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This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.

Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions. [This article was written with the Digital Democratic Dialogue (3d) Teacher Community.]

On February 24, 2017, all of the authors of the state-of-the-state manuscripts published in the "Journal of Education Finance" met in Cincinnati, Ohio, to participate in a roundtable discussion focused on recent legislative actions in 38 states. A majority of those papers were revised to reflect a final report on legislative actions impacting the funding of P-12 and higher education. Overall, adequate funding for education continues to be an issue many states are struggling with. There is reason to be hopeful, as several states have seen increases in per pupil funding and teacher salaries. When facing funding shortfalls, some states have begun considering alternate sources of funding for public education. In complicated fiscal times like these, it is anticipated that an increasing number of states will look to novel forms of raising revenue for public schools. The following contents are included: (1) The Good, the Bad, and the Alarming: Commentary on the 2017 State of the States Submissions (Brittany Larkin, Christine Kiracofe, and Spencer Weiler); (2) Alabama (Philip Westbrook and Brenda Mendiola); (3) Alaska (Amy Dagley); (4) Arizona (David G. Martinez and Oscar Jimenez-Castellanos); (5) Arkansas (Steve Bounds); (6) California (Henry Tran); (7) Colorado (Gabriel R. Serna and Spencer C. Weiler); (8) Connecticut (Lesley A. DeNardis); (9) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (10) Georgia (David G. Buckman and Tommy Jackson); (11) Illinois (Christine Kiracofe); (12) Indiana (Scott Rodger Sweetland); (13) Kansas (Thomas A. DeLuca); (14) Kentucky (Tyrone Bynoe); (15) Louisiana (Arvin Johnson, Venice M. Adams, and David G. Buckman); (16) Massachusetts (Tyrone Bynoe); (17) Michigan (Brett A. Geier); (18) Minnesota (Nicola A. Alexander); (19) Mississippi (Spencer D. Stone and Joshua A. Money); (20) Nebraska (Barbara La Cost); (21) Nevada (Deborah A. Verstegen, Oscar Jimenez-Castellanos, and David Martinez); (22) New Hampshire (F. Frank Ayata and Jeremy M. Anderson); (23) New Jersey (Luke J. Stedrak); (24) New Mexico (David G. Martinez and Oscar Jimenez-Castellanos); (25) New York (Osnat Zaken); (26) North Carolina (Walter Hart, Jim R. Watson, and Lisa G. Driscoll); (27) Ohio (Barbara M. De Luca, Krystel H. Chenault, and Randall S. Vesely); (28) Oklahoma (Jeffrey Maiden and Channa Byerly); (29) Oregon (Michael C. Petko); (30) Pennsylvania (Jeremy Anderson and F. Frank Ayata); (31) Tennessee (Lisa G. Driscoll and Betty Cox); (32) Texas (Ken Helvey); (33) Virginia (William Owings and Leslie S. Kaplan); (34) West Virginia (Drew Milligan); (35) Wisconsin (Michael C. Petko); and (36) Wyoming (Joshua M. Cohen). [For the previous year, see EJ1170086.]

The oil boom in the North Dakota oilfields has resulted in improved energy security for the US. Recent estimates of oil production rates indicate that even completion of the Keystone XL pipeline will only fractionally reduce the need to ship this oil by rail. Current levels of oil shipment have already caused significant strain on rail infrastructure and led to crude oil train derailments, resulting in loss of life and property. Treating crude oil as a multicomponent liquid fuel, this work aims to understand crude oil droplet burning and thereby lead to methods to improve train fire safety. Sub-millimeter sized droplets of Pennsylvania, Texas, Colorado, and Bakken crude were burned, and the process was recorded with charge-couple device (CCD) and complementary metal-oxide semiconductor (CMOS) high-speed cameras. The resulting images were post-processed to obtain various combustion parameters, such as burning rate, ignition delay, total combustion time, and microexplosion behavior. The soot left behind was analyzed using a Scanning Electron Microscope (SEM). This data is expected be used for validation of combustion models for complex multicomponent liquid fuels, and subsequently in the modification of combustion properties of crude oil using various additives to make it safer to transport. [ABSTRACT FROM AUTHOR]