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This working group addresses the challenge and opportunity presented by the use of simulations of teaching practice as an educative tool for preservice and practicing teachers. We focus particularly on the development of teachers' skills in enacting the content-intensive work of teaching, including how simulations may be able to cultivate or reveal teacher MKT, either as propositional or applied knowledge or as an essential component of a larger teaching practice in which MKT is activated. [For the complete proceedings, see ED606556.]

Proceedings of the 28th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of Farmingdale State College. The conference theme for 2014 was:" Infusing Issues of Racial, Religious, and Sexuality Diversity Across the Undergraduate Curriculum." The Conference featured a keynote address by Regan A. R. Gurung, Ph.D., University of Wisconsin, entitled "Models, Modalities, and the Means to Address Diversity in the Curriculum". The address provided an insightful and resource-rich presentation on the tools and techniques for effectively integrating diversity into courses through discussions, assignments, illustration, test questions, and images. In addition to the conference keynote address, participants had 35 workshops, roundtable discussions, oral presentations, and student presentations from which to choose. Twenty-nine of the presentations are included in these proceedings with a selection of titles and respective author(s) as follows: Got Diversity--Now What? Diversity Challenges on a Diverse Campus (Destinee Chambers, Anne E. Stuart, and Sandra A. Sego); How Can We Calm Their Passions and Open Up the Discussion? Teaching Diversity Issues From a Critical Thinking Perspective (Kamil Hamaoui); Sweets, Shock, Bowling, and Psychopaths: Bringing Nine Counterintuitive Findings in Psychology into the Classroom. Why What You Know from Your Experience is Just Plain Wrong (Geoff Turner, Jeffrey D. Holmes, and David J. Bennett); Using ePortfolio to Support Social Pedagogy in Psychology (Alison Carson); Integrating Cultural and Sexual Minority Diversity with Psychological Science: Examples from Teaching Gender and Sexuality Applicable to a Spectrum of Psychology Courses (Marcus C. Tye); Student Perspectives on Disclosing Mental Health Concerns in the Classroom (Benjamin Wood); I-RISE Mentoring Program Supports Underrepresented Minority Student Success (Karen Singer-Freeman, Linda Bastone, Brittany Miller, and Rebecca Lopez); Let the Research Come to You: Using Technology to Find the Best Content (Michael Britt); Teaching About Transgender Issues in Psychology Classes (Matthew R. Lee, Julia Brown, and Kiera Guralnik); Teaching Clinical Treatment and Client Negotiation Skills via Role-Play (John L. Theodore); Textbook Technology: Pedagogical Aid or Pitfall? (Michele Baranczyk, and Matt Gray); Stereotyping and Discrimination: The Labeling Exercise in Action and Shaping the Student Experience (Marla Johnston, and Michaela Porubanova); Two STEM Pioneers: Florence Nightingale and Stella Cunliffe (Thomas Heinzen); Getting Comfortable with Discussing Diversity in the Classroom (Nicholas Salter, and Shaziela Ishak); Sonic Psychology: Teaching Diversity through Song (Daniel L. Benkendorf). [Selected individual papers contain references.]

Included herein is the conference proceedings of the 27th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2013 was: The Science of Learning. The Conference featured a keynote address by Victor Benassi, Ph.D. of the University of New Hampshire. The talk was entitled: "Applying the Science of Learning in Psychology Curricula." Also highlighted was an invited address, "Taking a Scientific Approach to Critical Thinking Instruction and Assessment," offered by D. Alan Bensley, Ph.D. of Frostburg State University. The Conference featured our 4th Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 33 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Thirty of these proposals or presentations are included in the proceedings. Individual papers contain references. [For the 2012 proceedings, see ED534556.]

This paper raises questions about the ethical issues that arise for academics and universities when under-graduate students enrol in classes outside of their discipline - classes that are not designed to be multi-disciplinary or introductory. We term these students 'accidental tourists'. Differences between disciplines in terms of pedagogy, norms, language and understanding may pose challenges for accidental tourists in achieving desired learning outcomes. This paper begins a discussion about whether lecturers and universities have any ethical obligations towards supporting the learning of these students. This examination illustrates the challenges faced by lecturers some of whom, we theorise, may experience a form of moral distress facing a conflict between personal beliefs and organisational requirements. It also critically examines the role and responsibilities of universities towards students and towards their staff. This paper indicates the need for greater reflection about this issue, especially given the many constraints facing lecturers and universities.

Included herein is the conference proceedings of the 26th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2012 was: The value of an undergraduate degree in psychology: Why psychology--Why now?. The Conference featured a keynote address by Jane Halonen, Ph.D. of the University of West Florida. The talk was entitled: Can There Be Too Many Psychology Majors? Also highlighted was an invited address, Getting Published in the Teaching Literature: Wisdom, Sage Advice, and Helpful Hints, offered by Andrew Christopher, Ph.D., editor of the "Teaching of Psychology" journal. The Conference featured our 3rd Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 24 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Ten of these proposals or presentations are included in the proceedings. Papers (Individual papers contain references.) [For the 2011 proceedings, see ED521107.]

Conference proceedings of the 25th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2011 was: The Future of the Undergraduate Psychology Major: New Directions in an Evolving Educational Climate. The Conference featured a keynote address by William Buskist, PhD: Distinguished Professor in the Teaching of Psychology, Auburn University and Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. The talk was entitled: The Future of Psychology Education. In this, our silver anniversary year, we enjoyed an NSF-sponsored program on the APA Guidelines for the Undergraduate Psychology Major entitled Choosing, Implementing, and Assessing APA's New Guidelines for Undergraduate Psychology Majors, presented by Drew Appleby, PhD, IUPUI; R. Eric Landrum, PhD, Boise State University; and William Buskist, PhD, Auburn University. Celebration of the 25th anniversary continued with both an invited address by one of the co-founders of the conference, Professor Emeritus Stanley Feist, PhD and the Second Annual Undergraduate Student Research Poster Session. Conference participants also had 31 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Twenty-seven of those presentations are included in these conference proceedings. Addenda include PowerPoint presentations of keynote address and APA workshop. (Individual papers contain references.) [For the 2010 proceedings, see ED512755.]

Conference proceedings of the 24th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2010 was Fostering, Assessing, and Sustaining Student Engagement. The conference featured two keynote addresses from prominent scholars in student engagement: Dana Dunn, Ph.D. and Jillian Kinzie Ph.D. Dr. Dunn, President of the Society for the Teaching of Psychology, gave a keynote address entitled "The Blueprint Book: Assessment and Future Directions for the Psychology Major". Dr. Kinzie, Associate Director of the National Survey of Student Engagement, gave a keynote address entitled "Assessing Variation in Student Engagement to Maximize Student Learning". In addition, conference registrants attended 29 presentations on various topics in psychological pedagogy and an undergraduate student research poster session. Eleven of this year's presentations are included in the proceedings: (1) Experimental Investigation Regarding the Accuracy of Instructor Perceptions of Student Interest and Learning (Michael S. Goodstone, Rommel Roberston, Jennifer Nieman-Gonder, and Marya Howell-Carter); (2) Infusing Psychology Courses with Professional Level Experiences (Katherine Zaromatidis and Patricia A. Oswald); (3) Brief Demonstrations to Help Foster Student Engagement in a History of Psychology Course (Stacey Pilch and Esther Lori Crispi); (4) Student Engagement: Two Class Projects that Encouraged Engaged Learning (John A. Malacos); (5) Outcomes Assessment for an Applied M.A. Program in Industrial and Organizational Psychology (Terri Shapiro and Comila Shahani-Denning); (6) Using the Physical Environment to Facilitate Students' Active Engagement (Joan F. Kuchner); (7) Group Counseling Role-Play in the Classroom (John L. Theodore); (8) Using Microsoft Excel 2007 in Teaching Introductory Statistics & Research Methods (Anita M. Meehan and C. Bruce Warner); (9) Increasing College Student Engagement Through the Use of Online Discussion Forums (Nicholas P. Salter and Marissa R. Dragone); (10) A Beginner's Guide to Using Technology as a Vehicle to Teach an Online Course (Caroline Olko); and (11) The Effect of Situational Cues on Inducing Stress (Asma Mahmood and Rebecca White). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. For proceedings from the 23rd annual conference, see ED507995.]

The document is a summary of the conference proceedings for the 23rd Annual Farmingdale State College Teaching of Psychology Conference held on March 20-21, 2009 at the DoubleTree Hotel in Tarrytown, New York. The conference featured a keynote address by Dr. Jeffrey Nevid on Reaching and teaching the millennials: Helping today's students become more effective learners. Participants also had 24 presentations from which to choose and many colleagues, new and old, with whom to network. Seven of these presentations are included in these proceedings: (1) A Student Perspective on Tradition, Hybrid and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (2) Neighborhood Environments as Learning Laboratories for 21st Century Undergraduates (Joan F. Kuchner); (3) Do Clickers Click? A Classroom Experience with Student Response Systems (Celia Reaves); (4) The Use of Online Resources on Student Attendance and Academic Standing (Linda L. Dunlap and Jeffrey D'Angelo); (5) Moving Classroom Discussions Online (Jeffrey S. Baker); (6) Collaborative and Original Research in 21st Century Undergraduate Experimental Psychology (Rachel T. Bowman, Nina Tarner, and Christina J. Taylor); and (7) Simulation of Initial Assessments in Classroom Settings via Role-Play (John Theodore). [Abstract modified to meet ERIC Guidelines. For the 2008 proceedings, see ED504072.]

Despite recent celebrations of diverse beauty in America, whiteness has maintained its foundation as the standard. Historic and contemporary parameters of beauty continue to play a role in not only American society in general, but in higher education. This paper examines the circumstances surrounding the crowning of two Black women as beauty queens at the same predominately white institution (PWI) in 1959 and 2016. Despite an almost 60-year gap between the two women's crowning, findings indicate that whiteness and the residual effects of slavery shape the societal norms of beauty. This discourse analysis of media documents supports the argument that university pageantry reinforces white standards of beauty in higher education.

Mixed methods instrument development studies have not experienced the complexity of discussion and elaboration that other mixed methods studies have received (Onwuegbuzie, Bustamante & Nelson, 2010). This study reviews 102 articles describing the development of 76 instruments using a mixed methods approach. The results provide insight into the presence of quality indicators in mixed methods instrument designs (O'Cathain, 2010), detail the use of the PROMIS® approach (U. S. Federal Drug Administration, 2009) to developing instruments, expand the concept of timing (Creswell & Plano Clark, 2011) to include a third recursive option for timing decisions, and provide evidence for a typology of mixed methods instrument development studies.

A study examined how beliefs and attitudes influence the processing of information: people tend to distort contradictory information to make it consistent with their pre-existing beliefs and attitudes and to use it to bolster their initially held convictions. The study addressed the degree to which people believed that HIV causes AIDS. Subjects, 27 female and 13 male undergraduate students in an educational psychology course, rated the degree to which they agreed with the statement, "HIV causes AIDS," using a 9-point Likert type scale. Of the 40 subjects, 28 believed that HIV causes AIDS. Subsequent data analyses were based only on responses of these 28 subjects. Tape-recorded responses to text, as they read it aloud, from the 28 students were transcribed verbatim. Twenty-four hours after reading the text, subjects were asked to complete a test of free recall of information presented in the text. Results indicated that subjects employed strategies that helped to develop intrasentential ties significantly more on the paragraphs that contained information at odds with their existing beliefs than they did on paragraphs that presented information consistent with those beliefs. Findings revealed that the students tended to accept "confirming" evidence at face value while subjecting "disconfirming" evidence to harsher judgment. (Includes 2 tables of data; contains 10 references.) (CR)

A study explored the implications of a rhetorical approach to professional education in business--specifically, how a social constructivist view of language might change how students learn concepts and theories of business. It focused on undergraduate education in management, with data drawn from a case study of a student in a pilot version of an advanced writing course which introduced some basic rhetorical concepts to be applied to undergraduate majors and areas of professional study. Data sources include instructional materials, reading materials the student selected, multiple drafts of the papers submitted, written comments by the instructor and by an outside reader, and written reflections by the student. In the first assignment students read samples of professional discourse and wrote analytical papers discussing coherence. The second assignment asked students to undertake original investigations of a person, situation, or event that would serve to test or illustrate a theory in their major--for the student in question, "participative management." The expert reader proposed several changes in wording in the student's paper, wording which qualified the unambiguous conception of management theory. The view of language as a transparent medium strongly shapes students' educational experience, leading them to unwarranted confidence in the theories they are taught. These misconceptions can be confronted head on by introducing explicitly rhetorical perspectives on language in professional education. Findings generally support the claim that linguistic assumptions influence students' understanding of theories and have a significant impact on their professional acculturation. (Contains notes and 11 references.) (NKA)

This paper presents a proposal for "Perspectives on Professional Knowledge," a course designed to introduce junior-level Syracuse University students to rhetorical and linguistic concepts as tools for the examination of professional knowledge and professional education. The paper briefly describes the course and discusses the relationship of the proposed course to Syracuse's current junior- and senior-level writing courses. The paper then discusses the rationale for the course, noting that the new course will provide an opportunity to develop teaching methods that focus on the specialized problems of literacy in undergraduate professional education. The paper includes an example of a mechanical engineering student who demonstrates the need to read professional literature from a rhetorical perspective. The paper concludes with curricular design principles for the proposed course and a discussion of problems of implementation. (RS)

Case study rhetoric, or the rhetoric of real experience, is concerned with the ways by which case studies appeal to their own intrinsic realness or authenticity. On the surface, case studies are often accepted fully as representing real experience. But the design, arrangement, and emphases of case studies are rhetorically constructed by the writer in order to present a sense of realness. Successful case studies tend to utilize three features which tend to make them more lifelike: surprise, embarrassment, and social difference. A case study without any surprise seems pretty unreal, yet the inclusion of surprise in a written piece always points toward artistry and arrangement. The contrivance of the order of events, for example, makes the story less real to historical experience, but makes the case study seem more real. Embarrassment between teacher and student is also a staple of teaching, and reinforces the realness of a case study by giving a sense of the inexplicable. The issue of embarrassment can be complicated by differences in social background between teacher and student, the third feature. However, by writing about subjects very different from themselves, writers are in fact reflecting their points of view. The true subject of a case study, in fact, is not the student but the teacher, whose act of understanding has been rhetorically reconstructed. Thus, case studies are valuable because they faithfully represent how teachers make sense of the experience of teaching. (HB)

This study was designed to examine two contrasting types of parent groups in terms of their differential effects on parents and their disabled infants. The first type of parent support group was focused upon the psychological adaptation of mothers to their disabled child. It was hypothesized that the parent-centered group would directly affect the family by helping the mother cope with stress and in some cases depression, improving parental attitudes toward the child, and demonstrating emotional support from the group leaders and other parents. The second type of parent group was child-centered. This model was educational rather than therapeutic, focusing upon the transfer of information about child development and the impact of children's handicaps upon development, with an emphasis on teaching parents how to meet their child's special needs. Parents of 43 infants were randomly assigned to either parent-centered or child-centered groups for participation in the 10-month intervention program. Results indicated that neither type of parent group had the specific impact the investigators envisaged. The parent-centered group did not reduce stress or depression, lead to more positive attitudes about the child with handicaps, or result in perspectives of greater support from others. The child-centered group did not produce increases in knowledge about child development nor did it increase the child's developmental rate. Topics of discussion by mothers in the two types of parent support groups did not differ, even though the group leader directed the discussion to a greater extent in the child-centered educational groups. (JDD)

This working group was a continuation of working groups in 2019 and 2021 that initially aimed to focus on equity in simulations of practice in mathematics teacher education. We began by discussing our conceptualizations of simulations and equity. Next, we reflected on the lack of work that currently exists at the intersection of simulations and equity as well as our limited collective expertise in this space. We proposed the following areas of potential research: Access, Design, Affective Domains, Teaching Practices, Assessment, Critical Conversations. Attendees self-selected into focus groups and met to discuss their current work and how future work could focus more on equity and access. At the conclusion of our time together we developed a plan for achieving our key goal of disseminating a book that documents the landscape of the field. [ABSTRACT FROM AUTHOR]

Methodological developments in comparative education have influenced those in comparative physical education and sport. The history of those developments in comparative education, moreover, are similar to those in the newer field. The overall methodological developments in comparative education have been the following: studies involving history and those designed to demonstrate national character; studies involving philosophical traditions, and these are, in the main, area studies; and comparative studies utilizing the topical approach and more sophisticated research techniques, particularly statistical methodology. With respect to physical education, every consideration should be given to the changing emphases, frameworks, and models in comparative education. Comparative education has proceeded from intuition, description, and analysis to prediction. The historical-philosophical-national character tradition has been superseded, to a large extent, by a movement towards the social sciences. The field of comparative physical education and sport has come a slower route, has attracted less worthy scholars, and is relatively new in the academic world. The descriptive, historical, philosophical routes will always be with us, but ultimately academic acceptance of comparative physical education will depend on a slow but assured movement into the social sciences. (Charts illustrating theoretical models are included.) (SK)

After three years of meeting as a working group at PME-NA, we will be editing a book on how several models of approximations of practice support or hinder the creation of equitable mathematics learning and thinking spaces. Participants and working group leaders will serve as critical friends as we use a fishbowl format and small groups to provide spaces for refinement and challenge. Participants will leave with a network of thought partners and a draft chapter. At the end of the working group, we will identify overarching themes about affordances and limitations of several models of digital and non-digital forms of approximations of practices in order to develop preservice teachers (PSTs') equitable teaching practices. [ABSTRACT FROM AUTHOR]

Discussed are various views toward sexuality and their effect on programs of sex education for handicapped children. Views ranging from repression of sexuality except for reproduction to an emphasis on pleasure are covered. The author supports an approach to sex education that concentrates on students discovering how they think and feel about sex issues. Guidelines for this approach (such as allowing students to talk about sexual matters using dirty words) are offered. Stressed is the need for teachers prepared to teach a sex education curriculum which focuses upon decision making, growth and development, and interaction needs of all students. (DB)

In most of the United States, rural areas are experiencing economic and social changes that raise new policy questions for both government and private organizations. Often, these changes have industrial or urban roots and require knowledge and skills not part of the background of most rural people, with the likely outcome that farmers and other rural citizens will not be as effective as they might be in guiding future developments. To be most effective, rural leaders need a basic understanding of the methods whereby public problems can be solved through group action. Recognizing this, the College of Agriculture, Pennsylvania State University, designed and implemented a special adult education program focusing on public affairs leadership development. The 5-year program began in fall 1970. Designed for training potential leaders 20-40 years of age, the program offers an integrated sequence of workshops, travel seminars, and home study, which include: public policy from a broad perspective; economic, political and social changes that affect public planning; leadership in group action; alternative solutions to rural problems; and national and international issues. Emphasis was placed on sharpening the ability to analyze public problems and communicate with others, rather than on laying down arbitrary guidelines. Suggestions for program evaluation and future research needs are also given. (KM)

The importance of the building administrator's leadership role in improving a reading program is stressed in this paper. Five major areas of responsibility for the building administrator in developing a successful reading program are delineated. The first area of responsibility is working with teachers and includes supervision of instruction, inservice activities, and tapping individual teaching strengths within the building. Working with pupils is the second major area of responsibility, part of which is knowing the school community. Creating a building atmosphere which reflects the importance of reading is the third area of responsibility. The fourth area of responsibility is to provide leadership in establishing building policies which will provide directions and influence reading instruction. The final area of responsibility is public relations, the involvement of parents and the community in the educational process. (TO)

This study analyzes the Soviet award system, in particular the Prepared for Word and Defense (PWD) program. The PWD program is composed of five stages and embraces people from ages 10 to 60. Each stage has a section of requirements and a section of norms, which take into consideration age variations. The norms section, which is the most important part of the total complex, deals with items that test physical fitness and motor skillabilities. Upon completion of both the requirements and norms at each level, silver or gold badges are awarded as well as a badge with honors at stage four. The requirements section deals with basic principles of physical culture, personal and social hygiene habits, morning exercises, and fundamentals of civil defense. The five stages of the PWD program are: (1) brave and agile (boys and girls 10-13 years); (2) the rising sports generation (boys and girls 14-15 years); (3) strength and courage (boys and girls 16-18 years); (4) physical perfection (men 19-39 years, women 19-34 years); and (5) vigor and health (men 40-60 years, women 35-55 years). The PWD system is an essential part of the Soviet organizational plan, which is concerned with mass participation and the development of the elite, super-athlete. (The requirements, exercises, and norms for each stage are presented in tables.) (RC)

Interaction theory has not been applied to interpersonal communication because the Western scientific model requires that variables be consciously apparent. A simple model of sending and receiving is not adequate to explain the complex nature of human communication, however. The dyadic pattern of interrelationship may be expanded to reflect the subtleties of interaction through the inclusion of the concepts of continuous feedback, covert forces and internal monologue, and the qualitative measures of "acting out," and "working through." Authority and power relationships may be explained in terms of mutually accepted dominance and submission roles and communication patterns. Working together productively implies the knowledge of the dynamic and often subconscious processes in human communication. (KS)

This working group was a continuation of a 2019 PME-NA working group focused on the challenges and opportunities of using simulations of teaching practice as an educative tool for preservice teachers. Initially, we shared our diverse experiences designing and implementing simulations before and during the COVID-19 school closures. This discussion inspired us to consider the various dimensions of simulations and the continuums of choices along each dimension. We aim to meet again at PME-NA 2022 to refine our definitions of the dimensions of simulations, discuss research collaborations, and develop an NSF grant proposal to continue our work. [ABSTRACT FROM AUTHOR]

Mathematical argumentation is a practice in which K-12 students should be engaging but supporting preservice teachers (PSTs) in learning to facilitate argumentation among students is challenging. The tasks used to support PSTs' learning in this area should be as carefully selected as the tasks that K-12 classroom teachers choose for their students. In this study, we examine a task that was designed for PSTs to practice facilitating an argumentation-focused mathematics discussion in a simulated classroom environment. Findings showed that most PSTs articulated at least one feature of argumentation that was embedded in the discussion task's student learning goal. However, findings indicated that PSTs provided limited opportunities for the middle school student avatars to engage in mathematical argumentation when facilitating the mathematics discussion in the simulated classroom. This suggests that careful consideration of alignment between a specific discursive practice and the design features of a task could yield better learning opportunities for PSTs when using online simulations. [ABSTRACT FROM AUTHOR]

We examined transitions in secondary math pre-service teachers (PSTs)' professional identities as they engaged in online practice-based, virtual simulations designed to support the development of their skills to facilitate argumentation-focused discussions. Using a single item measure, we captured a snapshot of the PSTs' identity at two time points and observed notable shifts over time. Findings indicated that identity development was related to PSTs' opportunities to practice teaching in the simulations. For some PSTs, their math teacher identity became more central during the semester, while for others it foregrounded other sub-identities. [ABSTRACT FROM AUTHOR]

The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to postactivity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester. From this initial coding, we will select three to four cases that represent a range of understandings and emotional experiences and conduct in-depth analyses on the patterns of engagement in the OPS, drawing on records of practice from their experiences in the OPS. We discuss ways that teacher educators can scaffold PSTs’ experiences as they develop the skills to facilitate argumentation-focused discussions. [ABSTRACT FROM AUTHOR]

As integrated STEM/STEAM education gains prominence in PreK-5 classrooms, prospective elementary teachers face new challenges in learning to focus on children’s mathematical thinking and community funds of knowledge (i.e., multiple mathematical knowledge bases) in instruction. We explored prospective teachers’ attention to multiple mathematical knowledge bases in integrated STEAM lesson plans, co-planned and co-facilitated at an informal STEM event for preschool children and families. Analyzing three lesson plans, we asked how prospective elementary teachers connected children’s mathematical thinking, funds of knowledge, and STEAM. We found transitional connections – explicit attempts that were underdeveloped in one or two areas – in two lesson plans and meaningful connections in one. We discuss implications for elementary teacher learning and integrated STEAM practice. [ABSTRACT FROM AUTHOR]

The emerging field of comparative physical education and sport, or international physical education and sport, rests squarely on the shoulders of comparative education; an understanding and appreciation of the latter is necessary for an understanding of the former. Comparative education is an older field of study and has gone through certain stages in its development. They include: "primitive" comparative education; a period of cultural borrowing; the exchange of information about education from nation to nation; studies of national character; and increased use of the methodologies of the social sciences. (The author quotes extensively from many scholars in the field who represent diverse viewpoints on the methodologies, aims, and purposes of comparative education.) Comparative physical education and sport has emerged in recent years as part of the interest in the sociocultural or humanitarian aspects of physical education. Comparative physical education has gone through the same stages as comparative education but with a lower quality of scholarship. Movement into a scientific approach has been slow and spasmodic. What is evident is that though the field of comparative physical education and sport uses the techniques of history, philosophy, economics, sociology, anthropology, and political science, and though the work has obvious interdisciplinary aspects, it is more than any one of the social sciences. (SK)

This working group explores the ethics of simulations of practice in teacher education. As the pedagogy of simulations of practice becomes increasingly popular in content and methods courses, we step back and ask: How are we equipping preservice teachers to engage with students and content in equitable ways? How are K-12 students portrayed and perceived in simulations? How may the need for efficiency run up against ethics? The working group expands on the work of a 2019 and 2021 PME-NA working group with a goal of disseminating conversations around the ethics of simulations of practice. We have reached out to different publishers with the goal of collaboratively editing a book. Working group participants will be invited to contribute book chapters. During our time together we will construct common themes with participants and develop an action plan for the completion of the book. [ABSTRACT FROM AUTHOR]

Given a successful instance of public school desegration, this study examines some of the factors that may have contributed to the integration effort. The initial section provides an examination of the historical and socio-political milieu building a context by which various change agents such as pupil mobility, prior experience in limited or voluntary desegregation, ethnic composition, parent participation, and relevant litigation efforts, can be better understood. The report also deals with the planning variables used in the development of the model. The final plan can be seen as a compromise between more idealistic and sociological concerns, and more realistics community concerns. The kindergarten, for one, remains a neighborhood unit and is not affected by the desegregation plan. Other basic concerns of the model are enlarged scool attendance areas and an altered grade structure. A detailed evaluation conducted over the first full year of desegregation provides an examination of attendance, an analysis of achievement scores, and the results of sociological surveys and attitude assessments administered to schools during that year. The composite picture from results obtained by these studies indicated that desegregation was successfully implemented. One of the factors contributing to the success of the September 1974 elementary school desegregation effort is that all of the secondary schools in this city were desegregated by September of 1968. (Author/AM)

The comparative impact of 2 intensive rural leadership development programs on male and female participants in Montana and Pennsylvania was examined. One goal of the one to three year programs (to increase the participants' involvement in public affairs organization) was tested by analysis of pre- and posttest data regarding participants affiliations with voluntary associations. The associations were divided into expressive organizations (fraternal, sports, religious, military) and instrumental organizations (government, public service, economic associations, political parties). As expected, both male and female program graduates evidenced high participation in voluntary associations, more so in instrumental than in expressive organizations, despite differences between state programs. Differences by sex did occur in some detailed analyses. Men in all but the one year program increased their participation in expressive groups while women did not. Also as expected, there were differences by sex on the types of instrumental organizations in which gains in participation took place. Men showed the greatest increased participation in economic organizations, while women had increased activity in public service and government organizations. In general, the two and three year programs benefitted both male and female program graduates in terms of increased participation in instrumental organizations. (SB)

The complex mosaic of cultural and racial heterogeneity in America throughout the twentieth century has given rise to various sociological perspectives to interpret the evolving interaction patterns and to give clues to the direction that policy decisions should take. The major theoretical frames of reference have been assimilation and cultural pluralism. The former has usually implied Anglo conformity, with the desired goal of integration of minorities into the mainstream. The latter has stressed the desirability of somewhat separatist social institutions and the retention of cultural identity by minority groups, usually with continued use of the native language (except for blacks) at least within the context of primary group interaction. Either of these processes can lead a minority group member to a socio-psychological state termed marginality. Within the assimilation model, even if Anglo conformity is accomplished, social distance still maintained by members of the dominant group may interfere with the deep, intense communication necessary to give a minority member access to primary groups and a sense of belonging. Within the cultural pluralism model, bilingualism may set up impediments to fluency in either language; further, the problem of meaningful communication with members of the dominant group may be exacerbated. (Author)

This paper, in discussing the implementation of middle schools, makes six recommendations: (1) the program should reflect the needs of individual students; (2) the curriculum and schedules should accommodate an appropriate amount of independent study time paralleling the maturity of the individual; (3) the program should incorporate a non-graded schedule that, on a daily basis, would permit social and academic integration; (4) the curriculum should focus on teaching individuals how to learn; (5) the school climate should focus on the individual socially, psychologically, and academically; and (6) the special teacher training and certification needs necessary to cope with the emerging adolescent should be recognized. (Author/LD)

This study focuses on the question of "emotional style," defined as the structure or lack of structure in the interaction between teacher and student. Characteristics of "open" and "structured" teachers and students are defined. It is hypothesized that a matching of teacher and student emotional style will result in greater student achievement. A review of research into teacher-student matching by emotional style is undertaken, and a description of instruments used for data gathering in the present study is given. Phases of the study are defined as: (1) determine the general academic achievement of those upper elementary school students assigned to each of two identified (teacher/open and teacher/structured) classrooms; and (2) compare those students who closely matched the teacher in terms of style to those taught by teachers not matching their own style. Results of phase one indicated that there was no significant difference in achievement between students in a structured and open classroom when the students were nonsystematically assigned to those classrooms and resulted in groups of similar ability and the same average attitude toward structure. Results for phase two did not indicate that matching students with teachers of the same measured style produced higher achievement. It did indicate that students who were classified as open had higher achievement than students who were classified as structured, regardless of the attitude of the teacher as defined by the classroom. It is summarized that the study seems to indicate that in addition to intellectual ability, personality factors, cognitive style factors, and other factors, there seems to be a difference among students in terms of emotional structure or style, since students who were classified as "open" showed superior achievement, regardless of the classroom or the measured style of the teacher, over students who were classified as more structured. Suggestions for further research are discussed. (MJB)

The physical activities of women in the colonial period in the United States were limited. Social attitudes differed between the northern and southern colonies on appropriate activities for women. In the north it was not considered unseemly for women to participate in ice skating, while in the south women were encouraged to become good equestriennes. In the colonies as a whole, women's recreational activities were limited to less strenuous pleasures, such as dancing, quilting, and decorous swimming (bathing). As spectators, women were permitted to view horse races and boat races. (JD)

Drawing upon information gathered in a survey of eight two-year colleges and one four-year college, this paper discusses the status of writing within the two-year college system. Following introductory remarks, the paper gives a brief profile of one two-year college, Casper College in Wyoming, including data about its background, curriculum, faculty, support services, openness to experimentation, and administration. The paper next compares Casper College with the other schools surveyed, revealing more similarities than differences in faculty, support services, and curriculum. It indicates that most of the schools have writing programs that consist of two levels of composition, along with a basic writing course or advanced writing course, and that all had other courses such as technical or creative writing. The paper then compares school administrations, finding that most of the schools have few administrators and that many of the administrators also teach. An explanation of why this is so follows, with a discussion of the advantages and disadvantages of the situation. The paper concludes with the observation that writing programs in the two-year college are healthy and continuing, and then discusses the effect of such writing programs on university programs. (FL)

This study investigated the factors that influence entrepreneurial intention between two student populations from the United States and Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital, general self-efficacy, and entrepreneurial self-efficacy, and that the model results would be stronger in the U.S. than in Portugal. The main effect hypotheses were supported while moderating effect hypotheses were not, although there were some interesting culturally relevant anecdotes. The study contributes to the growing body of literature on personality and cultural influences on students' intentions to become entrepreneurs. Implications for research and teaching are offered. [ABSTRACT FROM AUTHOR]

This working group is a continuation of a 2019 PME-NA working group focused on the challenges and opportunities of using simulations of teaching practice as an educative tool for preservice teachers focusing on simulation use in the context of the COVID-19 pandemic. Initially, we will share the takeaways from the 2019 working group. Next, we will discuss our experiences implementing simulated teaching within mathematics methods courses that experienced challenges due to COVID-19 conditions. Finally, we aim to identify the pieces of this work that are worth preserving after the pandemic. [ABSTRACT FROM AUTHOR]

Fostering entrepreneurship has become engine of economic development in cities and countries around the world. The predominant metaphor for fostering entrepreneurship as an economic development strategy is the "entrepreneurship ecosystem." It should come as no surprise, however, that as any innovative idea spreads, so do the misconceptions and myths (Isenberg, 2014). A entrepreneurship ecosystem is defined as "set of interconnected entrepreneurial actors (both potential and existing), entrepreneurial organizations (e.g. firms, venture capitalists, business angels, banks), institutions (universities, public sector agencies, financial bodies) and entrepreneurial processes (e.g. the business birth rate, numbers of high growth firms, levels of 'blockbuster entrepreneurship', number of serial entrepreneurs, degree of sell-out mentality within firms and levels of entrepreneurial ambition) which formally and informally coalesce to connect, mediate and govern the performance within the local entrepreneurial environment' Mason & Brown (2014). Puerto Rico is going through an unprecedented fiscal crisis, where SMEs are the key to the economic survival of the island. The objective of the present research is to identify strategies for the development of a entrepreneurial ecosystem that enables the creation and development of small and medium businesses as key to economic growth of the island. [ABSTRACT FROM AUTHOR]

This study contends that to understand the unequal effects of natural hazards on residential mobility, researchers must extend beyond disaster research to conceptualize both as pervasive, ongoing processes that intersect over time. To illustrate the value of this approach, we link county-level data on cumulative property losses from natural hazards to restricted, geocoded data on individuals from the Panel Study of Income Dynamics. Results show that the average U.S. household lives in a county that experiences approximately $20 million in direct hazard-related damages per year. Results also show that as this damage accumulates, it increases residential instability for all residents, especially minority men and women as well as those who rent and have less education. The implication is that hazard-related residential instability is much more pervasive and dynamic than typically acknowledged and that it is likely to become even more so in the future if current policies and processes continue. [ABSTRACT FROM AUTHOR]

The article focuses on the use of Christ modeling in teaching. Topics discussed include philosophy while teaching students; role of interpersonal relationship for teaching; biblical methods for teachings; use of self understanding to educate students; faith and learning lessons by Christian Educator; qualities of Christian Educator such as support of students with academic excellence; advice for effective learning such as discovery of knowledge and religious aspects of mentoring.

Sociological studies of youth transitions to adulthood have examined a variety of pathways and consequences of these transitions, such as health, socioeconomic status, and relationships to the family of origin. This paper focuses on an understudied factor in the transition to adulthood, the residential contexts of young adults; specifically, the ways in which these residential contexts vary by age, family proximity, and characteristics of parental neighborhoods. I employ ordinary least squares regression models and data from the 1997 and 1999 Panel Study of Income Dynamics and 2000 U.S. Census data to investigate these differences. The main conclusion is that neighborhood contexts of adult children are most strongly associated with the residential contexts of their parents. I also find evidence that young adulthood is associated with living in neighborhoods with less same race neighbors. More theoretical and public policy attention should be placed on transitions to young adulthood and their potential to create neighborhood change. [ABSTRACT FROM AUTHOR]

CFD simulations of VAWT operation in unsteady wind conditions have been conducted. Validation of the numerical model was carried out by comparison to experimental data of a wind tunnel scale rotor. The performance of the VAWT under fluctuating winds was investigated and results show a dependency to Reynolds number. Increasing wind speeds cause blade lift to increase more rapidly than drag resulting to higher torque values. Deviation of instantaneous rotor CP from steady wind performance curve was seen. Rotor cycle CP matches steady wind values at the corresponding mean tip speed ratio. [ABSTRACT FROM AUTHOR]