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Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students with disabilities to other profiles. When comparing students with disabilities and general education students to gifted and 2e students, the effect size was medium to large. The effect size between the gifted and 2e profiles was small, suggesting similar behavioral engagement. Because disabilities and giftedness can often "mask" each other, these findings suggest that recognizing how behavioral engagement manifests in each category can lead to more accurate identification of special-needs students for GT assessment.

This annotated bibliography is the fifth in a series published in "Montessori Life," with the first review of articles published during the 10-year time span of 1996-2006 (Bagby, 2007); the second covering 2007-2009 (Bagby & Jones, 2010); the third, 2010-2013 (Bagby, Wells, Edmondson & Thompson, 2014); and the fourth, 2014--2017 (Bagby & Renbarger, 2018). As with the previous reviews, this edition includes articles published in non-Montessori professional periodicals that included information about Dr. Montessori and/or the Montessori Method. The authors have also included 10 articles published in 2016-2017 that were not annotated in the previous review.

We examined the impact of a workshop on Asian international graduate students' understanding of a U.S. American university's concept of academic honesty. The workshop, taught from a cultural perspective, explained the U.S. American university's expectations to 19 participants. Data was obtained from a workshop post-test and from subsequent interviews of three workshop participants who relayed their views of textual practices in their home countries. Sixty-seven graduate students from the general graduate student population completed the workshop post-test without benefit of the workshop. Trends in the data supported the workshop's effectiveness and pointed to the importance of helping international students understand their host university's expectations.

How often do you tell white lies? When the "New York Times" ran an article linking children's lying with their cognitive abilities (Stone, 2018), the authors decided to examine this phenomenon through the lens of Montessori philosophy. Consequently, the authors delved into the related research on lying, executive function, and prosocial behavior and followed up with interviews of Montessori educators, who added a personal view on how to address children's lying in a Montessori environment.

Previous studies on the influence of mixed groupings within preschool classrooms have indicated positive effects on childrens development. This study extended earlier findings to determine the effects of socioeconomic diversity within the classroom on the language, cognitive and social-emotional development of preschool children of low-income backgrounds. Twenty-seven preschool children were enrolled in two classrooms in a private university's child development center. Twenty of the 27 enrolled were from low-income backgrounds. The children were tested to determine a baseline measure of their language, cognitive and social-emotional skills. Classroom observations of the children's language behavior were coded. Post-testing was done at the conclusion of the school year to determine growth in language, cognitive and social-emotional skills. Differences in language usage and social-emotional development were observed. These results suggest that mixed income grouping as well as teacher interactions influence language and social-emotional development of children from low-income backgrounds.