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Simple Summary: The corn leafhopper, an invasive insect and vector of corn stunt spiroplasma, has been reported in multiple counties in Oklahoma. Corn stunt spiroplasma-infected corn leafhoppers were also confirmed in the state. The corn leafhopper, Dalbulus maidis (DeLong and Wolcott) (Hemiptera: Cicadellidae), is an invasive insect that can cause damage to maize (Zea mays L.) in two ways: by direct feeding and the transmission of several plant pathogens. Dalbulus maidis is an invasive and serious economic pest of maize that has spread from its center of origin in Mexico to the southernmost parts of the United States. Prior to 2024, corn leafhoppers had not been documented in Oklahoma, and their spread northward toward the United States corn belt is of significant concern. Here, we provide the first reports of the insect in maize in several Oklahoma counties. Insect specimens were collected at various commercial and experimental field sites by Oklahoma State University research and extension personnel. The identity of the insect species was validated through morphological and molecular taxonomy. The presence records for the corn leafhopper presented here provide valuable information for future monitoring and management efforts of this economically important pest and disease. [ABSTRACT FROM AUTHOR]

This study focuses on elementary and secondary teacher candidates' perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators. Clinical experiences in urban schools embedded within teacher preparation programs have the potential to develop students' ability to become culturally responsive educators, yet it is unknown how these experiences contribute to teachers' development in enacting culturally responsive pedagogy. Qualitative data was collected through open-ended survey responses and focus groups with teacher candidates in urban focused elementary and secondary teacher education programs at one college of education. Findings indicated that connecting with students' cultures and communities, the school/classroom context, and university-school partnerships and alignment impacted teacher candidates' feelings of preparedness on becoming culturally responsive educators.