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Students with disabilities continue to have less than desirable post-school outcomes. In an effort to assist state and local education agencies improve education and services, a federally-funded technical assistance center created a capacity building model based on evidence-based transition practices. Research indicates that strategic planning is one of the most widely used organizational capacity-building tools (Allison, & Kaye, 2013) and results in improved performance and outcomes (Awino & Oeba, 2012; Bryson, 2011; Rigby & Bilodeau, 2013; Whittington, 2006). From 2006-2012, these plans were in paper format. Three years ago, the center replicated this tool online with embedded resources. This study assessed whether the quality of strategic plans increased using a web-based system versus a paper planning tool.

Comparability studies between CBT and PPT studied if there were score differences between these two versions. However, there were no consistent results across studies and time. The purpose of this study is to summarize the testing mode effects for K-12 mathematics tests by conducting a meta-analysis. 103 effect sizes of 32 studies were collected across 1987 to 2013. Results find: (1) The estimated mean effect size was -0.11 with the standard error of 0.015. (2) Three moderator variables, grade, item type and source of studies, statistically significantly influenced the mean effect size. (3) A meta-regression showed that the relationship between the mean effect size and time of studies was statistically significant. (4) Sensitivity analysis indicated students with disabilities might get more disadvantages on CBT.

Using multilevel modeling, moral reasoning was investigated with respect to individual characteristics and school-related (i.e. university/college) factors. Researchers observed significant effects for the individual characteristic of political orientation. Additionally, all investigated school-related factors were significant. Only main effects were observed for some school-related factors (i.e. average SAT score, institution type, and frequency of ethical and moral-related words in mission statements, values statements, and course catalogs). For other school-related factors (i.e. region, student-faculty ratio, racial composition), main effects were also observed, but the effects of these variables were particularly illuminating given their interactions with the individual characteristic of political orientation. Implications for educational communities are discussed.

The proposed paper utilizes teacher and student data from the 2014 U.S. National Assessment for Education Progress 8th grade Civics test (NAEP-Civics8) to explore the relationship between teacher pedagogical practices and other factors (i.e., teacher credentials, teacher professional characteristics, individual traits, and teachers' education preparation pathways) that support student short term civic outcomes and access to civic learning opportunities in schools of choice. This study revealed some aspects of teacher pedagogical practice and other limited factors that support student short-term civic outcomes and access to civic learning in these settings. School variance (i.e., schools of choice) did influence not only teacher pedagogical practice but also student access to civic learning opportunities.

In the study of focus in this paper, I analyze the curricular experiences of fifth- through eighth-grade culturally and linguistically diverse (CLD) Latina learners in their English Language Arts (ELA) dual language gifted and talented education (GATE) program. This research aims to understand the curricular experiences of CLD students participating in DL GATE coursework to comprehend how to support the ELA academic achievement of CLD students in GATE. In this paper, I discuss student experience with the coursework and contemplate how the inclusion of culturally sustaining practices (CSP) might improve CLD student engagement as well as language and literacy in GATE programming.

This paper questions the "science of reading" as offering a secure bridge to practice and instead argues for socio-cultural grounded forms of best practicing. The paper argues for a shift from viewing curriculum as generic and standardized to viewing it as particular and generative--requiring formative and dynamic approaches to design. It requires tantamount to a shift from best practices to best practicing in concert with teachers assuming a position as cultural workers and learners.

Over seven million students in the United States public school system are served by the special education system, including over 700,000 children between the ages of three and five (National Center for Education Statistics, 2021). These students are legally entitled to the educational opportunities and programs offered to their non-disabled peers, but as the computational thinking field develops best practices for early childhood CT education, best practices for early childhood CT special education are not yet developed. This paper will discuss contrasting current practices for including young children with disabilities in CT classrooms and suggest future directions for research. As multiple approaches to special education exist in research and practice, there is equal variation in approaches to computational thinking education for students with disabilities. One approach refers to explicit instruction, a method of instruction derived from behaviorism(Knight, Wright, & DeFreese, 2019). These practices are very precise, teaching specific skills as behaviors and sequences of behaviors, and are commonly used for students with autism and intellectual disabilities. These practices have been used to teach coding, robotics, and computational thinking to students with moderate and severe disabilities in substantially separated special education classroom (Knight, Wright, & DeFreese, 2019; Knight, Wright, Wilson, et al., 2019; Taylor, 2018). Another common approach is Universal Design for Learning, a process for planning and developing curricula in order to accommodate students with a range of disabilities in inclusive settings (Capp, 2017). Where EBP-based curricula are precise and prescribed, UDL promotes the use of multiple approaches to present knowledge, engage students, and assess learning. Research by Maya Israel has examined use of UDL by teachers and mechanisms by which teachers can incorporate UDL practices into their CT classrooms (Israel et al., 2020). As a field, there is a lack of knowledge as to how students with disabilities learn CT but there is reason to believe these processes are different for students with different disabilities. Young children in the special education system have a range of disabilities, including language delays, autism, learning disabilities, and intellectual disabilities (National Center for Education Statistics, 2021). Some disabilities impact math learning, language processing, or working memory, which may impact computational thinking learning, but we do not know enough about learning processes to make this assessment. As students have a variety of impairments and access needs, one approach to CT learning may not equally serve students with all disabilities. For this reason, researchers should aim to understand how students with different disabilities learn CT to develop best practices for the individual needs of students. As future steps, the authors of this paper will be differentially modifying a computational thinking curriculum to serve students with mild and moderate to severe disabilities in both inclusive and substantially separate classrooms, as well as examining outcomes for these students. Future work should examine how CT assessments can be modified and adapted to accurately assess the CT knowledge of students with different disabilities.

This paper examines how the rural identity of teachers shapes their teaching practices. It found that rural out-migrant teachers' re-storying of their (non)rural identity influenced their beliefs surrounding the inclusion of rural stories in their reading instruction. They faced challenges in recognizing rural stories as worthy of teaching, in finding rural young adult literature, and in viewing rural cultures as worthy of sustaining. Further, this paper discusses how the researcher responded through public scholarship to create a website to support teachers in overcoming these challenges and ultimately wonders about current and future efforts to effect change for rural students and teachers through public scholarship.

This paper presents partial analysis from a comparative case study of two urban programs offering remote services to adult literacy learners during the pandemic. The focus of this qualitative analysis is the nature of digital engagement reported by adult learners identified as having reading EFLs 1 & 2. Data is derived from interviews conducted remotely with adult literacy learners and practitioners during the fall of 2020 and spring of 2021. This paper reports findings regarding adult literacy learners' digital access and digital engagement and suggests implications of these findings for future print and digital instruction.

This study addresses three overarching issues using an online survey. (1) What do parents do with their children to facilitate their early mathematics and literacy learning? What are their beliefs and attitudes about academic socialization, for both mathematics and literacy, and what opportunities do these parents provide their children? (2) Does this differ for mathematics and literacy and/or for boys and girls? (3) What is the relation between mathematics and literacy socialization? Respondents were 318 U.S. parents of young children (3-8 years). We consider activities within each domain consistent with what is called playful learning, an emphasis on engaging children's interest. Parents' academic socialization was an important predictor of children's participation in mathematics and literacy tasks.

High school graduation is a meaningful indicator of student achievement and a stronger predictor of long-term quality of life outcomes compared to student test scores. The existing body of research has been limited on whether charter attendance improves high school graduation and whether charter attendance helps narrow the graduation gap among students from various backgrounds. The current study attempts to address this gap by using longitudinal student-level data of seven cohorts of high school students in Utah who started high school between 2011-2012 and 2017-2018. We use logistic models to evaluate the effect of charter attendance on the likelihood of high school graduation and estimate the influence of charter attendance on graduation likelihood varies across students with diverse characteristics.

Over the past few decades, the call for fairness in education has shifted from a plea for equality to a plea for equity. However, there is a need to consider the warrant for equity on a scale that is larger than the classroom. School choice, as simple as it may seem, requires equity to provide minority students and those with low socioeconomic backgrounds to receive options that best fit their needs. Location, resources, and student population are just some factors that play a role in providing equity to facilitate school choice. While the goal of school choice is to provide equity for students and families, equity is needed to successfully implement school choice; a conundrum indeed.

This study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging practices in support of their meaning- and sense-making processes. The comparison findings from constant comparative analyses display that the older graders employed translanguaging in more varied forms and for more various purposes than the younger graders because they recognized when to use which language by regulating a higher level of their cognitive thinking skills. The findings provide pedagogical and methodological implications for educators in bilingual education.

This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and English instruction. Pedagogical translanguaging strategies were employed, leveraging multilingual resources and encouraging cross-linguistic transfer. Students utilized their linguistic repertoire in meaningful ways, resulting in deeper content knowledge and language development. The study highlights students' positive experiences, recognizing the relevance of both languages and fostering bilingual identities. These findings emphasize the importance of translanguaging practices and the creation of flexible, multilingual spaces through collaborative planning to enhance content and language integration in immersion education.

Social media platforms play important roles in many educators' lives. In particular, teacher professional activities on Twitter have received attention from scholars. However, research has not typically explored Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, the present qualitative study collected interview data from teachers (N=29) in England, Norway, and the United States of America. Inductive data analysis yielded findings related to teacher purposes for, changes in, and benefits and challenges of Twitter use. Both similarities and differences in Twitter use were noted across participants from the three national settings. We discuss these findings in relation to literature, theory, and practice around teacher professional learning in a digital era.

Existing studies on Massive Open Online Courses (MOOCs) examine learners' engagement processes but have not explored links between them and motivations to enroll. In our previous work, we identified intrinsic, professional, and prosocial motivations for taking MOOCs. In this study, we used process mining to compare the course engagement patterns of these groups. We found that throughout the course, the intrinsic group was the most engaged, but the prosocial group became the most engaged by its end and was more engaged in the course's forum. Our findings enhance the understanding of the relationship between motivation and engagement and suggest that MOOC developers may want to consider why some groups are less engaged and change the course structure accordingly.

Universal prekindergarten initiatives have increased at the local and state levels. With the goals of supporting children's development and increasing families' access to high-quality, affordable early learning opportunities, prekindergarten programs have gained political support and funding. Approaches to program design and implementation vary widely by locale. While some programs prioritize serving families with low-income and racially marginalized learners, few programs explicitly center equity and participatory action in design and implementation. We examined how equity was embedded in the planning and implementation process for a local level universal prekindergarten program serving 3- and 4-year-olds. Data from 23 interviews and six community focus groups shed light on the strengths and challenges faced and lessons learned for other locales working on similar initiatives.

Using a holistic biliteracies framework, this longitudinal comparative case study explores how two racioinguistically marginalized BPSTs (one heritage Spanish/English bilingual and one initially Spanish-dominant Mexican national) grew in their understanding of biliteracies development and their enactment of biliteracies pedagogies in the beginning of their career. Findings suggest that both BPSTs found intentional space to develop Spanish literacies, implementing strategies across language domains and modalities, and bilingual identities en convivencia to primarily influence biliteracies development. Of those pedagogies they enacted, the two BPSTs demonstrate regular use of two of the four characteristics of holistic biliteracies pedagogy: an interactive approach and development of oracy, reading, and writing with an emerging spirit of convivencia. Implications for BPST education research and practice follow.

The widespread shift to distance learning during the pandemic created a critical juncture for strengthening technology integration in adult foundational education (AFE). This paper presents results from a pilot survey on technology use and related professional learning (PL); 58 AFE practitioners from four states participated. Findings are presented on three composite variables: practitioner skill level in using online resources for instruction, and following PL, self-assessed knowledge in planning instruction with technology, and expanded integration of technology into instruction. A model of predictive relationships among the composites and two moderators is proposed for future testing. Findings contribute new knowledge about current AFE practitioner perceptions, practices, and PL needs and offer insights to guide and support integrating technology into AFE instruction.

This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.

This paper provides a multidisciplinary methodological review and guidance for using a theory of change in education -- an approach, process, and product focused on visually diagramming and narratively discussing how an initiative or set of activities works to generate change, for whom, and under what circumstances and assumptions. Drawing on a critical conceptual framework and established yet disparate research and guidance published in multiple disciplines, the review delineates foundational considerations for educational researchers, evaluators, and/or practitioners, from planning for the process to developing and using a theory of change. The review also discusses future directions for research on and applications of this approach for educational issues and contexts.

In this paper, we report the results of a 3-year, quasi-experimental study comparing students' engagement and deep learning of course materials between students who took an undergraduate engineering course that used a video game approach to a control group. The video game, EduTorcs, provided challenges in which students devised control algorithms that race virtual cars through a simulated race track. Theoretically, the study is rooted in Mayer and colleague's cognitive theory of multimedia learning. Engagement was measured with the Experience Sampling Method. Students taking the game-based course reported greater intrinsic motivation and engagement than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning.

Artificial intelligence (AI) education is still in the exploratory stage for K-12 schools. There is a serious lack of studies that informed schools teachers about AI curriculum design. Accordingly, this paper presented an AI curriculum and examined whether the curriculum improves students' perceived AI knowledge, attitudes, and motivation towards AI, as well as caters to students with different genders and academic achievement. It involved 64 grade 8-9 students. Results show that in the AI curriculum, 1) the students' self-report indicated that they became more competent, developed more positive attitude and higher intrinsic motivation to learn AI, 2) there were insignificant differences between girl and boys, and 3) there were almost no significant differences between high and low achieving students.

This study explores the experiences of transnational Latina mothers whose children are enrolled in hyper-gentrified dual-language programs. Drawing upon transnationalism (Sánchez & Kasun, 2012) and differential consciousness (Sandoval, 1991), I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive advantage for privileged children. Ultimately, this paper highlights the ways mothers shifted between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families in ways that have increased racial and linguistic diversity in these programs, but have fallen short of increasing socioeconomic diversity.

In this paper, we pull in concepts about place and race from Black Geography to posit earnest questions about the antiblackness of schooling and educational theories that widely accept rural as racialized white. We contextualize this work within the American Southern Black Belt (see Dantes, 2021; Rankin, 1992). We introduce tools from Black Geography (McKittrick, 2006) as a means for better conceptualizing the nuances and particularities of education along the American Southern Black Belt. In conclusion, we offer several propositions for the ways that educational researchers may apply tools and concepts from Black Geography as a means of better understanding racialized disparities in education in the plantation South.

This paper explores school development processes in four schools in challenging circumstances. These schools were selected from a sample of schools in a longitudinal mixed-method study over a five-year period of around 100 schools using a typology of different models of change over time. The paper presents first selected findings from the overall study, the typology of different models of change. Then it focuses on identifying organisational changes in the four schools. Based on the analysis, the paper discusses interventions and conditions for school improvement and challenges with respect to applying the intended impact logic underlying prevailing school turnaround approaches. It focuses on the complexity of context and culture. Contingency theory is applied to develop a theory of school turnaround.

Research on adult English learners (ELs) typically focuses on language-related skills. However, adult ELs may also need instruction in numeracy to navigate daily life or understand health information. Little is known about how ELs use numeracy skills in their home lives and connections of skill use with related electronic numeracy skills. This paper's purpose is to examine numeracy skill levels and skill use at home of post-traditional adult ELs. Employing PIAAC:2012/2014 data, the paper begins with identifying post-traditional adult ELs' numeracy skill levels. The relationship of skill level with skill use is then analyzed to determine how six discrete groups of ELs at various skill levels employ numeracy skills. The paper concludes with implications for practice engagement, health, and instruction.

This paper aims to explore the incorporation of embedding items within reading passages as an effort to improve assessment equity, student experience and performance, and engagement within a universal design framework. Reading comprehension items placed within text rather than at the end may remove measurement of confounding constructs such as working memory, attention and aims to support students with disabilities, memory-load difficulties, test anxiety and English Language Learners. This paper will report results from a study that examined student performance on traditional and embedded item types. Benefits to content, measurement, and equity are discussed.

This paper explores two previously unstudied court challenges brought by black settlers in the territorial and early statehood period of Oklahoma (1889-1907). Oklahoma Territorial courts heard more challenges to segregated schools than in any state as these black pioneers challenged new legislation that segregated previously integrated territorial schools. These families sought the protective wing of the nascent courts whose judges were federal appointees, making Constitutional claims more viable. This was a time of unique confluence of law, public education, and defining African American citizenship. The paper asks: would schools be the gateway to full civic and economic participation? Or would schools be a gatekeeper, denying access to some in order to maintain dominance for others? Territorial courts tackled these questions.

School-age mothers around the United States continue to pursue high school diplomas despite the limiting scripts society places upon them. This paper illuminates curricular choices at two programs that educate school-age mothers, Westside Alternative Center and Eastview School for Pregnant and Parenting Teens, two schools that challenge the dominant portrait of schooling for this population of students. In these settings, rather than a 'distraction' to education, this paper explores how parenthood becomes an experience to draw from in reading, writing, and classroom talk. Throughout the presentation of literacy practices at Westside and Eastview, counterstories stand as important sites from which to think about the possibilities for curriculum and instruction for school-age mothers.

This paper explores the role of school gardens in nurturing secondary students' STEM skills and 21st century skills/global competencies. Predominantly, the affordances of garden-based learning are highlighted in fostering students' biodiversity and sustainability consciousness. The positive impact of school gardens as an informal learning setting is promoted which would hopefully motivate teachers to use the garden as an instructional tool in education.

The tendency in urban schools is that teachers hold incomplete understandings about their students (by virtue of difference in cultural, race, language, and social class) is a lingering challenge since "Brown v. Board of Education" desegregated students in schools while also casting out large numbers of Black educators (Walker, 2013). The mismatches between urban school teacher and student backgrounds translate into inadequate instructional practices. It has been wisely proposed that many teachers fail to notice opportunities to foster equity in their classrooms and that without the ability to witness those moments changing their teaching practices fall short of elevating equitable engagement (Patterson Williams et al., 2020). This paper describes ongoing collaborative efforts between university faculty and practicing teachers to collect information and interpret data in ways that advance more equity-centered education. Research-practice partnerships, which describes this study's structure, are used to address educational inequities (Welsh, 2021) even though critics suggest equity is not always inherent to those designs (Gutiérrez & Jurow, 2016). For all the promise of data-driven decision-making there is little guidance about how teachers might collaborate to implement culturally-responsive pedagogy despite the frequency with which assessments are administered. This study seeks to navigate between accountability and instruction in urban middle schools.

This study seeks to increase our understanding of the views about teacher quality put forward by leaders and teachers of highly effective schools. The paper presents findings from a mixed-methods study: Drawing on data from interviews with leaders of highly effective schools in England, we identified eight characteristics of an outstanding teacher. To date, N = 404 survey participants ranked these properties from most to least important. Comparing perspectives from highly effective and improving schools to those from averagely effective schools, our findings indicate a significantly higher importance of a teacher's focus on personal development and improvement in highly effective schools, which may lend credence to the belief that "good teachers are made, not born."

Evaluators have opportunities to advance equity within evaluations, yet little research has examined whether and how evaluators center equity in evaluation practice. This paper explores whether and how evaluators in New England address inequities and advance equity throughout evaluation phases. The study uses a complementarity, sequential mixed methods design comprised of a researcher-developed online questionnaire administered to a convenience sample of practicing evaluators (n=82) and individual, semi-structured interviews with a subset of this sample selected to maximize variation (n=21). Eight overarching findings suggest that despite evaluators' attempts to center equity, it remains largely "on the sideline." This is due to evaluators' sense of being professionally unprepared, contractual and contextual constraints, and working against some conventional professional and methodological norms.

This paper presents evidence confirming the validity of the RD design in the Reading Recovery study by examining the ability of the RD design to replicate the 1st grade results observed in the original i3 RCT focused on short-term impacts. Over 1,800 schools participated in the RD study over all four cohort years. The RD design used cutoff-based assignment established by pre-intervention test scores on the Observation Survey of Early Literacy (OS; Clay, 2005). In order to examine the ability of the RD design to replicate the results observed in the RCT, we estimated impacts for both i3 and non-i3 implementing the RD design, and we compare these results to i3 RCT results across four cohorts. Using multilevel statistical models, the performance of students above and below the cutoff score was compared, with students nested within each participating school. The hierarchical linear model (HLM) used to estimate impacts included the centered pretest assignment variable as a covariate at the student level, a parameter for the discontinuity associated with assignment to RR, a random effect for overall school performance (i.e., a random school intercept), a random effect for the pretest slope (i.e., a random school slope), and a random effect for the impact of RR (i.e., a random treatment effect across schools). In accordance with What Works Clearinghouse (WWC) standards for RD studies (WWC, 2017; Schochet et al., 2010), model fit and potential misspecification was assessed graphically via scatterplots and spline curves and also by testing for an interaction between pretest scores and the treatment assignment variable. Assumptions of linearity in the RD analyses were further assessed by testing polynomial parameters and by imposing various restrictions on the bandwidth around the cutscore. More specifically, analyses were restricted to include only students whose pretest scores fell within ±1.0 or ±0.5 standard deviations of the cutscore. Lastly, robustness of the RD was assessed by arbitrarily shifting the cutscore up or down by 0.50 standard deviations to confirm the absence of a discontinuity where none would be expected. Intent-to-Treat (ITT) effect sizes were calculated by dividing raw impact estimates by the mid-year first-grade population standard deviation of OS scores. Standardized effect sizes based on the RD sample were compared to standardized effect sizes from the previously published RCT study involving i3 schools. The complier average causal effect at the cut-point (CACEC) was created utilizing the formula from Bloom (2009, p. 12, equation 12) for those students whose forcing variable score was within 0.25 standard deviations of the cutscore. Results showed that RD estimates for short-term impacts on OS scores in i3 schools ranged from 0.65 to 0.78 SDs, and from 0.81 to 0.84 SDs in non-i3 schools. These RD estimates are remarkably similar to the RCT estimates of short-term impacts in 1st grade and were highly consistent under numerous model robustness checks (WWC, 2017). The similarity of short-term impact estimates between the RCT and RD designs confirms the validity of the RD design used in this study of Reading Recovery.

In a prior study, MDRC researchers found that Small Schools of Choice, a SIG-approved high school reform initiative, markedly and consistently increased high school graduation rates in New York City when it was implemented in 100+ high schools between 2002 and 2008. A four-year follow-up study found that the initiative increased students' enrollment in postsecondary institutions, though it did not appear to have an effect on post-secondary degree attainment or earnings. In this paper, we follow these students 6 years beyond high school graduation to further examine the initiative's effects on postsecondary education and earnings outcomes.

Reading self-concept plays a significant role in academic achievement. Considering increasing numbers of English learners (ELs) in the United States, there is an urgent need to investigate self-perceptions of ELs in comparison to those of native English speakers (NES). We applied Elastic Net analysis (ENET), a machine learning approach, to PISA 2018 data to identify the proximal and distal predictors of EL and NES students' reading self-concept. Unlike in earlier work, the ENET in the current study was separately employed for ELs and NESs after splitting the dataset for those subgroups. Contributions of ENET-selected predictors of EL and NES students' reading self-concept will be investigated in the full paper by conducting three-level multilevel modeling analyses, separately for each student population.

As two-way immersion (TWI) programs continue to grow in the U.S., it is urgent that teachers counter deficit ideologies about bilingual children who come marginalized backgrounds. Neoliberalism ideologies have contributed to the growth of TWI programs because parents from mostly white and upper middle-class backgrounds see the economic/global advantage in their children becoming bilingual (Valdez, et al, 2016). This paper examines one teacher's interpretation of a gentrifying TWI program. Data includes researcher fieldnotes, memos, video/audio recordings and informal interviews over the course of 6 weeks in a 3rd grade classroom. Drawing from a Xicana feminist framework, allows us to consider how Latinx teachers have the potential to draw from their identity and experiences to advocate for equitable TWI programs.

Rural communities across the United States are experiencing a rapid increase in the number of immigrant students. While the number of culturally and linguistically diverse students continues to grow within Midwestern states, the demographics of teachers remain white, female, and monolingual. Often teachers have little to no training working with students and their families whose backgrounds differ from their own. Thus, there is a greater urgency for teachers to develop culturally competent teaching practices that address the needs of all students. This paper explores rural educators' beliefs, attitudes, and practices grounded in their experiences of working with Latinx immigrant students.

Most efforts to increase equity in schools treat students as subjects of improvement efforts designed and implemented by adults. This paper provides conceptual framework, suggested protocols, and examples of how schools can and are disrupting that paradigm and systematically including students as partners with adults in equity improvement work. The paper highlights how powerful those disruptions can be--and how hard they are to sustain--using a mixed methods research approach with case studies in two high schools. It shares impacts this work has had: on the schools in their movement toward more equitable and integrated settings, on the students engaged in this work, and on the adults partnering with the students around equity improvement.

This paper reports on final findings from phase 1 of a national program of 22 regional networks. This paper presents the overall period for nine networks with three measurements in time. The analysis in this paper draws on quantitative as well as qualitative data. The analysis of the qualitative data show that exchanges of knowledge between different agents and institutions have intensified over time. The various agents and institutions of formal and nonformal education are more aware of each other and better informed about the functions and services of others. Low fluctuation and increased intensity of collaboration is highly correlated with good network coordination. Differences of network features over time, can be interpreted by using mixed-method approaches.

In this conceptual paper, we argue that engaging Black women's literacies within TEPs is essential to the wellbeing of Black women professors, preservice teachers, and the Black women and Black girls they teach. Moreover, we posit that honoring the literacies and identities of Black women within TEPs requires educators to adopt an inclusive understanding of literacy which honors the literacy practices of not only Black women, but other racial and cultural groups whose literacies have historically been marginalized in U.S. schools through pedagogical practice. The ultimate goal of this paper is to highlight the many ways Black women use their literacies to survive and thrive, and to imagine the ways TEPs can better assist Black women preservice teachers in this effort.

This paper presents the narratives of four teacher candidates, all first-generation college students of color, sharing their personal identities, as well as their hopes, struggles, and strategies for engaging in the work of Ethnic Studies teaching. Ethnic Studies is a movement for curricular and pedagogical projects that reclaim marginalized voices and histories, create spaces of healing, critique structures of racism, and challenge the oppressive conditions that impact us personally and socially. The stories of the students presented in this paper provide us insight into who they are, how they come to be, what they believe, how they think, and the dilemmas and challenges they face.

Computational thinking (CT) is a fundamental ability for learners in today's society. Although CT assessments and interventions have been studied widely, little is known about CT predictions. This study predicted students' CT achievement in the ICILS 2018 using five machine learning models. These models were trained on the data from five European countries and then tested on the Korean and the Danish sample, respectively. Results indicate that the models trained on the individualistic-European data were generalizable to the individualistic European country, Denmark, but not to the collectivistic Asian country, Korea. This study fills a void in the CT literature and highlights the importance of considering the contextual relevance of data sources when making algorithmic predictions.

The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey.

The purpose of this study is to investigate how a bilingual education program effects the minority groups' academic achievement. An explanatory sequential mixed method was used for this study. Triangulation was used in both the quantitative and qualitative parts of the study to minimize prejudice and enhance honesty regarding the social phenomenon studied. Both the quantitative and qualitative data were analyzed to examine the parameters to reveal academic achievements within a bilingual education context. For quantitative data collection, 280 participants responded the survey questions. For qualitative data collection, 12 participants were interviewed. Results reflected that bilingual education would help build stronger relationships between different ethnic groups and have a positive effect on all the academic achievement of minority students.

This study explores the collaborative process that two Korean-English and one Spanish-English bilingual Early Head Start family childcare educators, two instructional coaches, and the author engaged in as they co-created intentional bilingual approaches to supporting young emergent bilinguals. A thematic analysis of the design-based approach of teachers' experience and expertise, the author's observations and modeling, and regular honest feedback and conversations supported our collective work towards cultivating and sustaining spaces that reflected the linguistic realities of everyone present. This ongoing work showed that no single Head Start language approach was appropriate for all three teachers to draw on their entire linguistic repertoire while also providing rich and authentic multilingual learning experiences. This study problematizes the strict nature of monoglossic policymaking.

The AIM process is a strategic planning process for school districts to create Comprehensive Health and Wellness Plans (CHWPs) aligned with the Whole School, Whole Community, Whole Child model. The purpose of this study is to describe results of this process as it was implemented with 21 rural school districts. An 81-item survey was completed by 236 participants at the end of the AIM process. Survey results indicate that 1) the benefits of participating in AIM were more pronounced than challenges, 2) task force members had high satisfaction with the AIM process, and 3) the presence of key characteristics of AIM were variable. The most common health problems and practices selected for inclusion in CHWPs are also enumerated.

Informal programs provide multiple pathways to STEM degrees and careers and support students' interest, engagement, attitude, motivation, and academic achievement in STEM. Examining high-achieving rural students' profiles in informal STEM settings using their cognitive and psychosocial characteristics is crucial to understanding and supporting their potential. This study draws from the Talent Development Mega-Model and proactively addresses recognizing and nurturing students' abilities. In this process, considering students as a total entity is necessary since their cognitive and psychosocial characteristics influence each other. We used latent profile analysis and found that there are six student profiles. Psychosocial factors play critical roles in determining these profiles. The results equip K-12 educators and researchers with applications to better serve high-achieving students from rural areas.