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Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting immigrant and refugee students both inside their classrooms and outside the school. Our analyses show that the teachers strategically enacted various critical instructional practices, including linguistically responsive pedagogy, translanguaging, and sociopolitically responsive pedagogy. The teachers' agentic practices have important implications for teacher education and professional development for immigrant and refugee learners in urban settings. [ABSTRACT FROM AUTHOR]

The precision instruments and equipment are often utilized in low-frequency and micro-amplitude vibration systems, in which many vibration isolators of rubber materials are widely used. Ignoring the low-frequency amplitude will result in errors in the fatigue life design of the vibration isolators and predicting the dynamic response of each frequency band accurately becomes necessary. However, integer-order models cannot describe the frequency dependence of rubber materials, while the fractional-order models can describe it instead. On the other hand, the elastic restoring force is strongly nonlinear under large deformation, and the vibration of the nonlinear system contains multiple harmonic components. In order to solve those issues, the fractional nonlinear Nishimura model is used to characterize the constitutive relation of vibration isolators such as air springs, which are made of carbon black filled natural rubber. The high-order harmonic balance method is used to obtain the steady-state response of the vibration system, while the fourth-order Runge–Kutta method is applied to simulate the dynamic response of the system in the low-frequency region, and the Lyapunov exponent is used to determine the stability of the system. Furthermore, the influence of parameters on the amplitude–frequency characteristics of different frequency bands is also studied, and a method to solve the optimal damping coefficient is proposed based on the primary resonance amplitude–frequency curves. The results show that there is a diversity of periodic motions in the process of adjacent super-harmonic resonance transition. Numerical simulations also demonstrate that multi-periodic motions coexist in the system. The motion transition law between the polymorphic coexistence region and its adjacent regions is summarized. [ABSTRACT FROM AUTHOR]

Background: Nationally, there is an overwhelming body of research that has revealed a systemwide underpreparedness of both pre- and in-service teachers who are predominantly White and monolingual for teaching English language learners (ELLs) throughout the United States. Despite various responses to address preservice teachers' underpreparedness to teach ELLs, there has been a lack of transformative change in White mainstream preservice teachers' preparation to teach ELLs, due to teacher education programs' indiscriminate, pan-diversity approach to diversity as inclusive of all forms of difference, without explicitly attending to any form of difference such as those confronted by ELLs. This pan-diversity approach endorses generic fairness as sameness practices that may lead to equity traps that shape preservice teachers' patterns of thinking and behavior that hinder the possibilities for creating equitable schools for children of color, including ELLs. Purpose: The widespread underpreparedness of teachers for ELLs suggests an urgent need to reexamine how teacher education programs are providing opportunities for learning about ELL-related knowledge and practice. The goal of this study is to understand 433 preservice teachers' experiences of learning to teach ELLs in a predominantly White teacher education program under a pan-diversity framework. Research Design: A mixed-methods design that includes surveys and interviews was used to address two central research questions: What are preservice teachers' perceptions of learning to teach ELLs in a predominantly White teacher education program that utilizes a pan-diversity framework? How do their opportunities to learn ELL-related content differ across subprogram groups? Quantitative and qualitative data analysis methods were used to analyze the data generated from the survey and interviews. Findings: Triangulation of our quantitative and qualitative data revealed systemic neglect of ELLs in both coursework and field practice in the teacher education curriculum, resulting in underpreparedness among the preservice teachers across the subprograms. The results indicate that the current pan-diversity integration approach has served as an "equity trap" that will preclude the preservice teachers from becoming successful with their future ELLs. Conclusion: This study demonstrates the critical need to eliminate the pan-diversity equity trap to systemically incorporate ELL issues within teacher education to not only transform preservice teachers' deficit thinking about ELLs but also fill their knowledge and skill gaps for working with ELLs. The study has significant implications for teacher education programs to transform ELLs' status from invisibility to rightful prominence in the program. [ABSTRACT FROM AUTHOR]

In this study, an investigation on the free vibration of the beam with material properties and cross section varying arbitrarily along the axis direction is studied based on the so-called Spectro-Geometric Method. The cross-section area and second moment of area of the beam are both expanded into Fourier cosine series, which are mathematically capable of representing any variable cross section. The Young's modulus, the mass density and the shear modulus varying along the lengthwise direction of the beam, are also expanded into Fourier cosine series. The translational displacement and rotation of cross section are expressed into the Fourier series by adding some polynomial functions which are used to handle the elastic boundary conditions with more accuracy and high convergence rate. According to Hamilton's principle, the eigenvalues and the coefficients of the Fourier series can be obtained. Some examples are presented to validate the accuracy of this method and study the influence of the parameters on the vibration of the beam. The results show that the first four natural frequencies gradually decrease as the coefficient of the radius β increases, and decreases as the gradient parameter n increases under clamped–clamped end supports. The stiffness of the functionally Timoshenko beam with arbitrary cross sections is variable compared with the uniform beam, which makes the vibration amplitude of the beam have different changes. [ABSTRACT FROM AUTHOR]

For so long, the literacies of Black learners have been ignored, pathologized, and silenced. Authors of both pieces seamlessly blend theory, practice, and activism demonstrating how Black lives and literacies matter in classrooms. [Extracted from the article]

The articles are distinctly different: a qualitative case study of two adolescent girls, a participatory design research study in an ethnic studies course, a metasynthesis of studies related to literacy coaching in secondary classrooms, and a design-based research study documenting debate practices in a fifth-grade classroom. As the authors report, "this study offers an example of humanizing methods, particularly collaborative analysis procedures, to foreground bodies in collaborative studies I with i youth over time." These practices are enacted with a range of purposes: representation, social protest, facilitating relational coaching, developing arguments, and theorizing online/offline practices. [Extracted from the article]

The authors call for critical pedagogies that allow teachers and students to resist dominant discourses and the effects of these labels and discourses in academic settings. The authors examine the long-term effects of labeling and categorizing learners in the name of literacy education without attending to the human consequences of these practices. [Extracted from the article]

Teacher educators and teacher education programs must take concrete steps toward healing, in part by centering nonwhite participants in literacy practices. As the pieces herein illustrate, nearly every aspect of literacy education is affected by deficit perspectives: Testing and assessment, teacher education, student engagement, and classroom practice can all perpetuate deficit views of students and their families. When deployed in high school classrooms, affective discussions and self-evaluation move students beyond "one right answer" to engage with broader interpretations and more thoughtful discussions that center learners over institutions. [Extracted from the article]

The authors also paid attention to student outcomes, achievement gaps, specific literacy instructional practices, and researcher reflexivity. This volume of the I Journal of Literacy Research i draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. Their review reveals that most studies involved qualitative methods and occurred with traditionally marginalized students in the United States; many involved students reading texts that researchers deemed to be culturally informed. [Extracted from the article]

In the I Insights Column i that concludes this issue, Song argues for the need to attend to "interwoven and sometimes invisible" connections across methodological tools, participants, and relationships among researchers. Emphasizing book reading as entailing multidirectional language socialization practices across languages, they situate decoding as a dominant literacy practice and the accompanying need for literacy educators and scholars to recognize and reconceptualize decoding practices as complex and nuanced. This study brought together research about critical literacy and young adult literature to better understand the emergence of critical literacy practices related to rape culture. [Extracted from the article]