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It is proposed that young children may develop a felt sense of God through an attachment to nature that parallels their attachment to significant people in their lives. Children learn through their senses and young children experience a sense of awe and wonder when immersed in nature. Research supports the argument that children who are exposed to nature develop personal attributes that help them flourish. This article argues for a nexus between young children's sensory experiences in nature and their felt sense of God.

In this study, we analyzed the perceptions of treatment teachers who participated in a randomized controlled trial study which targeted a science-infused literacy intervention, "Let's Talk Science," for first grade English language learner students. Three aspects, including the effectiveness of the intervention, details of instructional practice, and recommendations of teachers, were investigated. We used the qualitative approach of content analysis. Results suggested that (a) the intervention had a positive result for both treatment students and teachers and (b) four core strengths contributed to the successful effect of the intervention related to science-infused literacy -- professional development, time-scripted teaching materials, effective questioning strategies, and visuals and hands-on activities. We advocate that special consideration be given to English language instructors' ongoing professional development, as well as to the learning environment with a lowered affective filter using effective instructional strategies.

The purpose of this qualitative study was to examine the challenges professors of educational leadership encounter as they prepare aspiring principals to be instructional leaders. Drawing upon an open-ended questionnaire and semi-structured interviews of professors from across the U.S.A., we analyzed significant statements and created themes that illuminate the challenges facing university faculty in preparing aspiring principals for instructional leadership. From the analysis of the combined data sources, five overarching challenges emerged for preparing future principals for the role of instructional leader. These challenges are: (a) teaching instructional leadership via online courses, (b) time in the internship to focus on instructional leadership, (c) instructional leadership mindsets, (d) pedagogical knowledge for use in instructional leadership and (e) the professor's knowledge/experience in instructional leadership. The five challenges presented in the findings highlight the need for continuous program evaluation and collaboration among faculty to address coursework both in the classroom and in the internship. Additionally, the challenges highlight the need for more research in how to prepare aspiring principals to be culturally responsive and adopt a growth-mindset when it comes to teacher development, and how to create powerful learning experiences for aspiring principals in varying program contexts.

Student learning objectives (SLOs) have become an increasingly popular tool for teacher evaluations as an alternative to Value-added Models (VAMs). However, the use of SLOs faces two major challenges. First, the target setting is mostly subjective and arbitrary. Second, there is little evidence on the reliability and validity of the tool. In this paper, we proposed three data-based SLO target-setting models: split, banded, and class-wide models. The data-based approach ensures that the targets set for students are challenging yet realistic and achievable. Using data of 176 pre-kindergarten teachers and two cohorts of students from a large school district in Texas, we investigated the reliability and predictive validity of teachers' SLO scores. Results indicated that teachers' SLO scores had moderate to high consistency across different subtests, and moderate stability over time. Teachers' SLO scores were also demonstrated to be useful in predicting future students' achievement, which supported the predictive validity of the tool.

The authors (a) examine the available peer-reviewed research documenting the literacy achievement of deaf children educated in sign bilingual programs, (b) identify gaps in the empirical literature, and (c) propose directions for future research. This review was limited to studies that reported reading and writing outcomes. On this basis, only 3 studies were identified, representing those published over a period of approximately 20 years (1997-2017) and collectively reporting literacy outcomes for 127 deaf students. Overall, the studies indicate that the majority of participants were not achieving reading comprehension scores in the average range; further, a wide range of variability in achievement was reported across the 3 studies. Factors potentially affecting achievement, such as the presence of additional disabilities, level of American Sign Language proficiency, use of hearing technologies, and parental hearing status, are also discussed.

This political analysis uses the Vergara case as an example of how principals can be dynamic leaders who are well prepared for and engaged in their political terrain. This will be important to decrease judicial dependency and legislative interference to better ensure that reform begins with those closest to the problem.

Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers' knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided. [ABSTRACT FROM AUTHOR]

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachers for this responsibility. In this study, the Values for Australian Schools were integrated into two assessment tasks in the second year of a Bachelor of Education (Primary) Degree. Pre-service teachers interacted with the concept of values literacy through reflective readings and planning a unit of work. Results of the pre- and post-surveys and assessment tasks indicated that the pre-service teachers became more values-literate through engaging in the assessment tasks. Results also revealed a shift in their perceptions of the role that teachers play in developing the values literacy of students.

In this study, the authors examined the survivability, or persistence over time, of overall science instruction for English learners (ELs) in treatment and control classrooms within a field-based, quasi-experimental grant-funded project in the United States. The project's goal was to increase ELs' science and language achievement through implementation of a language-infused science inquiry model with scripted lessons as teacher scaffolds. The project included observational data on activity structures in treatment and control classrooms. Using survival analysis, the authors analyzed science inquiry instruction survival (i.e., free of lecture-based teaching) and general science instruction time-on-task survival (i.e., free of interruptions) in both groups during the first year of the project (Grade 5). Results indicated a statistically significant difference in science inquiry and time-on-task science instruction persistence in favor of treatment classrooms. Implications for practitioners and possibilities for future research are considered.

Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers' instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students' expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience.

ObjectivesMethodsConclusionThe purpose of this study was to investigate the reading outcomes of a Canadian cohort of school-aged deaf learners with cochlear implants (CIs). The goal was to investigate whether achievement approached that of hearing age peers and identify demographic factors influencing performance.Participants represent a subset of 13 students with CIs from a larger sample of 70 deaf students in grades four through 12 educated in inclusive settings within a large school board in central Canada. Data sources included demographic information, teachers’ ratings on the Categories of Auditory Performance (CAP), and scores from the Woodcock-Johnson III Diagnostic Reading Battery [WJ III-DRB].Results/Discussion: Participants performed within the low average range in all areas except for Phonological Awareness, which was in the low range; however, there was wide variability in scores across participants. None of the demographic variables (e.g. home language, additional disabilities) had a statistically significant association with performance, although older students had higher mean scores on the Phonological Awareness cluster.These findings add to the body of research on literacy achievement and cochlear implantation, providing evidence that this technology has a significant positive effect on outcomes for a population that has heretofore underperformed in this area. [ABSTRACT FROM AUTHOR]

In the United States, a generic Type A medicated article product can gain the FDA approval by demonstrating bioequivalence (BE) to the pioneer product by successfully conducting a blood level, pharmacodynamic, or clinical BE study. A biowaiver can be granted based on several criteria, assuming the dissolution of the test and reference products represents the only factor influencing the relative bioavailability of both products. Monensin is practically insoluble in H2O per the USP definition. Previously published data from a comparison study of monensin dissolution profiles from the pioneer product and four generic products using biorelevant media showed that generic monensin products demonstrated different dissolution profiles to the pioneer product in these USP biorelevant rumen media. This follow‐up study compared the solubility profiles in simulated intestinal fluid (cFaSSIF, pH 7.5) for the pioneer product and four generic products. The generic monensin products demonstrated different in vitro dissolution profiles to the pioneer product in biorelevant media. The differences demonstrated in solubility and dissolution profiles are of concern regarding the potential efficacy of generic monensin in cattle. There are also additional concerns for the potential development of Eimeria resistance in cattle receiving a sub‐therapeutic dose of monensin from a less soluble generic product. [ABSTRACT FROM AUTHOR]

In this randomized control study, we evaluated science teachers’ pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifthgrade science teachers’ observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017- 2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the contentarea instruction in science. [ABSTRACT FROM AUTHOR]

The text provides a summary of the document titled "In Pursuit of Racial Equality in American Psychoanalysis: Findings and Recommendations from the Holmes Commission." The document discusses the formation of the Holmes Commission on Racial Equality in American Psychoanalysis in response to demands for psychoanalysis to address race. The Commission conducted a two-and-a-half-year study and offers recommendations to reduce the effects of systemic racism. The document highlights the importance of understanding and addressing systemic racism in the field of psychoanalysis. The text presents the findings of the study, which reveal disparities and challenges faced by BIPOC individuals in psychoanalytic training institutes. It emphasizes the need for increased racial awareness, support, and diversity in the field. The text also discusses the need for psychoanalytic institutions to address issues of race and racism within their training and practices. It recommends various strategies to promote diversity, equity, and inclusion. The text concludes with a vision for a more equal and inclusive psychoanalysis that actively works towards justice and diversity. [Extracted from the article]

Our paper examines what is required to protect and promote effective public discussion and policy development in the current climate of divisive disagreement about many public policy questions. We use abortion as a case example precisely because it is morally fraught. We first consider the changes made by Dobbs , as well as those which led up to the Dobbs decision, accompany it, and follow from it. [ABSTRACT FROM AUTHOR]

Each year in the United States, nontyphoidal Salmonella, Escherichia coli O157, Listeria monocytogenes, and Campylobacter cause >2 million estimated foodborne illnesses, 31,000 hospitalizations, and 700 deaths (1), representing an estimated [...]