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The title of the twenty-eighth yearbook mirrors the theme of the 2005 conference--"Learning in the 21st Century with Traditional and Electronic Literacies." The editors chose the title "Multiple Literacies in the 21st Century" in an attempt to reflect the contents of this yearbook which seem to approach literacy from a myriad of ways. The keynotes portray this multiplicity. In his presidential address, Jon Shapiro shares a personal account of literacy that reminds everyone of each learner's individual journey. The papers comprising this Yearbook that follow Shapiro's presidential address are: (1) Content-Area Literacy: The Spotlight Shifts to Teacher Educators (Donna E. Alvermann); (2) Living in the Promised Land... Or Can Old and New Literacies Live Happily Ever After in the Classroom? (Linda D. Labbo); (3) Thinking About Our Future as Researchers: New Literacies, New Challenges, and New Opportunities (Jill Castek, Julie Coiro, Douglas K. Hartman, Laurie A. Henry, Donald J. Leu, and Lisa Zawilinski); (4) Writing about African Americans, Their Communities and their Quilts (Bettye Stroud); (5) Insights about Third-Grade Children's Motivation to Read (Barbara Ann Marinak); (6) Marginalization of Adult Literacy Education in Workforce Preparedness Collaboration: Representation and Negotiation in an Interagency Partnership Under the Workforce Investment Act of 1998 (Wendy Warnken); (7) Does the Accumulation of Points Really Equate to Higher Motivation to Read? (S. Michael Putnam); (8) Teachers Rate Trade Books for Bullying and the Bystander (Rosemary Murray, Mary Shea, and Rebecca Harlin); (9) Teachers' Use of Text to Deal with Crisis Events (Mary Taylor Rycik); (10) An Investigation of the Knowledge Base and Use of Content Instructional Strategies in Primary Grades by Elementary Preservice Teachers (I. LaVerne Raine, Susan Szabo, Wayne M. Linek, Alison Jones, and Mary Beth Sampson); (11) Text to Test Comparison in Texas: An Analysis of Informational Texts in Basal Readers for Elementary Students (Kathy E. Stephens); (12) Three Views of Content-Area Literacy: Making Inroads, Making it Inclusive, and Making Up for Lost Time (Donna H. Topping, Judith K. Wenrich, and Sandra J. Hoffman); (13) Phonological Awareness and Working Memory in Children with Phonological Impairment (Monica Gordon Pershey and Patricia A. Clickner); (14) The Impact of University Reading Clinics: Parental Perceptions (Stephan E. Sargent, Nancy Hill, and Susan Morrison); (15) University-Based Reading Clinics: Where Are We Now? (Sherrye Dee Garrett, Daniel L. Pearce, Laura Ann P. Salazar, and Roberta Simmacher Pate); (16) Using the "Critical Reading Inventory" to Guide Differentiated Instruction (Mary DeKonty Applegate); (17) Stepping Forward Together: Voicing the Concerns of Teacher Educators through Practical Applications and Collaborative Actions (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Jill Lewis, Jack Cassidy, Wayne M. Linek, D. Ray Reutzel, Donna Alvermann, and Deborah Dillon); (18) Writing Through the Arts: Promoting Teacher Efficacy (Diana J. Quatroche, Kathryn Bauserman, Lisa Cutter, Bradford B. Venable, and Sean McKitrick); (19) Getting Your Book Published: Lessons from a Black, Female Writer (Joanne K. Dowdy); (20) More Than Just Words: A Model for Designing Effective Health Messages for Those At-Risk for HIV (Faith H. Wallace, Mary P. Deming, Susan Hunter, Lisa Belcher, and Jayoung Choi); (21) Using a Culturally-Based Responsive Approach to Multicultural Literature: Preparing Pre-Service Teachers to Work with All Students (Virginia B. Modla and Donna Glenn Wake); (22) Electronic Literacy Portfolios: Platforms, Process and Promise a Study of Technology Integration in Literacy Teacher Education (Adrienne Andi Sosin and Miriam Pepper-Sanello); (23) Engaging the Mind Through the Fingers: An Analysis of Online Interaction and Stance (Susan Wegmann); (24) Teaching Online Courses: Lessons Learned (Hellen Inyega and Joanne L. Ratliff); and (25) Using Text-to-Speech Software with Struggling Readers (Ernest Balajthy). (Individual papers contain tables, figures, references, and appendices.) [For "Building Bridges to Literacy. The Twenty-Seventh Yearbook," see ED512606.]

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 publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 20th annual conference was held in Weno, Chuuk State, Federated States of Micronesia, November 15-19, 2010. The volume begins with a listing of the members of the PIALA 2010 Planning Committee and PIALA Officers and Executive Board, Acknowledgements, and the Conference program schedule. Joakim Peter, Director of the College of Micronesia-FSM Chuuk State campus, provided the keynote address "Building on Culture, Knowledge, and Information through Collaboration and Resource Sharing." Presentations include: (1) LEAP! Library Education in the U.S.-Affiliated Pacific (Yvonne Chandler and Jane Barnwell); (2) Palau Community College Library & Information Services Pilot Program (Megan Beard, Journey Teruzi, Ilong Roduk, Joycelene Moses, Getta Setts, Halora Paulus, and Jeremiah Hagelilipiy); (3) "Chronicling America" Covering the Pacific: The National Digital Newspaper Program in Hawai'i (Dore Minatodani); (4) Blue Trunk Library: An information Resource for District Health Personnel (Julio Dizon); (5) Developing an Effective Student and Volunteer Program (Paul B. Drake); (6) Copy Cataloging (Ruth Horie); (7) Hawaii Library Association Report (Ruth Horie); (8) Hawaii-Pacific Law Libraries Initiative (Keiko Okuhara); and (9) Relationship Building and Leadership (Lance Linke). Includes a copy of PIALA's By-laws as revised at the Membership Meeting. The volume ends with an appended chronology of PIALA conferences (with links to fulltext availability) and selected photographs from the Conference.

For the twenty-ninth 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 ED499959.]

As a response to the concerns associated with the allocation of state resources to institutions of higher education, several states have developed budget formulas to derive estimates of the institutional financial requirements. Formulas, however, were developed during a period of rapid growth, and might be unresponsive to institutional needs during the forthcoming decade of stabilized or declining enrollment. Two major questions are addressed in this paper: (1) To what extent are budget formulas responsive to changing enrollments? and (2) To what extent are the internal budget factors concerning formula adequacy affected by enrollment shifts? Characteristics of an hypothetical institution were developed for the base FY 1977 and then projected to FY 1978 under five conditions of enrollment. These characteristics were applied, as required, to five selected FY 1978 state budget formulas: Louisiana, New Mexico, Ohio, Tennessee, and Texas. Examination of the results indicated that under conditions of declining enrollment, the fixed costs of institutional support and maintenance are not adequately reflected in the budget. This appears to be the case even when the formula is designed specifically to address such costs accurately. (Author/LBH)

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

A major state-coordinated program in Texas is helping education decision makers and the general public who need information about inputs, activities and cost, and also about the results and impacts of educational programs. Educators have encountered two major problems in obtaining information for effective planning and management: the lack of reliable data with which to make decisions and the absence of systematic data analysis that translates raw data into usable information. The program now operational in Texas includes two major components to address these problems: (1) the Texas Student Follow-Up Information System (TEX-SIS) which provides postsecondary supply data to assist in the development, operation, and evaluation of community college programs; and (2) the primary work of the Texas 1202 (Commission, a project to produce educational supply/occupational demand information for education decision-makers, students and counselors, and the general public. Dissemination materials and carefully identified target populations make up the components for distribution of the Tex-SIS follow-up data and the supply/demand information of the 1202 Commission. A list of resource materials is provided. (Author/JMD)

These proceedings from a conference with leading experts examines the hugely successful American model of technological and scientific innovation. They stress the critical importance of government funding of physical science for the realms of national security, education, and industry. Kent Hughes and Frederick M. Bush, both of the Woodrow Wilson International Center for Scholars, presented the Introduction and Opening Remarks. Dr. Shirley Ann Jackson, president of Renssalaer Polytechnic Institute, points to the failure of funding for the physical sciences to keep pace with the growth of the U.S. economy. While the life sciences have been more amply funded, Dr. Jackson notes that new medical discoveries often depend on advances in a number of disciplines in the physical sciences. The panel amplified many of Dr. Jackson's themes. Robert Helms, Dean of the Erik Jonsson School of Engineering and Computer Science at the University of Texas at Dallas, noted Sputnik and the U.S. space program as the magnet that drew many young people into careers in science and engineering, and argued that we need a similarly compelling mission today. Robert Doering of Texas Instruments pointed to the complementary role played by government and business in the world of semiconductors with the government providing critical support as a first customer and as a funder of needed research. John Stratton of Lockheed Martin made similar points about the defense industry by noting how the defense industrial base drew on federally funded basic research. A chart showing the history of government role as technology research funder is also included herein. [Additional sponsorship of this conference was provided by the AeA Texas Council, Greater Dallas Chamber of Commerce, and TechNet Texas.]

English language learners make up the fastest growing segment of the student population, but they are one of the lowest academically performing groups of students and the achievement gap widens as students progress through school. Dr. Oscar Jimenez-Castellanos, the Intercultural Development Research Association's (IDRA's) inaugural Jose A. Cardenas School Finance Fellow, presented his research findings on securing educational equity and excellence for English language learners in Texas secondary schools at a symposium in San Antonio on February 2, 2015. In person and via livecast, the event gathered more than 80 education and community leaders, and experts in law and education research around the critical question of how secondary education quality and access for English learners can be improved. A panel of experts reflected on key themes and questions raised by the research and participants explored important implications of the research for education quality and equity for English learners in policy and practice. The following are included in the proceedings of this symposium: (1) Introduction; (2) Message from Dr. Maria "Cuca" Robledo Montecel, IDRA President & CEO; (3) Lessons from Texas on the Relationship between School Funding and the Academic Achievement of English Language Learners--News story by the New America Foundation; (4) Status of English Language Learner Education; (5) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas--A Synthesis; (6) Synthesis of Participant Presentations and Discussion; (7) Remarks by Rogelio Saenz, Ph.D., Dean of the College of Public Policy, UTSA; (8) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas (Oscar Jimenez-Castellanos); and (9) Recommendations. An appendix contains: (1) U.S. Departments of Education and Justice Release Joint Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education; and (2) Symposium Participants.

Teaching robotics courses online is challenging due to the complexity of the interdisciplinary topics involved. One of the most challenging topics is 3D coordinate transformations. Students often struggle to grasp the concept of 3D coordinate transformations and their relevance to real-world robotic applications. This paper applies the Scholarship of Teaching and Learning methodology to address this challenge and shares the self-evaluation assignments given to students to gradually enhance their ability to solve a real-world robotic navigation problem -- a crucial skill required in almost all robotic applications. Each assignment includes an informative description that explains the purpose of the task and its connection to the next assignment. Manageable MATLAB resources are provided in each assignment, allowing students to study fundamental Matlab scripts and use MATLAB Grader for self-evaluation before submission. The instructor provides feedback on incorrect answers through MATLAB Grader. The assignments focus on problem-solving and can be automatically graded, building upon prior work done by the instructor. The paper will also detail strategies for motivating students to engage with these challenging assignments and how the instructor assists distracted students in catching up with any missing assignments. [For the full proceedings, see ED656038.]

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

Billions of dollars have been injected to reform turnaround schools over the past decades with minimal tangible positive outcomes related to improving student achievement, if any. In this qualitative study, we investigated how using longitudinal external root cause analyses (RCAs) contributed to enhancing leadership instructional practices in thee turnaround schools in Texas. Direct and indirect data were collected from three rounds of RCAs conducted in the schools in 2016, 2018, and 2019. Findings indicated that participating in the RCAs provided the leadership teams with evidence about rooted problems at their schools leading to low student achievement, recommendations, and guidance on how to address those problems, which evidently contributed to enhancing their leadership instructional practices.

The purpose of this paper is to demonstrate the mathematical understanding of Latino immigrant parents in curricular and pedagogical practices in elementary school. The paper seeks to counter widely spread deficit discourses about the parental involvement of Latinos in education. Using data from the Agency and Young Children project, a video-cued ethnographic study (Tobin, Wu, & Davidson, 1989; Tobin, Hsueh, Karasawa, 2009; Tobin, Arzubiaga, & Adair, 2013), we highlight aspects from home that schools can use as resources to build a bridge that supports children's mathematical understanding. [For the complete proceedings, see ED583608.]

The Texas A&M University (TAMU) Louis Stokes Alliance for Minority Participation (TAMUS LSAMP) office provided funding to the Texas A&M University College of Engineering to support student participation in the Engineering Learning Community Introduction to Research (ELCIR) program. ELCIR is a two-week, study abroad, research program implemented in a learning community pattern. ELCIR has three purposes: (1) to expose sophomores to research, (2) to introduce students to cultural differences and global challenges, and (3) to provide students with the basic tools to prepare them for future research involvement. Participation is limited to first-generation college students and/or students from underrepresented populations. The external evaluator for the TAMU System LSAMP developed a survey for students to complete following their participation in the ELCIR international experience. Survey questions were designed to identify the impact of participation in ELCIR on students and gather participant suggestions for improvement of future LSAMP supported international research experiences. The evaluator compiled information gathered from 91 LSAMP supported participants during five years of ELCIR programming. This paper describes the participants' self reports of experience with and continued interest in study abroad programming, interest in another similar experience, subsequent involvement with undergraduate research, and ELCIR's impact on their confidence regarding international travel, their awareness of, interest in, and plans regarding graduate school, their education and career plans, and interest in employment outside the United States. Increases in confidence regarding international travel and increases in interest in study abroad programming, in continued involvement with research, awareness and interest in graduate school, and willingness to consider employment outside the United States were found. Less than half of participants felt their ELCIR experience impacted their career plans and programming did not appear to have a pronounced immediate impact on student involvement with undergraduate research. The respondents reported concern about their ability to afford graduate study but that they felt their families would be supportive of plans to attend graduate school. No significant differences were found by gender, ethnicity, or race for any of the queries. These findings can inform engineering education programming for first-generation and minority students, an area of national need, at institutions across the United States. [For the complete volume, "Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1," see ED626033.]

This paper will include details on knowledge and ambition levels found between Latino-ethnic K-5 students located in a Southern Region of Texas from a college going culture presentation. The purpose is to understand how ambition and knowledge about higher education was influenced among Latino-ethnic K-5 students in impoverished areas. A low-income public school located in South Texas was included in this study. An open-ended questionnaire was provided to 26 teachers. 511 students were targeted for a presentation with information about college, universities, degrees, careers, and income facts. Teachers documented ambition levels before and after students received a college-going presentation. Wilcoxon signed-rank test was used to analyze the responses for 10 pre and post surveys. Findings indicate ambition and knowledge was increased with a higher education presentation among Latino-ethnic K-5 students in highly impoverished areas. Recommendations were made to continue to research the Latino-ethnic impoverished population and variables that influence higher education success rates. Results, discussion, limitations, and future recommendations were elaborated on. [For the complete volume, "Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1," see ED626033.]

With grants from the State of Texas, the National Science Foundation and the U.S. Department of Education, we use an annual STEM challenge to engage and attract local students to STEM fields. Students are introduced to our programs by participating in the STEM Challenge. After joining UHCL, students have opportunities to be hired as peer mentors and to help with designing and producing other grant activities including the STEM Challenge. Upon graduation, they return as judges or sponsors of the challenge. As STEM professionals, these alumni have returned with their companies to job fairs and hired our students into the workforce. In this paper we share the results of our experience and the progression of the challenges over the course of six years. We have seen positive results that are shared in this paper, and we hope this experience is helpful to others. [ABSTRACT FROM AUTHOR]

Given the importance of hydrocarbons for this area, the purpose of this paper is to explore the response of universities to cope with new demands in the south of Texas and Tamaulipas, especially in relation to gas plays of Eagle Ford (Texas side) and Burgos Basin (Mexican side). To accomplish this task, in the first section of the paper a broad review of selected Texas universities is done, distinguishing their most relevant moves during the last three years. In the second section we do the same for the higher education institutions in the State of Tamaulipas, México. In the third and last section we end up with some final comments about the response of universities to cope with energy sector new demands in both sides of the border. Although related to research, in Texas the response of universities is diverse and also disperses; whilst in Tamaulipas the response mainly consists of new education provision to train human capital. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

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.]

In case-based learning, students develop and apply course knowledge to solve tangible and "real life" problems. This practice can enhance student motivation and engagement in the analytical laboratory. In this application of case-based learning students analyze commercially available oils for CBD content. In the state of Texas anyone can sell CBD products. Many of these products are advertised as natural alternatives to prescription medications. The products are advertised as natural alternatives to prescription medications and make unfounded claims to treat conditions like chronic pain, depression, anxiety, insomnia, diabetes and psychosis. However, these claims are not recognized by the U.S. Food and Drug Administration and lax labeling and licensing regulations create situations where consumers may not know what CBD content is present in the product. In this online presentation the CBD content in various products will be discussed along with the necessary chemical analysis tools, analytical method, and chemical standards to perform the analysis. [For the full proceedings, see ED654100.]

The number of students leaving traditional face-to-face public schools and moving to online school environments continues to grow. The National Center for Educational Statistics reported that almost 300,000 K12 students were served in a fully online environment for the 2019-2020 school year (US Department of Education, n.d.). This study investigates the impact of online and traditional learning on student achievement, specifically focusing on students with disabilities. The study used descriptive statistics to analyze state standardized testing data retrieved from the Texas Academic Performance Reports (TAPR) from three school districts in Texas to compare online schools and traditional face-to-face institutions from the 2020-2021 school year. The findings reveal that online schools outperformed their traditional counterparts. This research highlights the growing significance of online programming in K-12 education. [For the full proceedings, see ED656038.]

This paper examines the emergence of black progressive organizations and their relationship to public black colleges. Amid violent disfranchisement in the early 1900s, black education activists collaborated with other educators to host conferences, develop programs, and mobilize delegations on broader issues of concern to black Americans, especially rural southerners. Using the case of Edward Blackshear, who led Prairie View Normal and Industrial College in Texas from 1897 to 1915, I argue that school leaders' organizational activities during this period constituted a form of southern black progressivism that was anchored in public black colleges. This research reveals how black progressivism operated publicly in the South and underscores public black colleges' enduring value in the Jim Crow era.

Lack of motivation to read is the culprit of many students' struggles in literacy achievement, resulting in wider gaps in reading achievement and resulting inequities in schools across America. When students are provided with the ability to choose the text they read for English class, they have an increase in interest and commitment to read, which can contribute to increased reading motivation. This study aimed to examine the relationship between a student's ability to choose a novel and the resulting effect on their intrinsic motivation. Key findings indicate that when provided with choice in text, students' intrinsic motivation increases which contributes to overall reading motivation via students self-reported measures on the Adolescent Situational Reading Motivation Questionnaire (ASRMQ), an adapted survey.

In Texas, adult English as a Second Language (ES(O)L) and developmental education classes both offer adult multilingual students remediation guided by distinct standards: Texas Workforce Commission (2016) and Texas College and Career Readiness Standards (2018). Within various colleges, the courses are overseen by different departments lacking coordination, resulting in the "wicked problem" (Rittel & Weber, 1973, p. 136) of streamlining support for a growing multilingual college student population. Through thematic analysis (Clark & Braun, 2014) of 76 hours of observation and interviews at five Texas community colleges and community support programs, we apply systems theory to explore alignment between standards' application and instruction. Although the standards' language indicates alignment, unequal implementation indicates the need for additional training to support students.

This study examines the COVID-19 shift to online instruction and its impact on a charter school system (CSS) 3rd-10th grade students' academic achievement through the lens of noncognitive factors. We recruited 693 students and utilized qualitative and quantitative analyses. We found that students' NWEA math and ELA scores continued to increase although almost ninety percent of them completed 2020-2021 school year online. Second, students' self-efficacy, academic engagement, and growth mindset scores significantly explained some of the variance in students' NWEA math and ELA scores. Lastly, students indicated that they liked the comfort, family presence, safety, and personalization of the online learning most. They disliked the lack of social component of learning, technical, and focus and engagement problems most.

In this qualitative collective case study, we investigated how participating in external longitudinal root cause analyses (RCAs) contributed to the enhancement of instructional leadership practices of the leadership teams in three turnaround elementary schools in Texas. We participated with an external team of expert professors in conducting the three rounds of RCAs in 2016, 2018 and 2019. We were able to collect direct data through our participation in the RCA process and indirect data through the analyses of different documents. Findings indicated gradual improvements observed in the leadership instructional practices. Notably, there was evidence observed in practices associated with visionary leadership and unity of purpose before those observed in school instruction and learning community.

This study aimed to compare the performance on the state assessment STAAR Reading between BLs in a one-way dual language program compared to the average scale scores of ELs in the state of Texas. The results of these data points taken in three different grade levels from the same group of bilingual learners demonstrate the beginning of positive long-term outcomes by 5th grade. The analysis revealed that the percentage of BLs in the study scoring above the Texas ELs' average score increased exponentially through the grade, reaching 64% in the STAAR Reading in English assessment. This demonstrated that students in a dual language program, learning English as a second language, can develop English while maintaining and fostering their heritage language.

Increasingly, faculty academics are required to teach and design online courses. However, in many cases, faculty members report having low levels of confidence, self-efficacy and competence to teach in online environments. Although their professional learning is often enhanced by institutional support strategies such as workshops, online instruction and mentoring systems, many faculty academics learn through "just-in-time" rather than "just-in-case" strategies. This paper reports on the findings from a cross-continental research project between researchers in two higher education institutions in the United States and Australia. The project was initiated to: 1) determine the learning needs of faculty members who teach online and design online courses; and 2) to develop tailored professional learning programs and resources to enable faculty members to become effective online teachers and skilled online course designers. As well as providing an account of the research findings to date, the paper provides recommendations for other researchers who may be considering cross-institutional or cross-continental research about online teaching, online course design and professional learning programs. [For Full Proceedings see: ED562107.]

Recent events have highlighted the importance of diversity, equity, and inclusion (DEI) within engineering education. Improvement of DEI within these settings faces a variety of obstacles, most notably a dearth of models for effective assessment of DEI initiatives. In this evidencebased practice paper, we detail the process by which a DEI climate survey was adapted and executed within a School of Engineering at a large public Texas university. After establishing specific design criteria and principles, research-practice partnerships were sought out with social scientists to address gaps in understanding of DEI evaluation. After review of numerous existing surveys, the 14-item CELL-MET Engineering Research Center's culture of inclusion scale was identified as the most robust scale that met our parameters. Adaptations were made to accommodate our application, and specific strategies were employed in survey deployment that resulted in an 18% response rate in the spring of 2021, when all courses were being taught online. Research-practice partnerships were extended into the analysis and synthesis stages to best translate findings into policy recommendations and to identify improvements for future administrations of this survey. [ABSTRACT FROM AUTHOR]

In this evidence-based practice paper, the recently established CIRE educational model was incorporated, and modified, to establish an alternative pedagogical framework for a virtual, fastpaced summer engineering course in a private university in Texas. Transitioning to fully online courses in the wake of COVID-19 required a rapid modification of traditional pedagogical methods to overcome challenges such as the lack of academic resources and established campus practices, while simultaneously ensuring the academic and social development of students. In this regard, a pedagogical framework known as the CIRE model - which is the acronym for Communication, Initiation, Reduction, and Extension - was recently designed and implemented in a Rigid Body Dynamics Fall semester course, which generated favorable results. In this study, the CIRE model was adopted for a virtual Statics-Strength of Materials summer [six-week] course to test its effectiveness in a slightly different timeframe. However, the Initiation and Extension components of the model were modified to adapt to the fast-paced structure and allow the students to enhance their academic preparation despite the virtual setting. As such, rather than initiating homework sets during the lecture, as established in the CIRE model, step-by-step examples were instead performed during lecture sessions to strengthen the intuitive nature of solving homework problems. Similarly, the last component of the model was tailored for exams during the fast-paced summer course rather than for every assignment as stated originally. A survey was conducted with a cohort of twenty-four students to gauge responses and understand their perspectives regarding the pedagogical framework adopted. Results indicate that the implementation of the CIRE model, with its two modified components, allowed engineering students to have a holistic understanding of the course material despite the fast-paced timeframe. Students were able to successfully complete assignments individually and correlate theoretical aspects with engineering applications. [ABSTRACT FROM AUTHOR]

The article presents a guide to the annual meeting of the Academy of Management in San Antonio, Texas, from August 12 to 16, 2011. It offers information on the papers to be presented at the meeting including one by Ryan Fehr of the University of Washington on how organizations can benefit from a culture of forgiveness and one by Lukas B. Neville of the Queen's School of Business on the impact of discipline and observed forgiveness on team perceptions and team forgiveness. The highlights of the academy program, the conference program and the session details are also presented.

Given the importance of hydrocarbons for this area, the purpose of this paper is to explore the response of universities to cope with new demands in the south of Texas and Tamaulipas, especially in relation to gas plays of Eagle Ford (Texas side) and Burgos Basin (Mexican side). To accomplish this task, in the first section of the paper a broad review of selected Texas universities is done, distinguishing their most relevant moves during the last three years. In the second section we do the same for the higher education institutions in the State of Tamaulipas, México. In the third and last section we end up with some final comments about the response of universities to cope with energy sector new demands in both sides of the border. Although related to research, in Texas the response of universities is diverse and also disperses; whilst in Tamaulipas the response mainly consists of new education provision to train human capital. [ABSTRACT FROM AUTHOR]

The Pandemic has affected the success rates among students in Higher Education. In general, Higher Education success rates are typically lower among minority groups. Considering the Pandemic effects in Hispanic Serving Institutions, this research study will focus on understanding the impact of the pandemic on currently enrolled undergraduate students in a Hispanic Serving Institutions and how technology may have played a role in their success. A qualitative approach will be used. Specifically, researchers interviewed 7 students whom were currently enrolled in a Hispanic Serving Institution in a Sociology class. The data will be analyzed using a grounded theory approach. Findings showed students saw technology as a contributing factor towards their success, the pandemic positively impacted their lives with the increase of flexible schedules, and males mentioned more barriers for success with high rates of struggling with anxiety. These data imply the need for a department focused on helping students succeed. Specifically, a department focused on providing all the resources needed by students in a Hispanic Serving Institution. These needs were amplified after the pandemic. [For the full proceedings, see ED631133.]

"Citizenship" is a quality that most Americans would agree should be promoted in the schools. "Values education," as we have seen, provokes controversy and the question "Whose values are you going to teach?" An acceptable response is: "Values of citizenship, American democratic values, and the values upon which our country was founded." This paper shows us how the U.S. Blue Ribbon schools use their citizenship programs to assist in the development of the character of their students. Citizenship programs are usually found within the social studies curriculum but are also found integrated throughout the school in various other programs. This paper presents answers to the following questions: (1) What are the essential characteristics that make a citizenship program character education and not just civic education?; (2) What are the democratic values that we want to foster in our nation's schools?; (3) Why is it important to involve students in decision making in order to develop character and citizenship?; and (4) What are some ways that students can develop good character by caring within the classroom? This paper reports on documentary and qualitative research conducted on the U.S. Department of Education Blue Ribbon Schools to see the different ways in which these schools promote the character of their students through their citizenship programs. A character-building citizenship program emphasizes the development of specific "democratic" qualities such as justice, respect, fairness, cooperation, persistence, moral responsibility, empathy, and caring. In order to develop these virtues, schools have given students opportunities in the classroom to practice actions of caring, concern for others, generosity, and kindness. Evaluations of these activities in the Blue Ribbon schools and in other schools that have also implemented these programs have shown them to be effective in helping students develop their character and thereby act as good citizens.

This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative illustrations. In two studies taking place within an online curriculum for middle school mathematics, students receive problem types that vary with respect to these factors. Results show that while these interest-enhancing interventions may benefit students in the short-term as they solve modified problems, there is little evidence they allow students to understand key mathematics concepts more deeply. [For the complete proceedings, see ED583608. For corresponding grantee submission, see ED574470.]

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.

Prior research describes the positive benefits of dual language education as increasing students academic performance in addition to promoting bilingual development. However, these studies have not adequately addressed the tensions that exist in developing Latina/o communities bilingualism. This paper addresses the issue of bilingual development in the one-way and two-way classrooms where language separation is part of the program design. This is a qualitative and multi-site case study of two teachers from the U.S.-Mexico border. We draw on borderland theory to examine the ways the teachers supported their students bilingualism. Findings suggest that both teachers taught within the linguistic borderlands in their classrooms; each allowed students to go about languaging, or using language in interaction (Mignolo, 2000).

This paper outlines a research study involving a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers by increasing content knowledge, self-efficacy, and interest in these content areas. The selected program component describes the authentic summer research experience that engages preservice and inservice teachers more deeply in scientific and mathematical thinking for teaching and learning. Participants work alongside scientists and university faculty in the field and laboratory in an intensive 30-hour experience involving original research. Following the experience, participants utilize their research logs to report on the research conducted and create a 5E instructional unit that translates their research experiences into classroom practices. Qualitative and quantitative findings and implications are presented.

This paper examines the problems of centralized academic-indicator systems in light of the move toward site-based management. Problems with current practice are examined in the framework of critical inquiry. Alternatives to current accountability guidelines are presented that harmonize positivism with critical inquiry, while respecting both local and state needs for accountability information. The paper uses a focused synthesis methodology (Majcharzak 1984) of policy research to examine the paradox of "statist-centralized" data collection (Clune 1993) in the presence of decentralized decision making. The Texas Academic Excellence Indicator System (AEIS), a centralized assessment device, and its role as an economic model for school assessment are described. The paper next discusses the legislative incarnation of Texas' site-based management, followed by a discussion on how local management can ameliorate problems associated with employing a strictly economic model of school assessment. Finally, recommendations are offered for conducting research practices at the local level that respect the value-laden nature of local needs while continuing to embrace a positivistic approach that appeases major stakeholders. A conclusion is that the AEIS can provide only snapshot data for Texas schools. The information gleaned from the AEIS data provide general direction for educational improvement, but do little to guide specific interventions at the classroom level. Site-based management creates a forum for local practitioners to gather and discuss, through critical inquiry, the creation and validation of locally developed measures of student success. (Contains 14 references.) (LMI)

This paper represents a brief history of rural education in Fayette County (Texas) from 1918 through 1975. The paper focuses on the personal narratives of Harry Loeb, the last official superintendent of Fayette County and Emma Diedt, a 50-year Fayette County teacher. The narratives describe Fayette County schools, school politics, and the curriculum. Loeb relates the role of politics in the annexation and consolidation of school districts. Annexation was unpopular because the larger district could assume the smaller district without a vote. During this time annexation was common nationwide as school districts adapted to a declining population. Schools increasingly involved the Catholic church and its members as faculty; they also integrated minorities into teacher and student bodies. Diedt describes her education and her experience as a teacher in Fayette County schools. Consolidation and other educational decisions were under the heavy influence of politics. She describes her frustration in maintaining high academic standards when school administrators were emphasizing sports in school. Following the launching of Sputnik in 1957, the new focus in education was on math, science, and foreign language. (LP)

In northern Botswana, conflict between subsistence farmers and elephants can result in destroyed agricultural crops and death for both species. In June of 2016, students and faculty mentors from four universities traveled to the Okavango Delta region of Botswana to participate in a community education project designed to develop locally relevant solutions to mitigate human-elephant conflict. Local farmers and community members partnered with university students to design solutions and build prototypes of those solutions. In this paper, we present findings pertaining to the university students' experiences, perceptions, and learning during and as a result of the workshop, including ways in which expectations and the actual experience were aligned and the experience of partnering university students with members of the local community. Findings indicate that future, similar projects should work to ensure an appropriate balance of instruction attention between the local and student participants. Successes include open dialogue and collaboration among all workshop attendees, application of university coursework to address issues of problem solving, design, working with diverse groups, and co-creation of prototypes of simple machines, tools, and devices ready for use and testing by local farmers. [For the full proceedings, see ED581791.]

This paper describes a father's reflections on his daughter Charlie's failure to pass a state-mandated standardized test; reactions of both to the failure; reactions of both to emerging events; Charlie's next challenge and her looking to the future, and final thoughts and conclusions. The paper is a collaborative effort between father and daughter with sections written by one or the other presented alternately. Charlie and her father have seldom been happy with standardized tests because they lived the realities of those tests together. Charlie was placed in a low reading group in elementary school after the first such test, despite being an avid reader in her pre-school years. Competitive sports started in seventh grade and marked Charlie's drive toward athletic acceptance as an alternative source of "self" to the low placement assigned by the school. She did not learn to read well in spite of several years of instruction. After four tries and 2 years of tutoring, Charlie still failed the state's mandated graduation requirement of passing a literacy test. Despite appeals to the school board, Charlie was not allowed to graduate with her class. She passed the test the next summer after receiving different tutorial instruction, and is presently attending a community college. Five conclusions can be drawn from these lived situations: (1) Charlie's conflict of values in elementary school led to her acceptance of an outside curriculum, a conflict of learning interest that suggested that outside prior knowledge is ineffective in a school context; (2) the school neglected Charlie's reading progress, and must share the cost for cleaving to a rigid tracking philosophy; (3) the school tracked Charlie too early, left her on track too long, and promoted her test scores and stigma of tracking, reflecting her school-related disabilities; (4) the district failed to set up an effective tutoring program; and (5) a certain degree of sexism is reflected in the fact that all administrators, including the superintendent, are former male coaches and that the school district has never hired a woman administrator nor has a woman ever served on the school board. (Contains 16 references.) (RS)

Despite increasing attention on chronically low-performing schools, the efforts to turn these schools around have not always been met with success. School turnaround requires comprehensive and effective campus interventions. The research purpose of this study was to understand the dynamics of a turnaround intervention. Specifically, through a clustered randomized control trial (RCT) design, we examined whether an on-site leadership intervention can turn around campus. We employed both a traditional statistical approach and visual analysis to examine a set of observation data collected from treatment and control schools. The preliminary findings indicated the positive effects for turning around schools with the leadership intervention with the treatment schools.

Although institutions of higher education have started engaging students and prospective students via text messages, no extant research has addressed student preferences for receiving text messages. Elaborating upon Castleman and Page's (2016) and Taylor and Serna's (2019) work, a large, metropolitan community college system surveyed 123 community college students to learn more about how a community college should text their students. Data from this study suggest that community college students prefer text messages that omit slang or textese (i.e. "u" instead of "you," "2" instead of "two"), text messages with exclamation points versus periods, text messages with hyperlinks, and mention the student's name, the sender's name, and their institution.

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)

Despite tremendous growth in the online delivery of leadership preparation, educational administration scholarship contains little empirical research measuring the impact of different delivery models, especially as that impact pertains to the career pathways of graduates. The LTEL SIG has well-established interests in determining the best practices of leadership preparation and in expanding the evaluation of leadership preparation programs. Our paper represents a direct response to both of these interests by quantifying the impact of online leadership preparation. We utilize survival analysis to model the career paths of 843 graduates of one of the largest and oldest online principalship programs in Texas, to determine whether and when they become campus administrators.

This paper draws from data from a year long study looking at teachers' perceptions of border violence in tandem with my autoethnographic exploration of the lived experience of border violence as a teacher, mother and as a daughter still grieving for her murdered father. The first steps in starting my research critically exploring educator perceptions of bilingual students' experiences with border violence trauma in South Texas began by writing writing autoethnographic accounts of my own experiences with border violence. My inquiry into my lived experience began with the understanding of curriculum and the reciprocal connection it has on identity construction.

Language education policy has been a controversial and ongoing issue throughout the U.S., particularly in the state of Texas. This paper reports on a frame analysis of the five bills that amended the Texas Education Code to implement or expand bilingual education and English as a second language programs. Analysis focused on problems and solutions as represented by the policy documents over time. Additionally, evidence of recontexualization of ideas, words, and phrases from various policy and other related documents to the bills demonstrated the interconnectedness of policy documents from state to state and state to nation. Discussion of the primary ideology influencing the policy documents as the monolingual English ideology, with the emergence of alternative ideologies, is included.

Utilizing longitudinal data from the national Schools to Watch (STW) program, this paper examines school demographic characteristics and teacher ratings of the implementation of STW criteria in STW schools and schools that have applied but have not yet been designated as a STW. The STW program was established by the National Forum to Accelerate Middle-Grades Reform in 1999; currently 18 states participate in the program and nearly 400 schools have been designated as STW schools. Univariate and bivariate statistical analyses were used to examine relationships between the school demographic variables and the rating scores on the STW Rating Rubric, across the four domains of academic excellence, social equity, developmental responsiveness, and organizational structures and processes.

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]

In this paper I set out to complicate the notion of success. In order to do so, I draw from the data collected during a yearlong ethnographic study of the KIPP Academy (Knowledge is Power Program: KIPP) in Houston, TX. I argue that success is not simply a static entity that schools and students do or do not have, but rather, a dynamic social construct that becomes visible in different social locations. Through my research I have located to categories of success. One category consists of definitions of success that are external to the school (i.e., held by agencies external to the school such as the state government) that I term, "frontstage success." The second consists of definitions that are internal to the school that I term "backstage success." Whereas frontstage definitions of success are indicated through "objective" measures such as testing that hold schools accountable to the public, backstage definitions are represented by situated, local understandings used by students (and their teachers) to render conduct accountable, achieve a sense of agency, and create a culture of success. In the past, analytic priority has been given to frontstage definitions of success, while backstage definitions have been overlooked. However, I demonstrate in this paper that it is crucial to understand backstage definitions of success to help students become active participants in their education. [ABSTRACT FROM AUTHOR]