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This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings.

Given the complex roles of special educators, it is important that they be offered tailored professional development (PD) opportunities. Unfortunately, most PD tends to occur in "sit-and-get" formats, with generalized content that may or may not meet the needs of attendees. Districts are starting to investigate the use of microcredentials (MCs) to innovate PD and harness technology to personalize experiences. MCs are digital PD focused on the mastery of competency-based skills. With a variety of topics, formats, and platforms available, educators would benefit from guidance on how to navigate MCs. In this article, we examine the historical context of PD and the gaps traditional PD may create for educators, particularly special educators. We explore the attributes and personalization of MCs and paint a step-by-step picture of how an interested educator might engage in the MC process, from selecting a topic to earning the MC and reflecting on the experience.

Using critical refugee studies as a theoretical lens, I analyzed Southeast Asian refugee children's literature to identify its pedagogical values and limitations for critical teaching about the Vietnam War. The findings suggest the children's literature can help challenge the dominant narratives of the Vietnam War as exclusively an American tragedy and of the Southeast Asian refugees as simply helpless victims by centering Southeast Asian experiences of the war. Yet the children's literature largely remained silent about the refugees' complex personhood and the U.S. role as a violent aggressor generating the refugee crisis in the first place. The implications for teaching practice are suggested.

What should U.S. schools teach about U.S. actions abroad when students in the classroom have varied or conflicting memories, ideas, and experiences? Should schools teach the dominant narrative of U.S. benevolence and innocence in world affairs so as to instill patriotism in children? What kind of patriotism are we concerned with here? Or should schools teach the dominant narrative because counterstories that disrupt American exceptionalism are too difficult? For whom are the counterstories difficult? Whose cognitive or emotional well being are we concerned with here? I explored these questions as a parent-researcher, inquiring how my child, an Asian American elementary student, makes sense of the conflicting accounts of U.S. history she receives at home and school.

This study is a content analysis of K-12 U.S. history curriculum standards from 50 states regarding curricular re/presentation of Asian Americans. The guiding research questions are as follows: (1) What is the frequency of Asian American content covered in K-12 U.S. history standards from 50 states? (2) How do the standards depict Asian Americans in U.S. history? I analyzed U.S. history curriculum standards from all states using AsianCrit as a theoretical lens. The findings reveal that except for Japanese incarceration and anti-Asian immigration laws, Asian Americans are largely invisible in the state standards and, when included, they are primarily depicted as victims of nativist racism with a lack of civic agency as well as new immigrants with little contribution to nation-building. Being the first work to uncover curricular messages about Asian Americans across 50 states' standards, this study presents a necessary empirical basis for disrupting curriculum violence.

This study was designed to explore preservice elementary teacher understanding of The First Amendment and religious freedom in public schools in the Southeastern United States. Participants of the study were 160 preservice elementary teachers enrolled in the teacher preparation programs of 3 universities across 2 states located in a region commonly referred to as the "Bible Belt." Data was collected via an electronic survey containing questions and scenarios requiring short responses, and field notes were recorded during class discussions of the topic. Results indicated that preservice elementary teachers possessed some basic understanding of The First Amendment and that public educators are acting government agents of the state. Yet, they demonstrated a dearth in understanding of their professional duties in accordance with this law, specifically with regards to the Establishment Clause.

In recent years, there has been a growing recognition of the need to understand teaching and learning not just as cognitive but also as affective experiences that are imbued with emotional complexity. There is also an emergent body of research on how to teach difficult knowledge of war. Joining this scholarship, this article presents research findings on how preservice teachers feel and experience difficult knowledge of World War II in the Philippines when they are encouraged to develop emotional self-awareness in the learning encounter, reconsider the dominant narratives on war, and reflect on their implication in response to difficult knowledge of war as a future teacher. The findings inform pedagogical conditions that may be beneficial if we are to engage preservice teachers with difficult knowledge of war and guide them to contemplate how they are implicated in their learning to become a critical teacher.

Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential to enhance personalized learning to meet the diverse needs of all students. This paper provides teachers guidance on using LMSs to implement evidence-based practices for math problem solving in an online learning environment. This paper introduced multiple functions commonly available in most LMSs, such as quiz, multimedia content editor, Learning Tools Interoperability (LTI), and learning analytics. Guidance is provided to teachers to leverage these features to maximize student learning experiences, such as engaging in multimedia learning activities, interacting with the teacher and peers, and receiving tailored feedback.

This article discusses how the Korean War is portrayed in the children's literature published in the United States over 70 years since the war. Seven children's books were identified and analyzed with a theoretical lens of teaching war as difficult knowledge. Critical content analysis of the texts found two key patterns. First, there were various accounts on the war across the texts, including the Korean War as a human/animal suffering, U.S. benevolent mission, animal heroism, and unfinished war. Second, difficult knowledge of the war was selectively in/excluded in the texts. The unanimously included difficult knowledge was wartime suffering, whereas the unanimously excluded was U.S. implication in the suffering. The findings suggest a critical use of the texts to engage children in learning about and from the difficult knowledge of the war. The findings also indicate pedagogical possibility and limitation of children's literature for teaching difficult knowledge of war.

In "Teaching about the Vietnam War: Centering Southeast Asian Refugee Voices through Children's Literature," Sohyun An provides content and pedagogic knowledge for teaching about the Vietnam War through Southeast Asian refugee children's books. The author provides a brief overview of the war from Southeast Asian perspectives and describes two elementary schoolteachers' instructional approaches to center Southeast Asian refugee experiences to the Vietnam War lessons. Along with this article, An also created the pullout for this issue, "Handouts and Resources for Teaching about the Vietnam War."

Background : The prevalence of obesity has been continuously increasing, especially in rural areas of South Korea. Therefore, it is important to examine various genetic, behavioral, and environmental factors associated with obesity in these rural areas. The Korean Society for the Study of Obesity commenced a community-based prospective cohort study of the Gangwon area called the Gangwon Obesity and Metabolic Syndrome (GOMS) study to investigate longitudinal changes in the status of obesity and its related factors. Methods : A total of 317 adults 40-69 years of age were recruited from Hongcheon and Inje districts, Gangwon province, as part of the first wave of this cohort study. Information on participants’ demographic, behavioral, psychological, dietary, and environmental factors and past medical histories were collected by self-administered questionnaires and interviewer-administered questionnaires. Anthropometric measurements, blood tests, and a hand grip strength test were performed, and skin keratin and stool samples were collected. Among the 317 enrolled subjects, two participants who did not have anthropometric data were excluded from the data analyses, resulting in an inclusion of a total of 315 participants. Results : The mean age of the 315 participants in the GOMS initial baseline survey was 58.5 years old, 87 of them were men, and the mean body mass index was 24.7±3.7 kg/m2. Among all participants, 48.9% had hypertension, 21.4% had diabetes mellitus (DM), 55.6% had dyslipidemia, and 46.0% had metabolic syndrome (MS). Both the prevalence rates of DM and MS were significantly higher in men. Conclusion : The first baseline survey of the GOMS study was initiated, and a more detailed analysis of respondents’ data is expected to be continued. Further follow-up and additional recruitment will allow the investigation of risk factors and the etiology of obesity and its comorbidities in rural areas of Gangwon province.

Abstract Anti‐angiogenic antibodies are widely used in the treatment of neovascular macular degeneration. Human antibody targeting C‐type lectin domain family 14 member A (CLEC14a) is potential therapeutic agents owing to its antiangiogenic activity. In the present study, we aimed to predict the human intraocular pharmacokinetic (PK) properties of an anti‐CLEC14a antibody. I‐125 labeled aflibercept and anti‐CLEC14a antibody were intravitreally injected into mice, rats, and rabbits. Single photon emission computed tomography/computed tomography imaging was performed, and the intraocular radioactivity concentration (%ID/ml) was obtained. The PK parameters in those three animal species were obtained by compartmental analysis. The PK parameters in humans were estimated by allometric scaling of the animal PK parameters with consideration of the hydrodynamic radius of the antibody. The mean half‐life values of intraocular I‐125‐labeled aflibercept in mice, rats, and rabbits were 1.13 days, 1.25 days, and 4.91 days, respectively, by analysis with a one‐compartment model. The predicted human half‐life of intraocular aflibercept was 5.75 days based on vitreal volume by allometric scaling. The half‐life values of intraocular I‐125‐labeled anti‐CLEC14a in mice, rats and rabbits were 1.05 days, 1.84 days, and 6.37 days, respectively, by analysis with a one‐compartment model. The predicted human half‐life of intraocular anti‐CLEC14a was 10.29 days based on vitreal volume. According to the hydrodynamic volume of the anti‐CLEC14a, the predicted human half‐life of intraocular anti‐CLEC14a was 9.81 days. The PK characteristics of the intraocular anti‐CLEC14a antibody were evaluated noninvasively in animals using I‐125 labeling, and the intraocular PK characteristics in humans were predicted using these animal data. This methodology can be applied for the development of new antiangiogenic antibodies to treat macular degeneration.