cultural contexts, it will provide ideas and strategies for the design and implementation of intensive teacher-initiated PDs to support the flexible design and implementation of blended teaching in variable learning contexts.

People with severe/profound and multiple disabilities may receive insufficient stimulation and correspondingly show low levels of happiness (satisfaction). Various stimulation strategies have been proposed to address this situation. This study aimed to extend the assessment of two of those strategies (i.e., self-regulated and staff-regulated stimulation strategies) with 12 participants who were exposed to each strategy. During intervention sessions with self-regulated stimulation, the participants sat at a desk and received stimulation if they pushed a panel in front of them thus activating a smartphone's proximity sensor. During intervention sessions with staff-regulated stimulation, they sat at a desk and received stimulation independent of any response. All participants showed increases in indices of satisfaction with self-regulated stimulation. Nine of them also showed such increases with staff-regulated stimulation. The participants' level of satisfaction during self-regulated stimulation sessions was frequently higher than that observed during staff-regulated stimulation sessions. Staff personnel interviewed about the two strategies provided higher scores for self-regulated stimulation. The self-regulated stimulation strategy may be considered preferable to the staff-regulated stimulation strategy because of its impact on participants' satisfaction and active responding.

#PhDChat is an online network of individuals that has its roots to a group of UK doctoral students who began using Twitter in 2010 to hold discussions. Since then, the network around #PhDchat has evolved and grown. In this study, we examine this network using a mixed methods analysis of the tweets that were labeled with the hashtag over a one-month period. Our goal is to understand the structure and characteristics of this network, to draw conclusions about who belongs to this network, and to explore what the network achieves for the users and as an entity of its own. We find that #PhDchat is a legitimate organizational structure situated around a core group of users that share resources, offer advice, and provide social and emotional support to each other. Core users are involved in other online networks related to higher education that use similar hashtags to congregate. #PhDchat demonstrates that (a) the network is in a continuous state of emergence and change, and (b) disparate users can come together with little central authority in order to create their own communal space.

Several theoretical proposals tried to account for the meaning open-endedness of metaphors in literature and for the effortful process they trigger in readers. However, very few experiments have tackled the neurophysiological underpinnings of literary metaphor. Here we used Event-Related brain Potentials (ERPs) to explore the temporal dynamics of comprehending metaphors from Italian poems and novels (e.g., "grass of velvet"), presented in their original context, as compared with literal expressions (e.g., "throne of velvet"). Results evidence a more negative ERP response for metaphors, unfolding in an N400 followed by a sustained negativity over frontal sites, suggesting a long-lasting effort in elaborating figurative meanings. Whereas the N400 might be indicative of lexical/semantic processes typical of metaphors and amplified by the literary context, the sustained negativity might reflect the manipulation of multiple meanings in working memory, possibly responsible for the poetic effect. Interestingly, the late negativity effect is driven by familiarity, with a more negative response for those metaphors that are less familiar. These findings offer material to discuss ideas put forward in pragmatics, literary studies, and cognitive neuroscience of literature, like the condensation of weak implicatures, the foregrounding, and the relation between a metaphor and its context.

Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware and connectivity; autonomy of use; digital and literacy skills; availability of technical and social support; and access to educators skilled in the use of information and communication technologies (ICTs). Although there is rapid progress in the growth of mobile subscriptions across the globe, there remain groups of digitally excluded peoples within and across countries. Moreover, although progress has been made in addressing connectivity issues and challenges in learning about digital technology, teachers and learners continue to face issues and challenges related to teaching-and-learning with digital technologies and resources within local contexts and beyond. For instance, in an era of rapid global cultural, political, economic and social changes, the need for intercultural education has never been greater. Not only does digital exclusion contribute to a knowledge divide but it also limits opportunities for intercultural connections, communications and understandings. Building on the work of previous EDUsummITs, the EDUsumIT 2013 participants focused on exploring how digital equity and intercultural education are intertwined. This paper describes current needs and challenges as well as opportunities related to digital equity and intercultural education, as well as the increasingly important role technology plays in helping to foster intercultural understanding and education. These are illustrated by examples of how access to digital resources may help bridge both the digital and cultural divides and relate them to some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs.

Novice teacher attrition has long been a concern among educators and policy makers who have responded with various types of induction and mentoring programs and increased efforts to recruit more teachers. Yet, these efforts have not created the stable work force needed to implement school reform efforts. The school staffing challenge is further compounded by the fact that more than 50 percent of U.S. teachers and principals are Baby Boomers who are expected to retire soon. These school staffing challenges have been on the horizon for a number of years and, in response, teacher educators in the Texas State University System have implemented and evaluated an innovative induction support model designed to increase teacher retention and to capitalize on the expertise of newly retired master teachers. The Novice Teacher Induction Program (NTIP) was launched in 2002, and researchers have since tracked three cohorts of program participants (a total of 954 new teachers) into their fifth year of teaching. Retention research was completed in 2009, and results indicate that program participants have remained in the profession at higher rates than nonparticipants. Furthermore, reflections from both novice teachers and mentor teachers indicate that they not only greatly valued the experience as it was occurring, but also have continued to recognize its merits in subsequent years. Based on these research findings, NTIP is proving to be a promising induction support model that has great potential for use in other school districts across the nation. (Contains 3 tables and 1 figure.)

In light of the fact that policy makers are attempting to build accountability systems that will hold teachers, and the teacher education programs that prepared them, accountable for student achievement results, failure on the part of teacher educators to repeatedly and assertively advocate for a significant role in shaping the accountability systems for teacher education programs and to structure them in ways that can lead to program improvement will undoubtedly be a missed opportunity with dire consequences that will take years, if not decades, to correct. The data analysis practices advocated in this article yield data that teacher preparation programs could use for program improvement. The authors use actual student achievement data collected through an earlier large-scale teacher induction study to demonstrate the ways in which the proposed data analysis approach could be useful to teacher educators interested in program improvement. (Contains 3 figures.)

The birth of American music education is often attributed solely to Lowell Mason in Boston. His younger brother Timothy, however, was also active at the same time in Cincinnati. This study traces the roots of music education in both cities, but highlights the rarely cited accomplishments of Timothy Mason and his colleagues. Using historical method, the study compares efforts in each city through early advocacy speeches, parallel innovative work by each brother, and actions of local school boards who provided support for music in the schools. Unique features and findings of the study include consideration of selected early education meetings and music presentations, bringing lesser-known music meetings and advocates to light, and the important proclamations that resulted. A most compelling element, however, is further detail about how Timothy Mason succeeded in bringing music education to Cincinnati schools, perhaps even ahead of his more famous brother. (Contains 34 endnotes.)

Substantial evidence now supports pedagogical applications of virtual worlds; however, most research supporting virtual worlds for education has been conducted using researcher-developed Multi-User Virtual Environments (MUVE). Second Life (SL) is a MUVE that has been adopted by a large number of academic institutions; however, little research has systematically investigated the potential of using SL for higher education. A 2-year pilot study was conducted that included seven SL activities and a mixed-methods evaluation of the SL's affordances, challenges, and limitations. Three SL integration factors emerged, each with sub-factors: pedagogical (relevance, complexity of required SL skills, use of SL affordances); contextual (student prior gaming experience, activity duration, frequency of events); and logistical (SL usability, training, technical support, computer issues). A framework for creating SL instructional activities is presented using the factors. (Contains 5 tables and 19 figures.)

This article describes the "The Presidential Timeline of the 20th Century," a newly unveiled website jointly created by the Learning Technology Center of The University of Texas at Austin and The National Archives' 12 presidential libraries. This web-based resource provides access to the continually growing store of digitized assets from the libraries' collections. The site reminds people that history is not simply the set of narratives they read in history books, but the experience of creating these stories from the essential evidence contained in primary sources. The goal of this project is to make primary and secondary source materials readily and freely available to students, educators, and adult learners throughout the world via a single unified and intuitive interface. The Timeline itself is deployed within a dynamic and visually engaging Flash-based interface that provides access to timelines of each modern president's life before, during, and after his time in office. These timelines, in turn, provide direct access to assets (primary and secondary resources), exhibits, and educational activities associated with specific events.

This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

This article describes a 2-year study that examined the influence of collaborative inquiry on the professional growth of beginning teachers. Participants include 10 novice teachers and 2 university faculty members. Using qualitative methods, the university faculty collected data during the first 2 years of the group's progress in order to determine the influence of collaborative teacher research on the professional growth of novice teachers. Results of the data analysis suggest that such school/university collaborations can benefit novice teachers in a variety of ways.

This study evaluated sleep-related breathing disorders in six adults with Down syndrome. Five were found to have respiratory events justifying the diagnosis of sleep apnea syndrome. Results suggest that the nocturnal respiratory pattern of adults with Down syndrome depends on several pathogenetic factors such as age, severity of upper airway abnormalities, body mass index, other pathological conditions, and age-related brainstem dysfunction. (Contains references.) (Author/DB)

Describes the Technology Leadership Academy (University of Texas at Austin) whose mission is to develop a learning community among teacher preparation programs to improve technology integration. Explains the academy's development, which was part of a grant from the Department of Education's Preparing Tomorrow's Teachers To Use Technology initiative in Kansas, New Mexico, Oklahoma, and Texas. (LRW)

Describes the Four Directions project, funded by the Department of Education for using technology to create and disseminate culturally responsive curriculum for American Indian students within the 19 participating tribal schools and throughout the country. Highlights include technology in American Indian communities; Web-supported interaction; and a virtual museum project. (LRW)

Presents a descriptive study that examined the influence of using electronic mail to support novice teachers as they attempted to sustain action research projects in their classrooms. Suggests that online collaborations are an effective method of supporting novice teachers in their research efforts. (Author/LRW)

Describes Teacher Recruitment and Induction Project, a partnership between Southwest Texas State University College of Education and seven school districts, designed to prepare midcareer adults for teaching. Summarizes characteristics of strong midcareer teacher-preparation programs. (Contains 17 references.) (PKP)

Examines a school-university partnership which provides graduate-level mentoring and induction to beginning teachers. Data collected on teacher retention, participant reflections, school district evaluations, and ongoing collaborations suggest that beginning teachers have intensive support while earning a Master's Degree, the university gains additional teaching resources, school districts become collaborative partners in teacher preparation, and master teachers receive professional development. (SM)

Suggests that literature circles can provide a stimulating and motivating method of teaching reading, and they help increase student reading performance as measured on a criterion-referenced test. Notes that when students participate in literature discussion groups their reading level and motivation can increase. (SG)

Examined effectiveness of an 8-week "Wheel of Choice" intervention to discuss positive forms of conflict resolution among first graders. Found that students developed more positive strategies for solving conflicts. Physical and verbal aggression decreased from the first to the eighth week. Students used the "Wheel of Choice" when given opportunity and time to think about the problem. (Author/KB)

Examines issues related to secondary teacher preparation, including: advantages of a discipline-specific, interdisciplinary field-based block of courses; whether field basing should occur earlier or later in the program; how universities can address preservice teachers' varying needs; how university and school faculty can best collaborate; and how student teaching can best be articulated with other components of teacher preparation. (SM)

Describes an innovative collaboration between a Texas University and several school districts which partners veteran and novice teachers in a professional growth opportunity. Certified beginning teachers receive a fellowship stipend and tuition to get a master's degree, partner with full-time mentor teachers, and perfect their teaching skills. Both master teachers and beginning teachers benefit from the partnership. (SM)

Discusses rapid changes in use of computers and related technologies in colleges and universities; the impact of current inequities in precollege access and use of computers experienced by African-American, Hispanic, and American Indian students; and strategies and recommendations to enhance the computer competence of minority students in colleges and public schools. (15 references) (LAE)

This study investigated the impact of integrated learning systems, problem solving software, and simulation software on elementary students' reading performance. Results indicate students entering fourth through sixth grade profited more from instruction supplemented by problem-solving and simulation software than from skills instruction. Results were less definitive for students entering third grade. (MBR)