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Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified culture and citizenship as multilayered concepts evolving to meet issues present in the early 21st century. Social studies teaching practice was thought to be affected by individual definitions of these concepts and by definitions held by influential groups in society. Transformative teaching is needed to assist students in developing their identities as citizens in a world in which the concepts of culture and citizenship are shifting.

This study examined the extent to which the Behavioral and Emotional Rating Scale: Parent Rating Scale (BERS: PRS) constitutes a reliable measure for assessing strengths of Hispanic children and youth. Major conceptual and theoretical issues with respect to cross-cultural assessment are presented. Further, emotional and behavioral disorders are discussed in the context of cross-cultural assessment relative to the large and growing participation in U. S. schools of Hispanic students. Standard scores, coefficient alphas, and SEMS for total norm sample, European and Hispanic Americans were equivalent, thus tentatively supporting the cross-cultural utility of the BERS-II PRS. [ABSTRACT FROM AUTHOR]