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Artificial Intelligence (AI) is revolutionizing many industries and becoming increasingly ubiquitous in everyday life. To empower children growing up with AI to navigate society's evolving sociotechnical context, we developed three middle school AI literacy curricula: Creative AI, Dancing with AI, and How to Train Your Robot. In this paper we discuss how we leveraged three design principles—active learning, embedded ethics, and low barriers to access – to effectively engage students in learning to create and critique AI artifacts. During the summer of 2020, we recruited and trained in-service, middle school teachers from across the United States to co-instruct online workshops with students from their schools. In the workshops, a combination of hands-on unplugged and programming activities facilitated students' understanding of AI. As students explored technical concepts in tandem with ethical ones, they developed a critical lens to better grasp how AI systems work and how they impact society. We sought to meet the specified needs of students from a range of backgrounds by minimizing the prerequisite knowledge and technology resources students needed to participate. Finally, we conclude with lessons learned and design recommendations for future AI curricula, especially for K-12 in-person and virtual learning. [ABSTRACT FROM AUTHOR]

Presents updates on the field of gastroenterology in the U.S. as of January 1969. Schedule of meetings of the American College of Gastroenterology; Recipients of awards given by the college; Information on a postgraduate course sponsored by the American Gastroenterological Association.

This paper discusses issues centered around three topics related to studying textbooks in an information age. First considered are the multiple roles of textbooks, from a source of content and questions to a vehicle for changing the curriculum. Second are some of the lessons we have learned from studies comparing student performance with different textbooks within the United States, including the recognition that a common test given to students using two different curricula cannot cover the differences between the curricula and still be fair to all the students. Third is the consideration of textbooks as a delivery system and their comparison with electronic delivery of curriculum, including a discussion of the overt nature of textbooks as compared to the covert nature of electronic systems. We distinguish this use of electronic devices from the use of computers and calculators to do mathematics. Finally, predictions are given regarding the future of textbooks in an age of electronic delivery systems. The perspective of this paper is from the United States and based on the author's four decades of experience directing studies of instruction and student performance with different mathematics textbooks. [ABSTRACT FROM AUTHOR]

This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA. [ABSTRACT FROM AUTHOR]

Although 'models' play a significant role in engineering activities, not much has yet been developed to enhance the technological literacy of students in this regard. This contribution intends to help fill this gap and deliver a comprehensive account as to the nature and various properties of these engineering tools. It begins by inspecting two well-known cases: the long-term policy documents of technological literacy in the USA and in New Zealand. This will help to clarify the approach of these educational documents to models, provide a primary understanding of their existing drawbacks in this relation, and realize the necessity of underpinning a well-organized account that can be used in teaching about models. Next, the discussion moves toward an attempt to develop a sound description of the nature of models. This is accomplished through an extensive review of the viewpoints of philosophers (of science and technology) about the nature and properties of these tools; models will then be argued and suggested for consideration as techno- scientific artefacts with their own dual nature: the intrinsic and the intentional. Such an account paves the way to the next step, which namely attempts to provide a well-ordered framework of the models' various properties, through taking up those two natures and their interrelation in detail. The paper concludes by showing some initial advantages of applying the suggested approach to the intended cases, which can hopefully lead to further, more detailed inspections and extended contributions. [ABSTRACT FROM AUTHOR]

In most of the world, there is a broad public interest in cross-national comparisons. Despite the myriad difficulties inherent in such comparisons, and despite the fact that most studies explicitly acknowledge limited generalizability, news media representatives, policy makers, politicians and educators often take the findings at face value as providing solid scientific evidence of the achievement of students in the countries studied. This often leads in turn to superficial commentaries and unhelpful recommendations. Our task as scholars of mathematics education is to demonstrate the nuanced complexity of such comparisons. The papers in this issue of ZDM succeed in this regard. Using a range of scholarly perspectives (mathematical, psychological and socio-cultural), the authors offer many insightful observations regarding curriculum and curriculum materials in East Asian countries (especially China) and the USA, with careful attention to the central role of curriculum in the teaching and learning of mathematics in schools. In this commentary study I discuss a few of these insights and develop one illustrative example of how cross-national comparative analyses such as these could be used to sensibly inform policy discussions related to changes in mathematics curriculum, teaching, or teacher preparation. [ABSTRACT FROM AUTHOR]

Background: This paper reports a single-group, pre-post pilot of a peer-learning intervention between community health workers (CHWs) in the USA and Village Health Support Guides (Guides) in Cambodia to improve outcomes for Cambodians with type 2 diabetes (T2D). Method: Two US-based CHWs were trained in a culturally derived cardiometabolic education curriculum called Eat, Walk, Sleep (EWS) and they were also trained in principles of peer learning. They in turn trained five Cambodia-based Guides remotely through videoconference with a phablet in EWS. Finally, Cambodia-based Guides met with 58 patients with diabetes, face-to-face in their villages, monthly for 6 months to deliver EWS. US-based CHWs and Cambodia-based Guides responded to surveys at baseline and post-treatment. Patients responded to surveys and provided blood pressure and blood samples at baseline and post-treatment. Results: For US-based CHWs, scores on all surveys of diabetes knowledge, self-evaluation, job satisfaction, and information technology improved, though no statistical tests were run due to sample size. For Cambodia-based Guides, all scores on these same measures improved except for job satisfaction. For patients, n = 60 consented, 2 withdrew, and 7 were lost to follow-up leaving n = 51 for analysis. In paired t tests, patients showed significantly decreased A1c, decreased systolic and diastolic blood pressures, improved attitudes toward medicines, and a trend for switching from all-white to part-brown rice. No changes were detected in self-reported physical activity, medication adherence, sleep quality, or frequency or amount of rice consumed. Conclusion: If proven effective in a controlled trial, cross-country peer learning could eventually help other diaspora communities. [ABSTRACT FROM AUTHOR]

This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a “log file” function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper. [ABSTRACT FROM AUTHOR]

Latina girls are disproportionately represented in the US juvenile justice system (Freiburger and Burke 2011). Almost all girls involved with juvenile justice report some form of emotional, physical or sexual abuse prior to interactions with the juvenile justice system; with over 60% of girls reporting trauma before the age of 5 (Dierkhising et al. 2013). For Latina girls, juvenile detention is associated with early death as Latina girls who have been detained are nine times more likely to die by the age of 29 than the general non-detained population (Teplin et al. 2014). The stark reality faced by system-involved Latinas calls for innovative solutions.In 2015, the National Compadres Network (NCN), with over 30 years of work embedded in the Chicano/Latino and Indigenous communities in California, developed a project to respond to the disparities in the juvenile justice system faced by Latina girls. Through this project, the NCN used a healing-informed curriculum (Xinachtli) and Youth Participatory Action Research (YPAR) to engage Latina system-involved girls as equal partners to inform detention alternatives and reform.This paper will describe these efforts, provide insights from the YPAR facilitators and youth researchers, and provide recommendations for other community-based facilitators who are considering utilizing YPAR through a healing-informed approach within their own work with Latina girls. [ABSTRACT FROM AUTHOR]

This paper discusses issues related to the potential adoption of inquiry-based learning (IBL) projects in mathematics in the United States. To explain the challenges faced in making a place for IBL in the mathematics curriculum, we describe the historical demands of working with a diverse, highly distributed educational system (that is, a system that does not have a central educational decision-making agency with the authority to mandate nation-wide changes), the impact of high-stakes tests to either open or limit the potential for curricular changes, and the changing context in the United States owing to the emergence of the Common Core State Standards in Mathematics (CCSS-M) and nationwide high-stakes assessments designed to be consistent with the CCSS-M. We identify a number of dimensions along which there would be challenges for the implementation of IBL in US school mathematics, including: perceived societal needs; schooling traditions; the specific framing of CCSS-M goals pertaining to problem solving, communicating and reasoning, and modeling and data analysis; and the readiness of the US teaching force to implement IBL. We then consider the issue of scaling up interventions such as IBL, and the politics involved therein. [ABSTRACT FROM AUTHOR]

Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in Journal of Research in Science Teaching, 45(1), 53-78, 2008; Kang et al. in Science Education, 98(4), 674-704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher’s use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher’s classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students’ scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning. [ABSTRACT FROM AUTHOR]

Allan Bloom's The Closing of the American Mind (1987) and Richard Arum and Josipa Roksa's Academically Adrift (2011) stand as bookends. Between them rests a generation of college graduates. Together, they chronicle the crisis in higher education. This paper argues: (1) Adrift's employment of the Collegiate Learning Assessment (CLA) may serve in part to corroborate Bloom's contention that popularized moral and cultural relativism have devitalized the love of learning. Students stripped in such fashion might be expected to show little increase in the general collegiate skills that the CLA measures and on which basis Adrift critiques higher education. (2) Adrift may be taken to support Bloom's case that the higher-education reform that matters most is restoring a required core curriculum consisting of common courses in the sciences and liberal arts. The paper concludes with some reflections on the limits and possibilities of the reforms pointed to by the two books. [ABSTRACT FROM AUTHOR]

In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores some implications of Mignolo’s () work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula. Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith ), political activist ethnography (Frampton et al. ) and global ethnography (Burawoy ) to inform research into this field. [ABSTRACT FROM AUTHOR]

This paper explores Paul Brandwein’s contribution to the concept of conservation education in America. It examines the evolution of the concept to today’s environmental education. It then identifies some of the weaknesses of current environmental education and presents ideas on how to move past them to a point where conservation education is integrated into every classroom discipline, which brings conservation closer to Brandwein’s concept of conservation education to create a sanative environment. The paper looks at place-based learning as a step in that direction, giving several examples. It concludes with the 24 scientifically based conservation concepts compiled by the Society for Conservation Biology that can serve as curriculum for the 21st Century and beyond. [ABSTRACT FROM AUTHOR]

While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. lecturing). This paper enters inside the college classroom using external raters to understand patterns of pedagogical practices embedded in heterogeneous groups of courses. The study used quantitative observation and draws on data from a multi-institutional study of 587 courses across nine institutions to understand the patterns of teaching practices within courses. Latent class analyses demonstrated that there were five patterns of seven course practices that cluster around active learning, lecturing, and cognitively responsive practices: Comprehensive, Traditional Lecture, Active Lecture, Integrative Discussion, and Active Only. [ABSTRACT FROM AUTHOR]

Social workers are mental health first-responders in disaster events, yet that role has been relatively underemphasized in social work curriculum for agency-based practice. The recent increasing number of disaster-related events has challenged schools of social work to respond with curriculum and field placements that meet the student demand for education in disaster behavior health. This paper describes how a real-time education and training program for disaster response was created and adopted into an existing graduate social work school curriculum. It also details how new field placements were created, and others were transformed to focus on mental health counseling and disaster relief following a significant weather-related event. This case study demonstrates how resources were developed and leveraged to address the immediate needs of devastated communities, and it provides strategic information on the way that social work students worked to address both acute and longer-term symptoms and needs of victims and survivors through clinical training and supervision. Through the historical lens of disaster response and behavioral health, resiliency-building is shown to be the cornerstone of effective community networking. [ABSTRACT FROM AUTHOR]

This paper deals with helping faculty members and others learn to teach more effectively in ambulatory settings. First it suggests ways to help clinicians expand and update their knowledge and skills in ambulatory medicine as a foundation for teaching. Next it identifies six skills--establishing mutual expectations, setting limited teaching goals, asking questions, stimulating self-directed learning, giving feedback, and capitalizing on role modeling--that are basic to effective ambulatory teaching. Then it presents strategies for developing and maintaining such skills: assessment of teaching, consultation with experts in education, and participation in programs such as workshops. The paper ends by discussing aspects of institutional support and calling for research on the impact of faculty development efforts on teaching and learning in medicine. [ABSTRACT FROM AUTHOR]

After a review of comparable degree productivity among several social and behavioral sciences, this paper concludes that sociology was uniquely affected by forces that lowered both the production of B.A.'s, M.A.'s, and Ph.D.'s and the quality of its graduate students. From the mid-1970s to the late 1980s, sociology suffered drastic declines in student numbers and quality. The increased careerism among students apparently accounts for a substantial portion of this decline, but through a very concrete mechanism: the expansion of business programs. The paper suggests that perhaps an absence of a serious commitment to teaching scientific sociology accounts for the loss of quality, since applied sciences have fared much better than has sociology. The recent ASA Task Force recommendations for curriculum redesign are reviewed, and a call is issued for revitalizing the scientific component of undergraduate sociology. [ABSTRACT FROM AUTHOR]

The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education. [ABSTRACT FROM AUTHOR]

This paper evaluates the content of the syllabi of postgraduate courses on public health ethics (PHE) within accredited schools and programs of public health (PH) in the United States in order to gain an awareness of the topics addressed within these courses. Methods: Data was gathered via the analysis of syllabi of courses on PHE. In 2012, information was requested by e-mail from the 48 schools and 86 PH programs accredited by the U.S. Council on Education for Public Health for 2012. The 'Epidemiology and PHE Syllabi' project of the University of Miami also was consulted. A table of topics was drawn up in order to carry out content analysis of the documents. Results: Data was obtained from 25 schools (52%) and 36 accredited programs (42%); 36 syllabi were gathered and 75 different topics were found. Of these, 38 topics were addressed in six or more syllabi and can be grouped as follows: foundations of PHE; autonomy and its limits; infectious disease control; justice; research ethics; health education and promotion; environmental and occupational health; screening; genetics; privacy and confidentiality; and community-based practice and vulnerable populations. Conclusions: The analyzed syllabi show high variability in curricular content. The debate with regard to whether a core curriculum on PHE should be established is ongoing. The results of this work might be of interest for schools and programs of PH in other countries or regions of the world in order to develop or ameliorate their own PHE syllabi. [ABSTRACT FROM AUTHOR]

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students' life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. [ABSTRACT FROM AUTHOR]

This literature review explores the potential impacts of high-stakes testing on literacy education in Australia. The paper draws upon research primarily from the United States and the United Kingdom. Both of these countries have pursued high-stakes testing in order to increase accountability, encourage standardisation, and to close the achievement gap between socially advantaged and socially disadvantaged students. The issue is discussed by exploring the impact of high-stakes testing upon curriculum and pedagogy. The paper concludes that the predominantly negative unintended consequences of high-stakes testing result from a failure to gain the support of teachers for testing systems. It is recommended that, in order for literacy education to benefit from the opportunities provided by the emphasis upon literacy in high-stakes systems, teachers be provided with a greater role in the design, implementation and evaluation of the tests, as well as having input into how test results are used. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of an International Association of Gerontology and Geriatrics (IAGG) workshop on nursing homes. One of the paper presented in the workshop focused on the state of nursing homes within long-term care in Catalonia, Spain. The event also addressed the challenges posed by the increasing elderly population in China, as well as the occupancy rate in Chinese nursing homes. Another topic addressed in the workshop was chronic pain in long-term care facilities.

The No Child Left Behind Act mandates the implementation of evidence-based drug prevention curricula in the nation's schools. The purpose of this paper is to estimate changes in the prevalence of such curricula from 2005 to 2008. We surveyed school staff in a nationally representative sample of schools with middle school grades. Using a web-based approach to data collection that we supplemented by telephone calls, we secured data from 1892 schools for a response rate of 78.2%. We estimate that the prevalence of evidence-based drug prevention curricula rose from 42.6% in 2005 to 46.9% in 2008, and that the prevalence of schools that used these curricula most frequently increased from 22.7% to 25.9% over this period. In addition, the proportion of schools using locally developed curricula also rose, from 17.6% to 28.1%. This study suggests the success of efforts by the Office of Safe and Drug-Free Schools to increase the prevalence of evidence-based curricula, as well as the need to continue to track the prevalence of these curricula in response to any reductions in the Office's fiscal support for evidence-based drug prevention curricula in the nation's schools. [ABSTRACT FROM AUTHOR]

Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. [ABSTRACT FROM AUTHOR]

The Programme for International Student Assessment (PISA) has been developed by the Organisation for Economic Co-operation and Development to provide participating nations with internationally comparative mean literacy scores in reading, mathematics, and science for students nearing the end of compulsory schooling. The number of nations from the Americas that are participating in PISA has been increasing over the past 4 administrations. This 2-part paper (a) outlines the reaction to PISA within the media of both North and South America and (b) presents an Americas-specific example of the ways in which the PISA dataset can be used for more exploratory analysis through the lens of policy and curriculum suggestions, rather than just league table comparisons. We used multilevel modeling of scientific literacy predicted on a number of school-level background variables. Results point to the importance of socioeconomic background of the student as well as the school in predicting scientific literacy across all nations in the study; however, other school-level significant predictors were more nation-specific. Interpretations of these models as well as next steps are discussed. [ABSTRACT FROM AUTHOR]

Despite widespread agreement that proof should be central to all students' mathematical experiences, many students demonstrate poor ability with it. The curriculum can play an important role in enhancing students' proof capabilities: teachers' decisions about what to implement in their classrooms, and how to implement it, are mediated through the curriculum materials they use. Yet, little research has focused on how proof is promoted in mathematics curriculum materials and, more specifically, on the guidance that curriculum materials offer to teachers to enact the proof opportunities designed in the curriculum. This paper presents an analytic approach that can be used in the examination of the guidance curriculum materials offer to teachers to implement in their classrooms the proof opportunities designed in the curriculum. Also, it presents findings obtained from application of this approach to an analysis of a popular US reform-based mathematics curriculum. Implications for curriculum design and research are discussed. [ABSTRACT FROM AUTHOR]

The Institute of Medicine has reviewed and made recommendations concerning current teaching approaches, content, and barriers to the incorporation of behavioral/social sciences in medical school curricula (Cuff & Vanselow, 2004). This paper discusses those recommendations, the history of medical education reform, the barriers to and evolution of behavioral/social sciences’ inclusion, and the implications for psychology’s future role in academic medicine. Psychological concepts and technology permeate medical practice, but little progress has been made in integrating psychological and biological sciences. Looking to its basic science domains (e.g. cognition, learning, development, neuroscience), psychology can take scientific leadership in illuminating the mechanisms by which behavioral/social processes interact with biological functions in health, thereby providing the empirical basis for a truly integrated bio-behavioral curriculum. [ABSTRACT FROM AUTHOR]

This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards to these objectives, three different class contexts were developed with three main types of information in history of science. In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The HOS affected student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’ personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information. [ABSTRACT FROM AUTHOR]

Researchers agree that achieving the fundamental changes called for by current reforms in mathematics education requires new learning on the part of teachers. Currently, across the United States there exists a tremendous variety of teacher-enhancement projects representing a range of perspectives and approaches to supporting teachers' learning. This paper presents a comparative analysis of three teacher educators using a curriculum designed for use with elementary teachers in an inquiry-group setting. The aim of the study was to examine the process and demands of supporting teachers' learning and teachers' efforts to reform their practices. Analyses revealed that the central demand of supporting teachers' learning through inquiry involved navigating through what we have called openings in the curriculum. These openings took the form of unanticipated questions, challenges, observations, or actions by participating teachers that required facilitators to make on-the-spot judgments about how to guide the discourse. Examinations of the facilitators' processes of navigating these openings revealed a set of three activities they employed in determining how to respond. Analysis of the activities of facilitators in response to openings further illuminates the work involved in supporting teachers' learning and has implications for the skills needed by teacher educators engaged in this work. [ABSTRACT FROM AUTHOR]

A survey of the literature in medicine and in comparative education finds virtually no reports of systematic studies of professional education across national boundaries. This paper describes the use of the Priority Sort of Educational Objectives in Mental Health with samples of psychiatric and psychiatric nurse educators in the United States and South Korea. The data suggests a somewhat different pattern of cultural influences in professional education priorities between these disciplines in the two countries. The relative impact of the culture of a profession and of national culture are examined through the data generated on these populations of educators in two culturally dissimilar countries. Despite these differences of culture there has been a great impact of professional education from one country to the other. The resulting data suggest a stronger impact of professional culture with one profession, psychiatry, and a greater impact of national culture with the psychiatric nurse educators. [ABSTRACT FROM AUTHOR]

Unethical behavior on the part of business corporations and their leaders has led many business executives and university administrators to call for the inclusion of ethics in MBA programs. This paper reviewed studies and commentary relating to the teaching of ethics in MBA programs in the United States. The results showed that ethics has not yet gained an integral place in the curricula of business schools. A plan of action for the systematic incorporation of ethics into the MBA curriculum was proposed based on the system model of training commonly used in the training field. In concluding, a question about the total responsibility of the business schools toward the promotion of ethical behavior on the part of their graduates was raised. [ABSTRACT FROM AUTHOR]

Child maltreatment (CM) is a global public health problem. Evidence-based home visiting programs, such as SafeCare®, reduce CM risk, and enhance parent-child relationships and other protective factors. As the result of the COVID-19 pandemic and resulting restrictions, SafeCare Providers transitioned from home to virtual delivery for the SafeCare curriculum. The purpose of this study is to 1) examine active SafeCare Providers' opinions on the feasibility and effectiveness of SafeCare via remote delivery, and 2) better understand workforce concerns for human service professionals within the context of COVID-19 mitigation efforts. Data are from a cross-sectional survey of SafeCare Providers (N = 303) in the United States, Canada, and Australia. The majority of Providers reported they were actively delivering SafeCare virtually and were comfortable with the delivery format. Providers indicated that the majority of SafeCare families are making progress on target skills, and that engagement is high among many families. Some service delivery challenges were reported, ranging from family data plan limitations to difficulty with delivery of specific components of the SafeCare curriculum related to modeling and assessment. The impact of COVID-19 on Providers' daily routines, stress level, and work-life balance has been significant. Remote, virtual delivery of CM prevention programming offers the opportunity to continue serving vulnerable families in the midst of a pandemic. Barriers related to family technology and data access must be addressed to ensure reach and the effective delivery of prevention programming during the pandemic and beyond. [ABSTRACT FROM AUTHOR]

Many psychiatry residency graduates end up practicing at least in part in community settings. However, declining funding and other issues prevent many residency programs from offering robust community psychiatry training to all of their residents. Accordingly, some residency programs have developed Community Psychiatry Tracks, with the goal of developing future leaders in public sector psychiatry. We cataloged US psychiatry residency programs offering Community Psychiatry Tracks by reviewing the literature and surveying training directors and members of the American Association of Community Psychiatrists. Authors from each of the four programs found to be actively offering such tracks describe their track curricula, from which we elucidated common and variable elements as well as strengths and weaknesses and then make recommendations for other programs wishing to start a track. A Community Psychiatry Track preliminarily appears to be a well-received way to offer enhanced Community Psychiatry training to interested residents, to recruit medical students to residency programs, to offer opportunities for collaboration between residents and faculty members, and to expand opportunities for scholarly work by residents. [ABSTRACT FROM AUTHOR]

There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to address this need. We describe our work through the Advancing Out-of-School Learning in Mathematics and Engineering project by illustrating how an integrated curriculum that is based on mathematics with applications in image and video processing can be designed and how it can be implemented with middle school students from underrepresented groups. [ABSTRACT FROM AUTHOR]

This study examines course catalogs of 850 community colleges in each of the fifty states in order to explore the sociology curriculum offered. As part of the study, a content analysis of introductory sociology course descriptions was also examined. Findings suggest there are some State differences in course offerings and also suggest that state-wide articulation agreements may play a role in explaining sociology courses offerings. In examining course descriptions for introductory courses, the authors note that in many ways course descriptions do not coincide with previous research on what should be taught in an introductory sociology course. Overall, findings suggest there is a strong need for further research on sociology within the community college context. [ABSTRACT FROM AUTHOR]

Numerous studies have examined sexual functioning among persons with paraplegia and quadriplegia. None have detailed a group skill model teaching social skills in the areas of dating and intimate relationships and little in the literature has focused on this important aspect of sexuality. A psychoeducational group for individuals with spinal cord injury/dysfunction (SCI/D) was developed to address social, dating, and relationship skills, as well as improve self-efficacy, confidence and quality of life. Seven male veterans with SCI/D, age 32–51, participated in a 12-week psychoeducational social skills training group that met weekly for 60 min. Sessions were structured to focus on one theme or set of skills, and homework was given at the end of each session. Participants answered pre and post questionnaires about their general well-being, self-esteem, depression, anxiety, and social skills in general and specific to dating and relationships. A 12-week follow-up session reviewed the constructs. All participants reported positive experiences in the group and improvement in targeted areas. A detailed outline of session topics, exercises and handouts are presented as well as pre and post feedback on functioning, knowledge and attitudes among group participants. [ABSTRACT FROM AUTHOR]

Learning to estimate a linear measurement is critical in becoming a successful measurer. Research indicates that the teaching of the estimation of linear measurement is quite open and that instruction does not make explicit to students how to carry out estimation work. Because written curriculum has been identified as one of the main sources affecting teachers' instruction and students' learning, this study examined how estimation of linear measurement tasks were presented to students in three US elementary mathematics curricula to see how much and in what ways these tasks were presented in an open manner. The principal result was that the length estimation tasks were frequently not explicit about which attribute of the object to measure and the requested level of precision of the estimate. Length estimation tasks were also left more open than other measurement tasks like measuring length with rulers. [ABSTRACT FROM AUTHOR]

Since the promulgation of its Principles of Effectiveness in 1998, the Office of Safe and Drug-Free Schools of the U.S. Department of Education has promoted the use of evidence-based drug prevention programs in the nation’s schools. We report the results of a survey, conducted in 2005, of a nationally representative sample of 1,721 schools with middle school grades. Respondents comprised the staff member in the school identified as most knowledgeable about the school’s drug prevention programs. The total response rate was 78%. Respondents answered questions concerning which drug use prevention curricula they used, and, if they used more than one, which one they used the most frequently. Three federally-sponsored registries were used to specify which curricula were considered evidence-based. Findings from 2005 were then compared to earlier estimates based on a similar 1999 survey. We found that 42.6% of the nation’s schools with middle school grades were using an evidence-based curriculum, an increase of 8% from our 1999 estimate. The two most prevalent curricula in use, at 19% each, were Life Skills Training and Project ALERT. We note, however, that only 8% of Life Skills Training users and 9% of Project ALERT users reported using those curricula the most, and that only 23% of respondents overall reported that they used an evidence-based curriculum the most. More information is needed as to why over three-quarters of the nation’s schools with middle school grades continue to administer curricula that have not been identified as effective. [ABSTRACT FROM AUTHOR]

A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about the quality of handwriting instruction for all children. [ABSTRACT FROM AUTHOR]

The article discusses the transformation of priorities of the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) by the Information and Communication Technologies (ICTs) in the U.S. Such transformation is said to focus on preparing students for the new literacies. The Internet and ICTs are changing the definition of literacy. To become literate in today's worlds, students must become proficient in the new literacies of ICTs. Therefore, teacher educators have a responsibility across the curriculum in order to prepare students to acquire the knowledge and skills needed to use ICTs effectively for critical thinking.

The article discusses the implementation of electronic porfolios in teacher education programs at three universities in the United States namely University of Tennessee, Drake University and Arizona State University. The use of electronic portfolios in teacher preparation serves as a system for professional development, summative assessment and as an employment portfolio. Recommendations for the adoption of electronic portfolios in educational institutions are also presented which includes choosing the appropriate vendor and expect that the system will not be welcomed by all departments at the beginning.

Virtual Schooling for primary and secondary students is becoming increasingly common across the United States. Although distance education has typically been used to address the needs of adult U.S. learners, its use with schoolchildren has been limited. The rapid development and diffusion of ICT has prompted advances in the use of distance education to serve these students educational needs—particularly those in remote rural settings. In this paper we analyse and contrast two case-studies that were gathered to inform researchers and practitioners of online schooling—a case in which two rural schools ‘coordinated’ the use of two-way interactive video to provide live synchronous learning, and a school ‘replacement’ model that provided an interactive online course for dispersed students with periodic live interactive synchronous learning sessions. Analysis drew on Cobb and his colleagues’ (2003) techniques to delineate communities of practice and Wenger’s (1998) work on boundary encounters, brokers, and boundary objects. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this project was to develop and disseminate an innovative teaching activity to increase cultural competency toward sexual and gender minority (SGM) populations within the maternal and child health (MCH) context. Description: Over 4.5% of the population (16 million people in the US) identify as SGM, and this population is an often-overlooked group within the traditional MCH context. SGM individuals have specific healthcare needs, including reproductive healthcare needs, that are currently left unaddressed. Given these gaps, the future MCH workforce should be prepared with cultural competency skills to address reproductive health inequities from many perspectives, including SGM populations. An innovative SGM activity was developed and disseminated to supplement the MCH and Reproductive Health curricula. Assessment: The objectives of this SGM Reproductive Health activity were: (1) to understand SGM populations, terminology, culture, and health inequities within an MCH context; (2) enhance cultural competency and the communication skills appropriate for this population; and (3) develop culturally competent resources for practice. The teaching activity includes a lesson plan, lecture with script, recorded lecture, assignment description, and grading rubric, designed for a U.S. based curriculum. The activity was evaluated and modified based on feedback from students, and pilot tested in practice in a graduate-level reproductive health course. Conclusion: Future MCH leaders must have the skills to provide culturally competent care to the populations they serve, including SGM populations. Through teaching about SGM populations and cultural competence, educators can equip future MCH leaders with a culturally competent skillset to prepare them to work in cross-cultural situations. [ABSTRACT FROM AUTHOR]

The 1828 Report of the Course of Instruction in Yale College, a reaffirmation of the classical curriculum in American college teaching, is recognized as the definitive expression of the philosophy of liberal arts education as seen by nineteenth-century American scholars. Based on the theory of faculty psychology, the Report declared mental discipline to be the prime objective of a college education. While often interpreted as a defensive, conservative declaration, the Report nonetheless left room for the modernization of the college curriculum in an age of growing industrialization. This essay adds to the existing literature by pointing out how, in addressing the particular conditions of the new republican United States, the Yale authors went beyond the similar case argued in 1810 by Professor Edward Copleston of England's Oxford University. [ABSTRACT FROM AUTHOR]

Objectives: To explore health behavior profiles of AI/AN youth involved in native students together against negative decisions (STAND), a national culture-based curriculum. Methods: We analyzed data from 1236 surveys conducted among AI/AN youth at 40 native STAND implementation sites located in 16 states throughout the US from 2014 to 2017. Health profiles included demographics, sexual orientation, sexual activity, STI testing, cigarette use, and suicide attempts in the past 12-months. We used t-tests and chi square tests of independence to compare risk behavior prevalence among the sample. Results: Health behavior profiles of AI/AN youth indicate that 45.6% of youth did not use condoms the last time they had sex, and 82.7% have never been tested for STIs. Differences in cigarette smoking were observed in questioning youth (questioning: 80.3%, straight/heterosexual: 63.8%, LGBTQ2S + : 49.9%, p = 0.03). Conclusions for Practice: Health behaviors related to sex, substance, violence and self-harm, are at least as common for AI/AN youth as those observed in other US teens. Future research should consider similarities and differences in health profiles of AI/AN youth when designing interventions that affect them. Further, our findings underscore the need for culturally-relevant curricula like native STAND, not because their health behavior is different, but because their socio-ecologic environment is different. [ABSTRACT FROM AUTHOR]

This paper reports on the evaluation of a culturally grounded prevention intervention targeting substance use among urban middle-school students. The curriculum consists of 10 lessons promoting antidrug norms and teaching resistance and other social skills, reinforced by booster activities and a media campaign. Three versions were delivered: Mexican American, combined African American and European American, and Multicultural. Thirty-five middle schools were randomly assigned to 1 of the 3 versions or the control. Students completed baseline and follow-up questionnaires over a 2-year period (total 6,035 respondents). Analyses utilizing a generalized estimating equations approach assessed the overall effectiveness of cultural grounding and the cultural matching hypothesis. Support was found for the intervention's overall effectiveness, with statistically significant effects on gateway drug use as well as norms, attitudes, and resistance strategies but with little support for the cultural matching hypothesis. Specific contrasts found the Mexican American and Multicultural versions impacted the most outcomes. [ABSTRACT FROM AUTHOR]

This article discusses the history of science in American science education. Given the expanding role of science and technology in the modern world, it becomes ever more urgent for general education--the education, that is, of all students, not exclusively those headed toward college and technical careers--to produce scientifically literate graduates. Perhaps this should not be surprising, given that making progress toward widespread science literacy is difficult for many reasons. Curricula are tradition bound, the leaders of each generation of adults believing that schooling should be pretty much as they had experienced it.

This article discusses heightened curriculum consciousness in a time of crisis due to Covid-19. A teacher, a principal, and a university professor in the United States offer intertwined perspectives on sharpened understandings that call for transforming our daily practice of education and everyday curriculum. The article includes four interrelated threads that underlie everyday curriculum but take on fresh meanings and urgent callings in a time of crisis: life and death, interdependence and collaboration, inequality and equity, and community beyond separation. Throughout discussions, storytelling and examples of how teachers and school leaders have responded to the difficult situation are also provided. Covid-19 is taken as a wake-up call to deepened understandings, heightened awareness, and relational interventions, so that the landscape of curriculum can be reimagined and recreated. [ABSTRACT FROM AUTHOR]

"Schools of business are being blamed for much of the unethical behavior in business today" (Harcourt, 1990: p. 17); "Ethics can and should be integrated into coursework throughout students' college careers" (Spencer and Lehman, 1990: p. 7); ". . . business schools have been charged with inadequate attention to ethics" (Bishop, 1992: p. 291); "The American Assembly of Collegiate Schools of Business (AACSB) encourages schools of business to incorporate business ethics throughout the curricula" (David et al., 1990: p. 26). These quotations indicate the concern for providing ethics education in today's business curriculums. In 1976, the AACSB urged business educators to include ethics in their course curricula, however, over 15 years later there is still concern as to whether the coverage of this topic in the business curriculum is adequate. A review of the literature indicates that professors are beginning to integrate this topic into its curriculum. But what are the techniques that work? And is the topic of ethics truly being integrated into the entire business curricula? This research assesses the integration of ethics into the business curricula today. Graduating seniors in the college of business of several universities were questioned to determine: (1) the courses in which the issue of ethics was addressed; (2) how much time was devoted to the issue by the professors; and (3) the methods employed to address the issue, and students' perceptions of their effectiveness. [ABSTRACT FROM AUTHOR]