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Knowing as much as possible about a student's needs, preexisting knowledge, and interests is just as important as knowing the curriculum content. An effective teacher must possess content mastery in order to be able to link course content skills to show workplace relevance. In addition, teachers should adapt and develop instruction according to the needs of the learners and the topic at hand. Varying teaching methods and adapting them to the educational needs of students is an essential tool to have as a teacher.

A classroom culture that features clear procedures will produce a safe learning environment for students. By establishing a class with clear procedures and effectively managing the learning environment, an educator can reduce discipline issues (Erdogan, Kursun, Tan Sisman, et al., 2010). A well-managed class will allow maximum instruction to take place during the course of a class period, giving all students an equal opportunity to learn.

Assessments are generally categorized as being either formative or summative. Summative assessment takes place periodically through the school term as well as at the end and typically takes the form of formal tests and high-stakes quizzes. Summative assessment tends to be used for purposes of assigning grades and for evaluating the effectiveness of institutions and programs of study. Formative assessment takes place frequently, can be quite informal, and is used to monitor and adjust instruction while that instruction is in progress. When a teacher engages in formative assessment, instruction can be adjusted to meet the needs of students, resulting in a classroom environment of support, engagement, and achievement. Both types of assessment are integral to student learning and achievement, but this article looks closely at the benefits and the practice of formative assessment. Formative assessment offers teachers many opportunities to informally and quickly learn about individual students' needs, and to then apply that knowledge of students to the design of instruction and assessments that support student achievement. Frequent formative assessments benefit both students and teachers. Research has shown a positive relationship between the use of formative assessments in the classroom and both student motivation and achievement (Cauley and McMillan, 2010). It is not necessary for the routine practice of high-quality formative assessment to create a cumbersome workload for students or teachers. When teachers regularly embed quick checks into lessons, students become accustomed to the procedures and benefit from frequent feedback and more tailored instruction.

Educators who engage in best practices utilize a variety of instructional delivery methods to assist all learners in achieving success in concept mastery. Best practices help educators set expectations for completing activities/lessons/projects/units, differentiate instruction, integrate curricula, and provide active learning opportunities for students to internalize learning. Best practices also include classroom management, creating collaborative learning opportunities, setting transparent course expectations, enhancing students' transferability skills, creating learner satisfaction, and creating sustainable learning for students.

This professional development activity on STEM Education is designed to keep Technology and Engineering teachers up to date regarding current and important issues in the discipline. This article describes why there is a focus on STEM Education, defines STEM Education, and discusses curriculum integration and its elements.

The Purdue Spatial Visualization Test: Visualization of Rotations (PVST:R) is among the most commonly used measurement instruments to assess spatial ability among engineering students. Previous analysis that explores the factor structure of the PSVT:R indicates a single-factor measure of the instrument. With this as a basis, this research seeks to examine the psychometric properties of the test. This paper presents the findings of single and multi-factor analyses of the PSVT:R given to 335 students enrolled in an introductory engineering design graphics course. Initial analysis did not support a single factor solution. Further examination of pattern analyses and communalties are suggestive of the possibility that the PSVT:R may load on multiple factors. The magnitude of the variance is not explained by a single factor and whether the PSVT:R can be considered a single construct measure of mental rotation ability is not supported by this study. This represents a potential divergence from the current literature and may call into question the replicability of the test's psychometric properties.

The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying the practice. This study examines flipped classroom instructional model through the lens of teacher efficacy. In this case study, a transcendental phenomenological approach is used to describe the "essence" of the flipped classroom model as experienced by the teachers using it in the classroom. This research adds to the literature, a framework from which to more deeply analyze those themes that contribute to the successes of the teachers studied.

Petrous apex cholesterol granulomas (PACG) are uncommon lesions. Recurrence following transcranial or endonasal approaches to aerate the cyst occurs in up to 60% of cases. We describe the technical nuances pertinent to the endonasal endoscopic management of a recurrent symptomatic PACG and review the literature. A 19-year-old woman presented with a recurrent right abducens nerve paresis. Four months prior, she underwent an endonasal transsphenoidal surgery (TSS) for drainage of a symptomatic PACG. Current imaging documented recurrence of the right PACG. Transsphenoidal and infrapetrous approaches were performed to obtain a wider bony opening along the petrous apex and drain the cyst. A Doyle splint was inserted into the cyst's cavity and extended out into the sphenoid, maintaining patency during the healing process. Three months after surgery, the splint was removed endoscopically, allowing visualization of a patent cylindrical communication between both aerated cavities. The patient remains symptom- and recurrence-free. Endoscopic endonasal surgery must be adapted to manage recurrent PACG. A TSS may not be sufficient. An infrapetrous approach with wider bony opening, extensive removal of the cyst's anterior wall, and use of a stent are indicated for the treatment of recurrent PACG and to prevent recurrences.

A great deal of the nation's attention has turned to the sky as new technologies open the door for new opportunities with unmanned aerial vehicles (UAVs). UAVs are powered aerial vehicles that do not carry an operator, use aerodynamic forces to provide vehicle lift, and can fly autonomously or be piloted remotely. As people become accustomed to the regular use of these aircraft, UAVs are an area of interest due to the possibilities they promise, risks they possess, and questions as to how they will interact with other aircraft and people. Technology, Engineering, and Design (TED) courses strive to prepare students to understand concepts, apply skills, and make informed decisions. Current resources regarding the use of UAVs as an educational tool available to classroom teachers are limited. The literature describes where to find resources, the importance of discussing ethical issues, manufacturing, and materials processes with students, and the integration of scientific and engineering concepts such as drag, velocity and thrust, design, and the potential for problem-based instruction. This article is meant to serve as a template for teachers to modify or copy directly in order to expand on current knowledge of UAVs and bring meaningful activities and transferable learning to their classroom.

Being able to accurately evaluate students' cognitive, affective, and psychomotor development at the beginning of a course is critical for teachers to create meaningful learning experiences for them. Initial student evaluation provides teachers with quick perceptive and practical knowledge of student characteristics as well as a diagnosis of what students know and can do. Collecting initial information from the students allows teachers the ability to design activities and provide contexts that are representative of student career choices and interest. Learning activities that foster critical-thinking and problem-solving skills can benefit from initial student evaluation by providing teachers with baseline data reflective of the students' abilities and strengths in these areas. Teachers plan, teach, and assess based on the characteristics of their students. Knowing specific student characteristics allows a teacher to create equitable groupings to maximize student learning. This article presents types of baseline data that are available to teachers.

Technology-savvy teachers are often the "go to" staff members in schools for their colleagues' technology issues. These teachers are seen as leaders within their schools with respect to technology and often do not understand their peers' difficulties when bringing technology into the classroom. Understanding both the reasons teachers may be reluctant to incorporate technology and ways to address their concerns can only add to the learning environment and professionalism within K-12 schools. This article summarizes the barriers commonly experienced by teachers regarding the integration of technology into their classrooms, with the purpose of assisting teachers to become leaders within their schools to help other teachers meaningfully incorporate technology into their curricula.

The purpose of this study was to analyze Black male collegiate coaches' understandings and perspectives about building a coaching career in NCAA Division I athletics and the function of the Black Coaches and Administrators (BCA) as a mechanism to help facilitate more coaching opportunities. The participants were seven Black male assistant coaches from a flagship doctorate-granting university in the Midwest region of the United States. The research method was descriptive-qualitative. The primary data sources were face-to-face semistructured taped interviews and e-mail follow-ups. The data were analyzed using a descriptive coding strategy, which exposed the dominant theme of networking mechanism. The major findings in this study indicate that because they lack social capital resources, minority candidates are at a disadvantage compared to their White counterparts for attaining jobs and career advancement in NCAA Division I athletics. Implications from the findings of this study are that networking is critical to career advancement in athletics and that Black coaches should better understand the function of the BCA and how the association might support their career and advancement.