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For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499963.]

During the 2013-14 school year, I became involved in the National Center for Scaling Up Effective Schools (NCSU) project, a partnership of the Broward County Public School District with Vanderbilt University, the University of North Carolina at Chapel Hill, Florida State University, and Education Development Center. The purpose of NCSU is to help schools and districts develop homegrown innovations and to scale these innovations within the district. In Broward County, the innovation we were working to develop and scale was Personalization of Academic and Social Emotional Learning (PASL). Our district has been involved in a number of initiatives but PASL was close to my heart because I believe in what PASL advances: "Learning happens best when we have positive relationships among students and adults." The NCSU project provided me with a road map to build teacher leadership through intentional communication. Our selection of PASL as an innovation demonstrated the power of looking within rather than reaching for a canned program. Teachers learned that they were the architects of innovation, not a program. The Plan, Do, Study, Act (PDSA) process provided a manageable and timely way for teachers to study the impact of their practice and to take ownership of the solutions that they developed. I was able to leverage structures such as School and District Innovation Design Team meetings, PASL PLCs, and PASL Pals to help deepen the implementation of PASL and PDSA. I accomplished this through constant communication with my teachers using e-mails, quarterly student data, and in-person meetings. [This paper was developed with assistance from Education Development Center, Inc.]

With the study that has gone into personalizing education by the "National Center for Scaling Up Effective Schools" in recent years, there now must be the consideration as to how personalizing the actual curriculum should occur. In the current testing environment created by the implementation of Common Core, this will be a challenging endeavor. We know students can benefit from personal relationships throughout the school day; unfortunately, during actual instruction, the student often vanishes to test preparation in the form of common assessments, impersonal writing prompts, and other often-times frantic practices in which the primary goal is simply to manipulate test scores. The emphasis on data becomes the focus, rather than the quality of instruction. Many practitioners understand that the standards of Common Core, at their most basic level, can be applied to any lesson that has true value, and the skills themselves are often useful ones that will lead to preparing students for college. But even the skills lose authenticity in the current data-driven environment. The goals of this paper are to address the following areas: (1) Review the positive impact that Personalization of Academic and Social-Emotional Learning has had on schools in Florida; (2) Look at how the emphasis on testing data and learning gains hinders personalizing the curriculum; and (3) Discuss the ways in which teachers might implement Common Core with ease, authenticity, and in a way that connects with students.

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]

This report summarizes a panel discussion among five college administrators who have initiated or taken part in restructuring efforts in their states: Herman Blake, vice chancellor for undergraduate education at Indiana University-Purdue University; Ronald Carrier, president of James Madison University (Virginia); Gordon Davies, director of the State Council of Higher Education for Virginia; Judith Ramaley, president of Portland State University (Oregon); and Charles Reed, chancellor of the State University System in Florida. Following statements by each panel member, their responses to questions from the audience are provided. Topics covered include the following: meaning of "restructuring," the implementation process and its resulting consequences, financial constraints and societal needs and expectations. cultural change, course elimination, implementation of new technologies, school stability, funding needs, the reward structure, transforming the undergraduate student culture from one of credit acquisition to one of learning, resource allocation and curriculum change, accountability and production figures, faculty and administrator roles, and cutting rules and regulations. (CK/DB)

On November 19, 2009, the Bill & Melinda Gates Foundation announced that it would invest $290 million to support effective teaching as a means to ensure all students receive the education they need to succeed in high school and beyond. The foundation made six-year grants to support four Intensive Partnership for Effective Teaching (IP) sites that have developed plans to improve teacher effectiveness. Each site has obtained commitments from local organizations to match the foundation grants. Each site has embarked on efforts to develop its own measure of teacher effectiveness and use the measure to manage its teacher workforce in more strategic ways. A team from the RAND Corporation and the American Institutes for Research (AIR) was chosen to conduct a broad, longitudinal evaluation of these strategic human resource (HR) reforms. Beginning in 2010-11 and continuing through 2015-16, RAND/AIR is collecting information annually from the IP sites to explore how reforms are being implemented and to examine the impact of the IP reforms on students and teachers. [Paper presented as part of the Symposium "Improving Teacher Human Capital Management: Interim Findings from the Evaluation of the Intensive Partnership Sites".]

The investigation described in this paper was concerned with language alternation (code-switching) in the speech of Chicano migrant workers in Florida. In order to study Chicano bilingualsim, three principal sources were utilized: (1) a revised version of Wolck's sociolinguistic background questionnaire; (2) pictorial questionnaires such as Sapon's Pictorial Linguistic Interview Manual and pictures taken from newspapers, magazines, and the Sear's catalogue; and (3) relaxed conversational situations between bilinguals, taped by residents of the migrant camps. The specific purpose of the research was to observe the use of unassimilated loanwords which were phonologically English, but which were used in the Spanish of 33 informants. It was found that the vast majority of informants did not rely on direct English borrowings. If they borrowed any lexical items at all, they tended to assimilate them into their Spanish. They were aware of the linguistic norms of at least one of the two languages and they were sensitive to the separate identity of Spanish and English. Three sample conversations are presented, followed by an analysis of the various causes for the language switching in each. Educators should recognize the differences between Chicanos who switch from Spanish to English because they cannot distinguish the two languages, or from an inability to recall Spanish lexical items, and those who use language switching deliberately in order to convey additional affective meaning. The habit of the latter group should be recognized as an assertion of their dual cultural heritage. (CFM)

Practitioner papers and research papers on higher education planning and budgeting are presented. "Before the Roof Caves In: A Predictive Model for Physical Plant Renewal" by Frederick M. Biedenweg and Robert E. Hutson outlines a systematic approach that was used at Stanford University to predict the associated costs of physical plant maintenance over a period of years. "Academic Planning in the California State University and Colleges: The Aftermath of Proposition 13," by Sally K. Loyd describes the proposed and actual budgetary impacts of Proposition 13 on the California State University and Colleges and how the system responded to these impacts. In "Faculty Early Retirement: A Planning and Budgeting Issue in Higher Education," Barbara A. Mitchell outlines the steps taken in Oregon to determine faculty members' probabilities for retirement, the cost of alternative plans, and administrative, legal, and other concerns. "Policy-Impact Analysis: An Approach to Planning and Budgeting in Higher Education" by E. Raymond Hackett and James L. Morrison describes a four-stage model involving monitoring, forecasting, goal setting, and policy analysis and implementation. LaRue Tone Hosmer, in "Planning, Control and Motivation Systems: A Conceptual Framework," explains how planning, control, and motivation systems should not be considered separate entities in higher education. "Strategic Planning in the Small, Private, Liberal Arts College," by Raymond L. Siren reviews the literature on strategic planning, and "Doctoral Programs and the Labor Market, or How Should We Respond to the 'Ph.D. Glut'?" by William Zumeta presents an approach to policy analysis in support of decisions about doctoral programs in state universities. (Author/SW)

This research bulletin presents six selected papers from the annual conference of the Florida Educational Research Council. The papers are intended to help educators improve the quality of education in their communities. The papers are: (1) "Minority Education Intervention: The Experience of Two Programs with Middle and High School Students and Their Families," by Lee Duffus and Madelyn Isaacs, which discusses the development, characteristics, and assessment of two school intervention programs; (2) "Efficacy of At-Risk Children Teaching Programs," by Carolyn Lavely and others, which reviews the literature concerning programs designed to enhance the educational development of at-risk children; (3) "Measuring Implementation: Tools for Researchers," by Marsha M. Sprague, which outlines investigations into the nature of the implementation of educational innovations; (4) "Mediated Reading Levels of Chapter 1 Third Grade Students," by Sherry Kragler, which examines the placement of children in reading groups; (5) "From the Garden of Academus to Imaginative Planning for Teacher Education," by Carolyn Spillman and others, which considers several current elements in teacher education programs at the University of South Florida and elsewhere; and (6) "The Middle School Instructional Practices Scale," by Roberta Thomas and others, which describes a middle school assessment scale used in the Orange County, Florida, public schools. Reference lists are included with individual articles. (BC)

A study examined the governing system in two Florida community colleges in order to better understand the dynamics of policymaking and policy implementation at the two-year college. The study focused on institutional characteristics, specifically communication, and how this may affect state-mandated program implementation. It was found that the communication at Urban Community College reflected the political ramifications of a power struggle between the administration and the faculty union. Administrative efforts to control and manipulate internal communication were matched by union efforts to involve external constituencies, including state officials, in the struggle. Administrators gathered and shared information informally and any attempt to control communication created a high level conflict, thus interrupting the vertical flow of information. Communication at Metropolitan Community College was loosely connected. Formal channels were available but they were not used to move important information or to make key decisions. The use of "trial balloons" and informal negotiation of key issues was commonplace. It was found that neither institution followed clear, well-articulated paths of communication. Emphasis was on appearance of compliance rather than analysis of program performance. Contains 90 references. (GLR)

This paper, which builds upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between emerging and established universities. It begins with an analysis of challenges which may occur when attempting to develop an equitable partnership based on joint grants and/or research projects. It also includes a discussion of struggles experienced by academic staff who desire a more equitable relationship that will enhance the missions of both institutions. The paper will then analyze one particular partnership between two universities (the University of Central Florida, USA, and the University of Botswana) during study abroad programs funded by the Fulbright-Hays Groups Project Abroad (2011) and the U.S. State Department (2012- 2015). An analysis of this partnership is particularly relevant as it focuses on the initial steps, dialogues, perspectives and actions of both institutions as they worked through a host of preconceived notions on neocolonialism and the challenges of successfully operating by another's "rules of engagement" within a dynamic geopolitical platform. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

Papers presented at the 1983 Southeast Regional Conference on Immigration and Refugee Issues are provided in this document. Also included are the reports of five conference workshops and transcripts of three roundtable discussions on the issue of asylum. The papers (and their authors) are: (1) "The Ethics of Immigration" (Bryan O. Walsh); (2) "International Relations and Interstate Relationships" (Alejandro Portes); (3) "Immigration as an Economic Issue" (Raul Moncarz); (4) "Labor Issues in Immigration: Introductory Remarks" (Aurora Camacho de Schmidt); and (5) "The Small Print on the Statue of Liberty" (Fernando Gonzalez-Reigosa). The workshop reports (and their authors) are: (1) "Immigrants and the Judicial System" (Alex Stepick); (2) "Immigrants and Community Relations" (Luis Salas); (3) "Economic and Labor Aspects of Immigration" (Hugo M. Hervitz); (4) "Immigration and Foreign Policy" (John F. Stack, Jr.); and (5) "Human Resources and the Adaption of Immigrants" (Christopher Warren). A keynote speech, "Immigration Policy: The World House and the United States" (by Walter Fauntroy) and highlights of a speech by Alan Nelson are also provided. (KH)

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2015 proceedings: (1) Local History and Local Culture at the Core of Elementary Social Studies Curriculum (C. Agcaoili and S. Oshihara); (2) An Analysis of Enrolment in Advanced Placement Classes in Florida from the 2010 to 2011 School Years (B. Bittman); (3) Looking Beyond the Textbook: Multimodal Intertextuality in a Secondary Social Studies Classroom (T. Brown and S. Nance); (4) School/Family Communication and Involvement: A Top Ten List for Elementary School Teachers (S. H. Bowden and C. Corlis); (5) Bi-epistemic Research in a Policy Context: Current Findings and Subsequent Studies (L. Cherubini); (6) Replacing the Birth Language for Internationally Adopted Children: Linguistic and Cognitive Effects (A. P. Davies); (7) Strategies for Managing Culturally Diverse Virtual Teams: Creating a Feeling of Globalness (M. Flammia); (8) Neoliberalism and Privatization of Urban Health Care Facilities in Bangladesh (K. S. Haq); (9) Engaging Students through the Dynamic Learning Approach (M. M. Hussein); (10) Role of Cultural Diplomacy in Strengthening Diplomatic Relations: A Case Study on U.S.-Bangladesh Relations (M. T. Islam and M. N. Nur); (11) Just Eat It: An Examination of the Sociological Factors that Influence the Eating Habits of College Students (A. Minnick); (12) Why We Should be Skeptical of Bandura's Bobo Dolls (A. Pulido); (13) Opportunity Costs of Planning with Mandated Assessments: A Case Study of Fourth Grade Social Studies (R. Reed); (14) RCAIntervention: An Intervention System for Traditional, Blended, and Online Courses (J. Reynolds and C. Cummings); (15) Millennials at the Ballot Box: Where Have All the Young Voters Gone? (M. L. Rogers); (16) Impacts of Socio-Economic Background on Participation in Various Sport Types (H. I. Sengör); (17) Using Film to teach Character Education and Social Justice Education in Social Studies (C. Van Zandt); (18) Creating lessons with the C3 Framework and Digital Literacy (C. Van Zandt and L. Smith); and (19) Examining Students' Patterns Based on Their Historical Knowledge and Ability by Cluster Analysis (D. Yongjun). (Individual papers contain references.) [For the 2014 proceedings, see ED565293.]

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)

The National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad range of research methods, investigations of literacy education, and effective teaching practices, all of which are aimed at fostering literacy learning across many communities. Following a preface and awards presented to James V. Hoffman and Connie Juel, the papers in this yearbook include: (1) In Leaving No Child Behind Have We Forsaken Individual Learners, Teachers, Schools and Communities? (Deborah R. Dillon); (2) Opening Access: Reading (Research) in the Age of Information (John Willinsky); (3) Profiling the Developing Reader: The Interplay of Knowledge, Interest, and Strategic Processing (Patricia A. Alexander); (4) Children's Minds at Work: How Understanding of Rich Narrative Text Emerges in Fourth-Grade Classrooms that Combine Peer Group Discussion and Journal Writing (Kim Bobola); (5) Literacy Research and Students of Diverse Backgrounds: What Does It Take to Improve Achievement? (Kathryn H. Au); (6) The Impact of Family on Literacy Development: Convergence, Controversy, and Instructional Implications (Patricia A. Edwards); (7) Literacy Interventions for Preschool Children Considered at Risk: Implications for Curriculum, Professional Development, and Parent Involvement (Dorothy S. Strickland and W. Steven Barnett); (8) To Become a Doctor: Reflective Literacy Experiences that Transform (Joanna C. Arnold, Patricia L. Anders and Patricia Griesel); (9) Sign, Sign, Everywhere a Sign: Multiplying Literacies in the Preservice Language Arts Curriculum (Deborah L. Begoray); (10) Development of Phonological Awareness: The Trouble with Middle Sounds (Jerrell C. Cassady and Lawrence L. Smith); (11) Exploring the Gap Between Espoused and Enacted Cultural Models of Literature Discussion (Samantha Caughlan); (12) Pedagogy and the Learning of the School-Based Language (Zhihui Fang); (13) Negotiating Voice and Identity in Classroom Writing Events (Amy Seely Flint and Marva Cappello); (14) The Literacy Instruction of English Language Learners Across Multiple Settings (Georgia Earnest Garcia and Angela M. Lopez-Velasquez); (15) Powerful Memories of Literacy, Gender, and Teaching: Rebecca's Story (Marie Hardenbrook); (16) New Times: First-Person Shooter Games Go to College (Jerome C. Harste, Sibel Ariogul, Devon Sanner, Debbie East, Julie Ann Enyeart, Beth M. Lehman, Gloria Skegrud Reeves, and Kimberly Conway); (17) Teacher Preparation in Reading: A Case Study of Change in One University-Based Undergraduate Program (Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Leann Steinmetz, and Bertha Pere); (18) What Images of Family Literacy Reveal about Family Literacy Practices and Family Literacy Programs (Maureen Kendrick, Jim Anderson, Suzanne Smythe, and Roberta McKay); (19) Preservice Teachers as Tutors: Influences of Tutoring on Whole-Class Literacy Instruction (Dixie Massey); (20) A Transactional Theory of Hypertext Structure (John E. McEneaney); (21) Asserting Identities in Multiple Contexts (Ellen McIntyre, Melissa Sutherland, Susan Ghiaciuc, and Diane Kyle); (22) Learning Communities: An Exploration of Theoretical Conceptualizations (Marilyn McKinney); (23) The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction (James Mosenthal, Marjorie Lipson, Jane Mekkelsen, and Ellen Thompson); (24) An Exploration of Eight Sixth Graders' Engagement with Nonfiction Trade Books (Barbara Moss); (25) Supporting Beginning Writers of Research: Mentoring Graduate Students' Entry into Academic Discourse Communities (Elizabeth Noll and Dana L. Fox); (26) Eye Movements and Miscue Analysis: Reading from a Constructivist Perspective (Eric J. Paulson, Alan D. Flurkey, Yetta M. Goodman, and Kenneth S. Goodman); (27) Transgressing Transformation Theory (Heidi Silver-Pacuilla); and (28) From Guided Reading to Promoting Thoughtful Literacy: Explorations of a Teacher-Researcher Team (Susan Kidd Villaume, Edna Brabham, Tonya Hill, Kelly Pettit, Teri Prim and Resia Thornton). An introduction to the program by Lee M. Gunderson is also presented. (Individual papers contain tables, figures, footnotes and references.) [For the 51st Yearbook, see ED522782.]

The National Council of Teachers of Mathematics (NCTM) has been emphasizing the importance of teachers' pedagogical communication as part of mathematical teaching and learning for decades. Specifically, NCTM has provided guidance on how teachers can foster mathematical communication that positively impacts student learning. A teacher may have different academic goals towards what needs to be achieved in a classroom, which require a variety of discourse-based tools that allow students to engage fully in mathematical thinking and reasoning. Accountable or academically productive talk is one such approach for classroom discourse that may ensure that the discussions are coherent, purposeful and productive. This paper discusses the use of a transformer model for classifying classroom talk moves based on the accountable talk framework. We investigate the extent to which the classroom Accountable Talk framework can be successfully applied to one-on-one online mathematics tutoring environments. We further propose a framework adapted from Accountable Talk, but more specifically aligned to one-on-one online tutoring. The model performance for the proposed framework is evaluated and compared with a small sample of expert coding. The results obtained from the proposed framework for one-on-one tutoring are promising and improve classification performance of the talk moves for our dataset. [For the full proceedings, see ED623995.]

In northwest Florida, advanced manufacturing (AM) jobs far outpace the middle-skilled technician workforce, though AM constitutes almost a quarter of the region's total employment. From 2018-2028, of the available 4.6 million manufacturing jobs, less than half are likely to be filled due to talent shortages. This widening "skills gap" is attributed to many factors that range from new technologies in the AM industry (e.g., artificial intelligence, robotics), a need for newer recruiting methods, branding, and incentives in AM educational programs. Some professionals have even indicated that manufacturing industries and AM educational programs should be aligned more to reflect the needs of the industry. Even in the wake of Covid-19, when there have been over 658,000 manufacturing jobs lost due to market conditions, many states still have jobs that go unfilled further suggesting that there are challenges in filling AM technician positions. In a time when technicians in AM are in high demand and the number of graduates are in low supply, it is critical to identify whether AM education is meeting the needs of new professionals in the workforce and what they believe can be improved in these programs. This is especially true in rural locales, where economies with manufacturing industries are much more reliant on them. In the context of a NSF Advanced Technological Education (ATE), through a multi-method approach, we sought to understand: 1) Which AM competencies skills did participants report as benefiting them in gaining employment? 2) Which competencies are needed on the job to be a successful AM technician? 3) What are the ways in which AM preparation can be improved to enhance employment outcomes? This study's results will expand the research base and curriculum content recommendations for regional AM education, as well as build regional capacity for AM program assessment and improvement by replicating, refining, and disseminating study approaches through further research, annual AM employer and educator meetings, and annual research skill-building academies in which stakeholders transfer research findings to practices and policies that empower rural NW Florida colleges. To date, research efforts have demonstrated that competency perceptions of faculty, employers, and new professionals have notable misalignments that have opportunities for AM program curriculum revision and enhancement. This paper summarizes five years of research output, emphasizing the impactful findings and dissemination products for ASEE community members, as well as opportunities for further research. [ABSTRACT FROM AUTHOR]

Feature engineering, the construction of contextual and relevant features from system log data, is a crucial component of developing robust and interpretable models in educational data mining contexts. The practice of feature engineering depends on domain experts and system developers working in tandem in order to creatively identify actions and behaviors of interest. In this paper we outline a method of iterative feature engineering using the misclassifications of earlier models. By selecting cases where earlier models and ground truth disagree, we can focus attention on specific behaviors, or patterns of behavior, that a model is not using in its predictions. We show that iterative feature engineering on cases of false positives and false negatives improved a model predicting quitting in an educational video game by 15%. We close by discussing applications of this method for addressing model performance gaps across different classes of learners, as well as precautions against model overfitting with using this method of feature engineering. [For the full proceedings, see ED607784.]

Migrant and immigrant education are both problematic and impactful in the U.S., which often identifies itself as "a nation of immigrants", though these concepts are currently criticized by a conservative government intent on building walls rather than bridges. Nevertheless, schools throughout the country have demonstrated an ability to provide immigrant students with quality instruction and a supportive environment designed to ensure their contributions to the nation. This paper will review a government-funded secondary magnet school for information technology in Southeastern U.S. that enrolls a significant number of first and secondgeneration voluntary immigrant students. Through an analysis of data obtained from questionnaires and extended focus group discussions, the authors will describe the challenges and achievements of these students, and the role their school's environment played in helping to create both a sense of belonging and opportunities for success.

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

Academic advising plays an important role in students' decision-making in higher education. Data-driven methods provide useful recommendations to students to help them with degree completion. Several course recommendation models have been proposed in the literature to recommend courses for the next semester. One aspect of the data that has yet to be explored is the suitability of the recommended courses taken together in a semester. Students may face more difficulty coping with the workload of courses if there is no relationship among courses taken within a semester. To address this problem, we propose to employ session-based approaches to recommend a set of courses for the next semester. In particular, we test two session-based recommendation models, CourseBEACON and CourseDREAM. Our experimental evaluation shows that session-based methods outperform existing popularity-based, sequential, and non-sequential recommendation approaches. Accurate course recommendation can lead to better student advising, which, in turn, can lead to better student performance, lower dropout rates, and better overall student experience and satisfaction. [For the complete proceedings, see ED630829.]

The purpose of this paper is to present the rationale and specifics of the redesign of a university educational leadership program in Florida. The recommendations of university faculty, principal input, and research suggest a need for embedded Authentic learning into university curriculum. Research conducted by Johnson (2016) suggested that principals in Florida and Georgia believe that overall university educational leadership programs prepared them. However, participating principals identified theory as an area that did not prepare them. In addition, principals stated that they prefer job-embedded authentic learning. There is an ongoing debate on principal preparation (Levine, 2005; Hess and Kelly, 2007; Boyland, Lehman, and Sriver, 2015). This paper offers insight into principal preparation through the lens of the program redesign.

Clustering of educational data allows similar students to be grouped, in either crisp or fuzzy sets, based on their similarities. Standard approaches are well suited to identifying common student behaviors; however, by design, they put much less emphasis on less common behaviors or outliers. The approach presented in this paper employs fuzzing clustering in the identification of these outlier behaviors. The algorithm is an iterative one, where clustering is applied, outliers identified, the data restricted to the outliers, and the process repeated. This approach produces a clustering that is crisp between each iteration and fuzzy within. It arose as a consequence of trying to cluster student progress trajectories in an adaptive learning platform. Included are results from applying the repeated fuzzy clustering algorithm to data from multiple courses and semesters at the University of Central Florida, (N=5,044). [For the full proceedings, see ED599096.]

Simplified categorizations have often led to college students being labeled as full-time or part-time students. However, at many universities student enrollment patterns can be much more complicated, as it is not uncommon for students to alternate between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While prior research has established that full-time students maintain better outcomes than their part-time counterparts, little study has examined the impact of mixed enrollment patterns on academic outcomes. In this paper, we apply a Hidden Markov Model to identify students' enrollment strategies according to three different categories: part-time, full-time, and mixed enrollment. According to the enrollment classification we investigate and compare the academic performance outcomes of each group. Analysis of data collected from the University of Central Florida from 2008 to 2017 indicates that mixed enrollment students are closer in performance to full-time students, than part-time students. More importantly, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Such a finding suggests that increased engagement through the occasional full-time enrollment leads to better overall outcomes. [For the full proceedings, see ED599096.]

Among recent e-Learning Pedagogical Strategies, gaming and crisis-simulation games are increasingly used in recent years in university-learning and Blended-courses as an out-of-context effective tool for role-playing and education, especially in Law Schools and Business Schools. Gaming covers several sub-fields (war-games; Law School Mock-Trials; Tailor-made educational games in Business; playing commercials-off-the-shelf games; programming and code-learning; games to promote social inclusion of marginalized groups; Model U.N. and crisis-simulations) and are recently enhanced by the impact of using multi-modality and on-line education to apply several concurrent modes of presentation/communications, which are now being applied also in Political Sciences and Communications courses. In recent years, the much-touted future role of the Net-Generation of children and youth who grew-up with computer games should find a natural educational outlet in gaming, but this has been limited to the entertainment field, rather than university education, or in computer coding and programming, where gaming (both on-line and face-to-face) has only marginal effects, due to students' inability to grasp theoretical concepts, poor preparation or poor motivation. Thus, despite already existing methods of gamification in education, its promise as a didactic method in schools and universities is still at its beginnings. This paper analyzes as case-studies the emerging impact of gaming simulations in Political Sciences Blended-courses at Saint Leo University, USA and in Communications courses at the Pedagogical University of Kraków, Poland. [For the full proceedings, see ED621557.]

We study the usage of a self-guided online tutoring platform called Algebra Nation, which is widely by middle school and high school students who take the End-of-Course Algebra I exam at the end of the school year. This article aims to study how the platform contributes to increasing students' exam scores by examining users' logs over a three year period. The platform under consideration was used by more than 36,000 students in the first year, to nearly 67,000 by the third year, thus enabling us to examine how usage patterns evolved and influenced students' performance at scale. We first identify which Algebra Nation usage factors in conjunction with math overall preparation and socioeconomic factors contribute to the students' exam performance. Subsequently, we investigate the effect of increased teacher familiarity level with the Algebra Nation on students' scores across different grades through mediation analysis. The results show that the indirect effect of teacher's familiarity with the platform through increasing student's usage dosage is more significant in higher grades. [This paper was published in: "The 9th International Learning Analytics & Knowledge Conference (LAK19)" (Tempe, AZ, March 4-8, 2019). New York, NY: Association for Computing Machinery (ACM). (978-1-4503-6256-6).]

Accurate herbicide spraying offers a significant reduction in herbicide consumption, which reduces negative effects on other plants. An adopted system of detection is a crucial component of the smart procedure of spraying, which enhances the detection of target weeds and the decisions of spraying. This paper reports a set of Deep Convolutional Neural Network (DCNN) methods that recorded high accuracy in inspecting Bermuda-grass of type [Cynodon dactylon (L.) Pers.] for growing weeds. Visual Geometry Group (VGG) Net recorded a higher than (0.95) F1 score value, which outperforms ResNet-101 in detecting dollar weed of types (Verticillata plant.), Florida pusley (Richardia scabra L.), and old-world diamond-flower (Hedyotis corymbose L. Lam.) in growing grassland areas. A single model of RCNNet provided reliable detection of weeds within areas of grassland over different surface conditions and heights of mowing. Best recorded results of DCNN were yielded by DetectNet architecture in detecting Poa trivialis, which grow with different types of broadleaf weeds in the dormant stage of grassland. DetectNet provided considerable performance in weed detection during the growing stage of dormant grassland, where F1 scores exceeded (0.99). Due to the significant performance level, DCNN-based weed provided an efficient decision system, where machine-vision subsystems are adopted in precision herbicide applications to control weed growing within grassland areas. [ABSTRACT FROM AUTHOR]

During such an unprecedented time of the largest public health crisis, the COVID-19 pandemic, nursing students are of the utmost concern regarding their psychological and physical well-being. It is important to identify and establish influences and associations within multilevel factors, including the effects of the COVID-19 pandemic on psychological distress among nursing students. The research in this study utilized a mixed-methods, convergent study design. The study population included a convenience sample of undergraduate nursing students from Southeastern U.S. with 202 students completing the quantitative survey and 11 students participating in the qualitative follow-up interview surveys. Statistical tests were performed and identified the effects of independent variables on psychological distress. Coding and qualitative content analysis were performed and identified overarching themes within participants' interviews. The findings are significant, specifically regarding contributing factors of nursing students' psychological distress, which will help to improve learning in the academic environment. [For the full proceedings, see ED631133.]

Previous research has shown that providing video recommendations to students in virtual learning environments implemented at scale positively affects student achievement. However, it is also critical to evaluate whether the treatment effects are heterogeneous, and whether they depend on contextual variables such as disadvantaged student status and characteristics of the school settings. The current study extends the evaluation of a novel video recommendation system by performing an exploratory search for sources of heterogeneity of treatment effects. This study's design is a multi-site randomized controlled trial with an assignment at the student level across three large and diverse school districts in the southeast United States. The study occurred in Spring 2021, when some students were in regular classrooms and others in online classrooms. The results of the current study replicate positive effects found in a previous field experiment that occurred in Spring 2020, at the onset of the COVID-19 pandemic. Then, causal forests were used to investigate the heterogeneity of treatment effects. This study contributes to the literature on content sequencing systems and recommendation systems by showing how these systems can disproportionally benefit the groups of students who had higher levels of previous algebra ability, followed more recommendations, learned remotely, were Hispanic, and received free or reduced-price lunch, which has implications for the fairness of implementation of educational technology solutions.

Industries linked to and built on creativity and design have been described as backbones of a modern economy by the likes of Florida (2002; 2005). This paper reviews the ways early-stage entrepreneurs of creative industries conceptualise knowledge and depict their development trajectory and practices in issues concerning knowledge. These entrepreneurs operate in the context of a knowledge economy that underlines the key role of knowledge as a source of advantage. As Moore (2000) claims, knowledge intensity creates entrepreneurial opportunities and results to offer an advantage. The current view of knowledge management (KM) stretches the realm of KM beyond the ability to create. Action on knowledge contains sub-processes of knowledge creation, maintenance, renewal, organisation, and transference, for example (Wiig, 1997). This multiple case study explores the way entrepreneurs express the nature of knowledge in the enterprise and in relation to their personal entfloridarepreneur role. Light is shed on the principles and practices of KM in entrepreneurial firms. The research is an exploratory and interpretative case study, revealing patterns of thoughts and behaviour in the companies studied. A sample of seven companies whose business activity is based on design and creativity were interviewed in-depth. The collected qualitative case data is thematically content-analysed to constitute a model of companies’ development trajectory in relation to knowledge. The study contributes to academic knowledge both in the areas of entrepreneurial studies as well as in KM. The practical contributions serve creativity-connected industries and early-stage entrepreneurs who can use the results to plan and foresee their KM. [ABSTRACT FROM AUTHOR]

According to the US Department of Education, adult learners make up 45% of all part-time enrollment in community colleges, compared to only 27% of full-time students. As the enrollment of adult learners in post-secondary education increases across the US, accountability efforts among higher education institutions has prioritized full-time enrollment as a means to increase degree completion. Utilizing a quasi-experimental research design and regression analysis, this paper isolates the impact of tuition deregulation on adult learners at community colleges. Net of other factors, regression results indicate that tuition deregulation significantly and dramatically reduced the share of adult learners who enrolled full-time, and that this effect persisted for at least five years after the implementation of tuition deregulation in 2003.

This paper describes the evolution of a Professional Development School (PDS) continuum for urban teachers through 5 years of school-university collaboration. The paper reports the impact on education students completing internship experiences at urban PDS's, discusses the impact of the collaborative initiative on PDS faculty, and identifies implications at the district and university levels. For several years, the Duval County Schools and the University of North Florida College of Education have collaboratively engaged in reform initiatives targeting urban schooling and preparation of urban teachers. Two of the most recent initiatives are the AT&T Teachers for Tomorrow Project and the Jacksonville Urban Educational Partnership (JUEP). Creating urban PDS's served as the central focus of the projects. Surveys of AT&T and JUEP interns, non-interns, and experienced teachers examined planning, instruction, time management, student diversity, reflective thought, collegiality, beliefs about urban schools, efficacy, and accepting positions in different kinds of school settings. Results indicated that the PDS experience positively affected both groups of PDS interns' confidence levels for teaching in urban schools. The increased confidence led to large numbers of PDS interns actively seeking positions in urban schools. Most PDS interns considered the experience worthwhile. Five appendixes offer data from surveys of interns, teachers, and schools. (Contains approximately 70 references.) (SM)

This paper explores how teachers of public relations can help students tolerate the many ambiguities inherent in public relations practice. The paper first reviews the literature regarding individual differences in communication, tolerance-intolerance of ambiguity, and individual differences in teaching. The paper then reports the findings of two exploratory studies conducted at a large state university in Florida that investigated the effects of tolerance-intolerance of ambiguity in the teaching of public relations, including the use of a client-based, case study technique to increase tolerance of ambiguity among students of public relations. The paper concludes that the goal of increasing tolerance of ambiguity in public relations, at least in the classroom, is possible. (Nine tables of data are included; a list of 68 references is attached.) (Author/RS)

This paper reports on efforts of several states in the southern United States (Alabama, Florida, South Carolina, Texas, and Virginia) to respond to the mandate for training early childhood special education professionals. The paper describes how teacher certification standards are being met in these states and examines the role of the state departments of education. The paper concludes that there is some continuity in personnel preparation delivery programs, but each state quite clearly has its own process and present level of commitment. Issues of concern are noted, such as too much diversity in "add-ons" and "endorsements" to masters level early childhood special education certification, the need for central coordinating agencies for service continuity, and the need for additional inservice training. (JDD)

Fruitfully grappling with the complexity of contemporary issues of social justice in education requires intimate knowledge of their historical roots. This historical case study, anchored by the oral histories of queer activists, is designed to reveal the complex inner-workings of a queer rights movement amongst faculty, staff, and students in an a large public institution of higher education during a critical juncture in queer acceptance on campus, offering insight into how queer people and allies maneuvered within largely homophobic higher education institutions to incrementally change both minds and laws. This paper is of both historical and modern significance as queer people continue to struggle to claim and maintain their civil rights and human dignities both on and off college campuses.

This study examines data from a field experiment investigating the effects of a personalized recommendation algorithm that proposes to students which videos to watch next, after they complete mini-assessments for algebra that available on the Math Nation intelligent virtual learning environment (IVLE). The end users of Math Nation are students enrolled in an Algebra 1 course in middle and high schools of the state of Florida, and the IVLE is used both during and out of school time. The objective of the developed recommendation algorithm is to increase student preparation to take the state-mandated End-of-Course (EoC) Algebra 1 assessment at the end of the school year. The algorithm is based on a Markov Decision Process framework that uses as input the students' responses to a series of mini-assessment tests. The current study randomly assigned 16,406 students to either treatment or control conditions, which were blind to both students and teachers. The results indicate that the effects of the recommendation algorithm depend on the level of usage of students, showing significant improvements on EoC test scores of students who have a moderate level of usage. However, there was no effect for low usage students. The study also shows that students practicing with the mini-assessments available on Math Nation, helps them improve by a small margin their performance on the End-of-Course test, irrespective of the usage level. Finally, the study provides insights on challenges posed for implementing personalized recommendation algorithms at a large scale, related both to student self-regulation and teacher orchestration of technology use in the classroom. [For the full proceedings, see ED615472.]

In 2009, Florida adopted the Differentiated Accountability (DA) plan, making it among the first to specifically incorporate into its existing school grading scheme college readiness targets. In this paper we use a rich panel of data on high school students in Broward County (Ft. Lauderdale) Public Schools to present early evidence of the impact of these changes to the high school accountability grades on students' participation and performance in accelerated coursework. Using a difference-in-difference approach, we find that DA increases students' probability of taking AP tests in English, Science and Social Science. However, it does little to improve students' performance in these tests and the effect, if any, is concentrated among white students and among students in high-performing schools. The treatment heterogeneity is likely due to the difference in instructional resources across schools. DA also has far-reaching impact as it elicits efforts from schools to prepare students for accelerated coursework. For instance, it increases students' probability of taking benchmark courses on time. Last, DA effect persists and accumulates over time. Tables are appended.

This paper has two objectives. The first objective is to analyze race, class, and gender differences in high school course-taking and achievement among 1996-97 Florida public high school graduates by playing students in high school educational pathways based on their mathematics and science courses taken and achievement in these course. We then supplement this analysis by determining the extent to which race, class, and gender differences in course-taking and achievement both contributed to patterns of educational achievement in high school. This paper is the first part of a larger set of analyses that examine the structural and individual influences on high school educational pathways in relation to the likelihood of students pursuing science, technology, engineering, or mathematics (STEM) college majors and careers after high school. Given educational opportunities provided in high schools embedded in specific local school districts and communities, students, presumably with input from school guidance counselors and parents, must decide how far to proceed in available mathematics and science sequences. This paper describes race, class, and gender patterns of educational pathways of individual students and finds that Asian students take more difficult courses and have higher achievement than white students. Both groups have more advanced course-taking and achievement than black and Hispanic students. Students on free lunch do not perform on the level of students who are not on free lunch. Females have high achievement than males and are more likely to take Algebra II and Chemistry, but are less likely than males to take Calculus and Physics. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper presents the narratives of senior Floridian citizens on the subject of segregation. The paper explores the relationship between lived experience, racial oppression, and identity. The text analysis indicates the importance of creating survival strategies for the individuals interviewed. As part of these strategies they mentioned family unity, community strength, the contestation of black inferiority, the cultivation of religious faith, fighting back physical aggression, and the denial of pain and frustration over segregation. In describing how their lives were like during segregation, they consistently mentioned poverty, unemployment, differential treatment, violence, exclusion, and their inability to access some public spaces. In the narratives, segregation was depicted as a group experience rather than as an individual one and as a lived experience of transcendental importance. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper explores the role of procedural fairness in determining responses to bureaucratic standardization. I examine this question in the context of drug formularies in hospitals. Drug formularies are a list of drugs available to physicians in a healthcare organization, and represent a standardization of the drug choices available to physicians. While some advocate the use of formularies as a cost-effective means of managing drug benefits, critics see them as an infringement on physicians' clinical autonomy, and as potentially harmful to patients, ultimately contributing to higher costs of providing care. Drawing on organizational justice theory, I look at the role of procedural fairness in shaping the effectiveness of bureaucratic standardization, and argue that the payoff from drug formularies depends on whether the process of setting and implementing formulary policies is fair. To examine this, Inpatient Discharge Data for 2002 from Florida, Illinois, New York, and Texas, combined with an original survey of 243 hospital pharmacy directors, were analyzed using the hierarchical linear modeling technique. I found that the cost effectiveness of drug standardization depends on the procedural fairness of the standardization process, controlling for patient, hospital, and hospital market factors. Theoretically, this paper contributes to a partial reconciliation of conflicting predictions from the standardization literature by considering procedural fairness. Given the ubiquity of standardized rules in organizations, the findings also have practical implications for how to manage bureaucratic standardization without alienating organizational members. [ABSTRACT FROM AUTHOR]

For over 30 years, Kennedy Space Center has processed payloads for numerous NASA Programs. This paper provides an overview of KSC and its role in processing payloads for the International Space Station. Best practices and lessons learned from Station’s predecessor, the Spacelab Program, have been adopted for the processing of ISS payloads at the launch/landing site, and some of these are highlighted in this paper. © 2000 American Institute of Physics. [ABSTRACT FROM AUTHOR]

This paper examines possible improvement to problem solving skills as a function of playing the video game "Portal 2." Stealth assessment is used in the game to evaluate students' problem solving abilities--specifically basic and flexible rule application. The stealth assessment measures will be validated against commonly accepted external measures. For instance, basic rule application will be correlated with Raven's Progressive Matrices, and flexible rule application will be correlated with the Uses test, insight problems, and the compound remote association test. Improved problem solving outcomes will support our claim that "Portal 2" can be an effective method to enhance problem solving skills--one of the most important cognitive skills in the 21st century. [For the full proceedings, see ED562107.]

As the country faces the third week of a partial government shutdown due to disagreements over spending on border security, many are harkening back to the 2016 Presidential Election, when Donald Trump's proposed border wall became his primary campaign promise. The 2016 Presidential Election was deeply divisive not only along party lines, but also along lines of race, ethnicity, gender, and citizenship status. Few studies have elucidated what led to the historically-low voter turn-out in 2016, and we still await further information on the impact of Russian interference in the election's outcome. This study presents preliminary findings on the political emotions and attitudes of 1.5- and second-generation Puerto Ricans and Dominicans on the eve of the 2016 Presidential Election. Data for the paper stem from 42 in-depth, semi-structured interviews conducted in Central Florida, an area with a significant and growing Latino population. I draw on theories of citizenship and government mistrust to analyze the findings. Preliminary findings show that Puerto Ricans and Dominicans had overall favorable views of immigration, but that Puerto Ricans sought to distance themselves from Mexicans to reinforce their status as legal citizens in the U.S., a sign of what I call precarious citizenship. Further, I find that Puerto Ricans and Dominicans lacked trust in the U.S. government, which led many to become disengaged from the electoral process and led some to adhere to government-involved conspiracy theories. [ABSTRACT FROM AUTHOR]

In this paper, I address the dynamics of intergenerational transmission of religion with an emphasis on racial ideology and racism in a Latina/o Protestant Congregation in South Florida. More specifically, I examine how racial ideologies impact first generation's perception of discrimination, and how these perceptions may influence U.S. born Brazilians through family and peer socialization, and ultimately, how racial ideologies influence second generation's multiethnic congregation. Drawing on 12 months of participant observation in Central and South Florida, 51 in-depth interviews with first and secondgeneration Brazilians as well as non-Brazilians of different ethnoracial backgrounds, and content analysis of various social media activities. I argue that the processes of intergenerational religious transmission in Latina/o congregations must account for the different racial ideologies that have fostered national narratives of ethnoracial relations, racial mixing, whitening, and colorism in different Latin American countries (i.e., mestizaje ideologies in various forms). Findings show that racial-democracy ideology affects first generation Brazilians perception of racism. Furthermore, this perception rooted in Brazilian race relations is passed along to the second-generation through church leaders. [ABSTRACT FROM AUTHOR]

This paper examines the contemporary intersection of immigration, citizenship, and race by studying the immigration attitudes of Puerto Ricans in Florida. I draw on 98 in-depth interviews conducted in the Orlando metropolitan area during the 2016 presidential election to better understand how Puerto Ricans make sense of the immigration debate, how they formulate their position on the debate, and how their attitudes toward immigration impact their political behavior in the largest swing state of the nation. I find Puerto Ricans' attitudes toward undocumented immigration convey a sense of linked fate with Latin American immigrants, which stems from a shared migrant narrative and a racialized illegality that also subsumes Puerto Ricans. Nevertheless, Puerto Ricans adopt and deploy mainstream views of migrant deservingness and undeservingness. Respondents articulate migrant deservingness by emphasizing undocumented immigrants' important role in the U.S. labor-market, immigrants' good moral character, family values, and children's academic orientations. Immigrant exclusion emphasizes migrant criminality and the burdening of society through a lack of material contributions. I also find immigration is a critical election issue for respondents, such that, a candidate's stance on immigration would determine their vote for president. I argue Puerto Ricans' immigration attitudes are shaped by their position as colonial citizens. On one hand, this status makes Puerto Ricans outsiders and subject to nativism and xenophobia in Central Florida due to a colonial relationship between Puerto Rico and the U.S. On the other hand, Puerto Ricans' U.S. citizenship grants them an insider status and authority to enforce the political boundaries of the nation. [ABSTRACT FROM AUTHOR]

Disaster research is an interdisciplinary field that investigates not only geophysical processes but ways in which inequalities based on class, gender, race, ethnicity, and age affect vulnerability, response, and resilience. Less is known about how disability-based inequality may relate to disaster preparedness. In this paper, we explore relationships between disability identity and levels of concern about climate change and emergency preparedness, perceived likelihood of evacuation during storms of various strengths, and likelihood of evacuating to particular types of locations. Findings suggest that participants who identified as disabled experience social and structural disadvantages in a number of areas that may increase vulnerability and reduce resilience. While disabled and non-disabled participants did not differ significantly in level of concern about climate change, disabled participants did report significantly higher levels of concern about being prepared for emergencies. Disabled participants were also significantly more likely than others to say that they would evacuate during the least intense storms, and differed from others in terms of the types of locations they would likely choose if told to evacuate. Specifically, they were slightly less likely than non-disabled participants to say they would evacuate to the home of family or friends in the area and to a shelter that does not allow pets. They were significantly more likely than others to say they would choose a pet friendly shelter and an integrated shelter that provides services to people with disabilities but is not limited to them. Disability identification and perceived stigmatization of people with disabilities had independent positive associations with likelihood of evacuating to a shelter that is limited to people with disabilities and their companions. These findings highlight the need to consider not just the medical needs of individuals with disabilities, but ways in which disability-based social and cultural inequalities and stigmatization may affect disaster response. [ABSTRACT FROM AUTHOR]