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Language learning classrooms are sites of discovery not only of language, but of identity, culture, and community. The pedagogical approach described here, critical media work (CMW), integrates language teaching and social issues by using media literacy as a bridge. CMW explores antiracist discourse in popular media (digital and analog) to dismantle simplified, binary thinking about race. CMW encourages semiotic analyses of antiracist discourse and examines messages along continuums that emphasize complexities and intersections of race, language, and culture. We share how language teachers at two urban colleges that serve immigrant populations integrate CMW into their classes, and we discuss the effectiveness of this pedagogy in terms of language learning and antiracist education. We maintain that language teaching and social justice education can support each other and that media literacy provides a meaningful and effective foundation for engaged antiracist pedagogy.

For teachers to provide students with meaningful instruction in area measurement, teachers need robust understandings of area. Here, I describe two cycles of a "lesson experiment" used to investigate prospective teachers' understandings of area units in an undergraduate mathematics class. For each cycle, I collected and analyzed the prospective teachers' written work and videotaped class discussions. The first cycle yielded a learning trajectory for helping prospective teachers better understand area units, which led to more teachers attaining the lesson goals in the second cycle. The paper articulates these classroom lessons and the lesson experiment process for fellow mathematics instructors and teacher educators.

Although research has explored how in-class pedagogical practices and narrative feedback affect student engagement and motivation, questions remain on the impact of grading systems (i.e. multi-interval grades vs pass/fail and narrative evaluation) on academic motivation. Here, we compared the motivation of students who received multi-interval grades to students who were evaluated with a pass/fail and end of course narrative evaluation. In addition, we compared academic motivation at institutions with different grading systems. Grades did not enhance academic motivation. Instead, grades enhanced anxiety and avoidance of challenging courses. In contrast, narrative evaluations supported basic psychological needs and enhanced motivation by providing actionable feedback, promoting trust between instructors and students and cooperation amongst students. Even when accounting for potential confounding factors, students in universities that used narrative evaluations experienced higher intrinsic and autonomous motivation compared to students who received multi-interval grades. Given the potential for grades to thwart basic psychological needs and academic motivation, institutions should re-evaluate when and in which programs grades may be appropriate or necessary.

The world of online learning has exploded over the past 15 years, causing professors to quickly determine the best methods for teaching in an online format. At this point there is much knowledge and experience to be explored to help inform both faculty and academic institutions. The purpose of this empirical research study was to seek additional knowledge from successful faculty members on the teaching strategies that contribute to student success in an online CACREP counselor education program. A discussion of previous research is provided with a focus on the best practices for teaching students in an online format. Secondly, the results from a faculty survey and faculty focus group are provided along with descriptions of helpful strategies for teaching online students. The findings indicate that empathic faculty engagement with students was a strong predictor of success. Another key factor was prompt constructive feedback along with intentionality in looking for ways to help students succeed. Overall, finding ways to connect with students personally increased retention rates as well as provided overall faculty and student satisfaction. A discussion follows with implications as well as suggestions for future research.

This paper describes a critical media analysis of antiracist messages from both teaching and research perspectives. Antiracist discourse of public media (yard signs and websites) was collected in two communities in the Northeastern United States in 2020 and are discussed here, first as a site of social construction of antiracism, and second as a model for pedagogy. As a critical media analysis, this study reveals antiracist messages on continuums from passive to active, low-risk to high risk, self-oriented to other-oriented, and detached "not racist" postures to actively antiracist stances. These continuums encourage interrogation of what it means to be antiracist as an individual and as a community. As a model for pedagogy, this study provides a flexible yet structured activity that asks students to observe messages where they live, interrogate the complexities of antiracism within their communities, and reflect on their own participation in antiracist work.

Learning from the practice of teaching teachers is a promising approach for mathematics teacher educators to attain the extensive knowledge and abilities needed for their roles. As mathematics teacher educators ourselves striving to develop across our professional lifespans, we used one such approach, known as a lesson experiment, to investigate how our instruction affected prospective elementary teachers' conceptual understandings of area and volume. Classroom evidence included audio recordings of ten prospective teachers' work on lesson activities as well as written work on three post-assessments. Our analysis for the lesson experiment consisted of two phases, first determining to what extent the learning goals were achieved and then evaluating our hypotheses and instruction for how they supported or hindered the learning goals. Findings revealed the prospective teachers enhanced their understandings of area and volume, yet some unexpected complexities in their thinking arose. The lesson experiment led to instructional recommendations for improving the lesson and enhanced our knowledge as mathematics teacher educators. Implications include the value of lesson experiments as a reflective process to help mathematics teacher educators develop over time as well as practical advice for helping prospective teachers enhance their understandings of area and volume.

Agricultural and environmental scientists collaborated with educational technology researchers to create multimedia learning tools to fill gaps in student understanding of key concepts that undergraduates often struggle with, including sorption, cation exchange capacity, inner and outer sphere bonding, and soil system complexity. These resources are freely available online at ScienceOfAgriculture.org. The modules were evaluated in several soil, environmental science, and agriculture classes using pre- and post-tests via survey tool Qualtrics. After watching the videos, nearly all students (95%) stated the videos would be "extremely valuable" or "valuable" to their studies, and 90% said, "other students in an introductory class on agricultural topics" would benefit from the tools. Key chemistry concepts also gained traction, especially concepts related to soils and charged particles. Before watching "Cation Exchange," 49% of the students identified divalent cations (vs. monovalent) as the ions that would be held tightest in soils typical of temperate regions. After watching, 83% answered correctly. Before watching Cation Exchange, only 56% of students correctly identified clay and organic matter in soil as usually being negatively charged, but after watching, 97% of students correctly identified the particle charge. The study was hampered by the fact that as many as 53% of the survey attempts were not successful, either because the student did not complete both pre- and post-tests or they did not sign the permission page.

This investigation used the 7 P's Service Marketing Mix (i.e., product, price, place, promotion, people, physical evidence, and processes) to review development and recruitment strategies of special education alternative teacher preparation programs. Articles published between 1997 and 2018 were reviewed to identify alternative teacher preparation programs developed to tackle the chronic teacher shortage in special education across the United States. A total of 17 articles met the inclusion criteria, 10 of which specifically targeted rural areas. Results indicated people (94%), place (94%), and product (88%) were most consistently addressed in program design. However, price (59%) and promotion (41%) were addressed least. Overall, 1,419 teacher candidates were recruited into the 17 special education alternative teacher preparation programs, with 460 recruited from rural areas.

Too often, students are merely consumers of mathematics, without many opportunities to engage in authentic processes of doing mathematics. As a mathematics teacher educator, I decided to provide more opportunities for my prospective teachers (PSTs) to do so. In my mathematics class for elementary education majors, the PSTs worked on two low-threshold high-ceiling doing mathematics investigations. For each investigation, the PSTs recorded their thinking in math notebooks and prepared a concluding write-up, describing their mathematical findings and personal experiences. The PSTs also completed a final written reflection describing changes in their views on doing mathematics. For 29 PSTs, I analyzed the thoroughness of their math notebooks, the quality of their mathematical work and reflections, and their perceptions of doing mathematics. A majority of the PSTs thoroughly captured their work in their math notebooks, three-fourths of them included mathematical findings of a proficient nature in their write-ups, and all of them richly described their personal experiences with the investigations. Most encouraging, the PSTs enhanced their perceptions of what doing mathematics entails as a result of engaging in and documenting their authentic experiences of doing mathematics paired with intentional reflections on such experiences. These enhancements occurred regardless of how the PSTs performed mathematically on the investigations.

Faced with selecting a geometry curriculum for our preservice elementary teacher mathematics course, we used a mixed-methods study to investigate the effectiveness, with respect to student achievement and student perception, of three reform-oriented curricula. ANCOVA results indicate students using one of the curricula scored significantly higher than students using the other two. Qualitative results indicate students use and learn more from curricula with referencing material, explanations, examples, illustrations, practice opportunities, and exploratory activities. These results led to our curriculum selection and also suggest guidelines for textbook selection and provide a model of obtaining feedback from students on textbook use. (Contains 6 tables.)

Extension professionals in the Western Region proclaimed The Timberline Manifesto at their 100-year celebration, "Centennial on the Summit," at Mount Hood, OR, in 2014. Family and consumer sciences (FCS) leaders relate this platform to the future of FCS: our opportunities for success in engagement, integration, technology, demand-driven programs, open source, culture, and identity/staffing. This article provides implications of societal issues including families, work, health, and finances, and suggests how Extension will be well positioned to address them.

Compared to other professions in recent years, architecture has lagged woefully behind in attracting and retaining a diverse population, as defined by class, race and gender. This research investigates the extent to which architecture culturally reproduces itself, specifically examining the socialisation process of students into the subculture of architecture during formal education. The work of French sociologist and anthropologist Pierre Bourdieu, who has written extensively on the subject of socialisation in education, serves as a theoretical framework for this research. Specifically, two factors are examined in this study: a student's level of cultural capital and the organisational habitus of the architecture programme. Using a comparative case study research strategy of two US schools of architecture, both quantitative and qualitative tactics are employed to provide a rich description of architecture students' and faculties' experiences. Building upon cultural reproduction and cultural mobility theories, findings from this research present a more nuanced understanding of students' backgrounds, beyond the typical dichotomous definition of high vs low cultural capital. Recommendations are made for architectural education to consider meaningful curricular reform in an effort to attract and engage a more diverse student population.

In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon, Tzur, Heinz, Kinzel, and Smith to examine the prospective teachers' perspectives on mathematics teaching and learning and to address two research questions. What perspectives on the learning and teaching of mathematics do prospective elementary teachers hold? How do their perspectives impact their perception of standards-based instruction in a mathematics course and their future teaching plans? Qualitative analyses of reflections from 106 prospective teachers revealed that they viewed mathematics as a logical domain representative of an objective reality. Their instructional preferences included providing firsthand opportunities for elementary students to perceive mathematics. They did not take into account the impact of a student's conceptions upon what is learned. Thus, the prospective teachers plan to incorporate standards-based strategies to provide active experiences for their future elementary students, but they fail to base such strategies upon students' current mathematical conceptions. Throughout, the need to address prospective teachers' underlying perspectives of mathematics teaching and learning is stressed.

Mathematics instructors must respond to diverse needs of individual students, including different abilities, interests, learning styles and cultural backgrounds. To do so, grade kindergarten-12 teachers have been using differentiated instruction, a process of proactively modifying instruction based on students' needs. It is supported by literature on learning and has resulted in the improvement of grade K-12 students' learning. Yet, there is no research literature that reports work on differentiated instruction at the undergraduate level for meeting the diverse needs of college students, particularly in mathematics courses. Students frequently report their college mathematics classes to be unstimulating, boring, irrelevant, poorly taught or transmissive. This study examined the use of differentiated instruction in an undergraduate mathematics course for addressing such concerns and thereby improving students' mathematical learning. A concurrent mixed methods research study was used to address the central research question: What impact does differentiated instruction in a college mathematics class have on students' mathematical understandings? A quasi-experimental pre-test and post-test control-group research design measured the relationship between the differentiated instruction in the course and the students' mathematical understandings. Simultaneously, the impact of the differentiated instruction on the students' mathematical understandings was explored using interviews and analyses of students' work. The participants included elementary education majors enrolled in a mathematics course covering the topic of number and operations. Results showed that students receiving differentiated instruction experienced greater gains in their mathematical understandings. Suggestions for incorporating differentiated instruction in undergraduate mathematics courses are provided along with plans for further research.

Diversity and intercultural awareness initiatives are increasingly common at institutions of higher education in the USA. Although students recognize and appreciate the diversity of their surroundings, studies show that intercultural interactions at the social level are lacking. This study focuses on how English language learners, multilingual students, and monolingual students of English perceive themselves as able to adapt their communication styles to unfamiliar social encounters. Results of a survey on communicative adaptability (N = 1128) reveal both differences and similarities in communication styles among these three groups. Implications for intercultural education as well as language learning and teaching are discussed. (Contains 2 tables.)

This paper describes the integration of cooperative learning (CL) activities into a graduate teacher education course, Collaborative Teaching in English as a Second Language (ESL). Because teachers and researchers have both identified discipline status and relationship issues as challenges to collaboration, this course focused on relational dynamics such as respect, trust, reciprocity, and approachability as central to the successful implementation of collaborative practice. CL activities were integrated into the program to encourage ESL teachers to explore their own values and expectations for learning as well as their own communication styles which might facilitate or hinder collegiality. The research question asks how CL contributes to teachers' understanding of themselves as communicators, collaborators, and agents of change. From a qualitative analysis of observer notes, journal entries, classroom discussions, group activities, and autobiographies, this paper highlights how dimensions of CL can be used not only as methodology in second-language teacher education but also as a model for developing collaborative relationships between ESL and content-area teachers. (Contains 1 table.)

Objectives: The goal of the Intercultural Partnership Project is to introduce students to issues surrounding language and cultural identity, with the ultimate goal of helping students see themselves as engaged participants, rather than observers, in a multicultural community. For students in the intercultural communication class, this goal echoes the overall purpose of the course. For students in the ESL class, this goal seeks to improve their communication skills through interaction with members of the target language community. Courses: An upper division intercultural communication course and an English as a second language (ESL) class that focuses on academic skill development, with an emphasis on written communication. (Contains 1 table.)

This study examined the relationships between workaholism, perceived parental workaholism, self-acceptance, psychological well-being, and physical symptoms among 347 college students. Statistically significant relationships were found between college students' perceived parental workaholism and their own workaholism. Also, relationships between workaholism, self-acceptance, psychological well-being, and physical symptoms were discovered. Students with higher perceptions of parental workaholism reported lower levels of psychological well-being, lower levels of self-acceptance, and more physical health complaints. Implications and limitations are discussed.

The purpose of the project reported in this article was to evaluate how assessing teachers' mathematical knowledge within a professional development course impacted from the teachers' perspective their learning and their experience with the course. The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided to assess the mathematical learning of the teachers during this professional development course for various accountability reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation. Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework, quizzes, various projects, and an examination for program evaluation. Seventeen grade 5-9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. We learned that while our original intent was "to do no harm," the teachers reported that their learning was enhanced by the assessment. The article concludes by describing the various properties of the assessments that the teachers identified as contributing to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade K-16 mathematics students.

Over the past decade, a wave of education reform has swept the nation. Yet the general public remains largely unaware of it, even though the reforms are arguably among the most successful public policy initiatives of the past quarter century. One reform that has the potential to leave its mark for many years is the P-16 initiative. This article describes the P-16 initiative, its activities, and its effectiveness in preparing students for college and workforce entry. P-16 systems are intended primarily to smooth transitions between the different levels of education and into the workforce. This usually involves enhancing preparation for college through a rigorous high school curriculum, aligning high school graduation requirements with postsecondary admissions requirements, and strengthening teacher preparation programs and professional development so that every classroom has a highly qualified teacher.

This study investigated the extent of knowledge professors reported in regards to gifted and talented education. Participants were college professors and instructors (N = 62) from 4-year teacher preparation institutions who taught elementary-education methods classes. All participants were employed in Mid-Continent Research for Education and Learning states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming). Knowledge and demographic information was determined by using a 21-item online questionnaire. Data revealed that professor knowledge was moderate. It further revealed that professors who had not discussed GT issues during their undergraduate coursework were likely to minimize discussion of GT issues in elementary methods courses and they were likely to be employed by institutions that did not place an emphasis on GT issues. (Contains 8 tables.)

Describes how the University of Arkansas helped the cities of Little Rock and North Little Rock to resolve a difficult and longstanding conflict over water rates and the provision of drinking water. (EV)

Investigates the relationship between nonverbal behaviors of immediacy and dominance on teachers' initial impressions of trust toward a supervisor. Notes that supervisor immediacy resulted in higher perceptions of trust than supervisor dominance, and immediacy also rated higher on measures of appropriateness and effectiveness than dominance. Concludes that teachers' perceptions of trust were highly correlated with measures of appropriateness and effectiveness. (SG)

Examines sociology student perceptions of faculty and graduate instructor educational attainment as a function of gender. Finds that students misattribute in an upward direction the level of education by male graduate instructors and in a downward direction the level of formal education attained by women, even if the female is a full professor. (CMK)

Reports on a study of how nonverbal cues during supervision affect Teaching English as a Second Language (TESL) graduate students' impressions of the trustworthiness of supervisors. Particular features of nonverbal communication during supervision were staged in video materials constructed specifically for the research. Students evaluated the supervisor in each video for trustworthiness, appropriateness, and effectiveness. (Author/VWL)

Examined the perceptions of English-as-a-Second-Language (ESL) students in the American University classroom. The purpose of the study was to look for patterns in student responses to a questionnaire about classroom behavior of both teachers and fellow students. Findings draw attention to the need for heightened sensitivity in multicultural university classrooms. (Author/JL)

University of Alberta faculty and Edmonton teachers cooperated to place 68 third-year education majors into classroom experiences. Analysis of student journals and interviews with participants examined the collaborative nature of the experience, participant relationships, student socialization into the teacher role, and student reflection on teaching and learning. (SV)

This paper examines a large undergraduate teacher education program which had as a major goal allaying students' feelings of depersonalization and alienation. Specifically looked at are: (1) processes leading to a sense of community, responsibility, and influence among students and staff and (2) processes countering such development. (Author/MT)

The details of a shared-schedule residency program in the Department of Pediatrics of the University of Texas Medical Branch at Galveston are reviewed. Problems encountered are presented along with suggestions for their alleviation and the benefits of the job-sharing are discussed. Guidelines for planning such a program are offered. (Author/JMD)