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This article details one teacher education department's process of addressing the social-emotional learning of preservice teachers and, ultimately, their P-12 learners. We used an innovative social-emotional learning framework utilizing the professional learning communities model for faculty development and program implementation. It uses multiple project artifacts to retell the narrative of faculty development and analyze key factors in implementation. The insights shared in this article have implications for others infusing social-emotional learning into their teacher education programs or utilizing professional learning communities for faculty development.

Technetium-99 (half-life of 2.1 × 105 yrs, βmax = 0.29 MeV) is a hazardous radiological contaminant, which, in its predominant form of pertechnetate (TcO4–), is highly mobile in the environment. Most strategies for the removal of pertechnetate from the environment involve uptake and/or absorption of pertechnetate using resins, clays, cationic metal-organic frameworks and even thorium borate ceramic like materials. Alternative approaches have involved the reduction and subsequent sequestration of lower valent technetium species using iron, sulfides, or iron sulfides. Our lab has explored this strategy using the lacunary alpha-2 Wells–Dawson polyoxometalate (α2-[P2W17O61]10–) to both reduce and sequester lower valent technetium, and we have reported on the ligand features that stabilize the reduced species. In this work we investigate the potential of “plenary” Keggin POMs (XW12O40n–) (X = P, Si, Al, n = 3, 4, 5, respectively) to both reduce TcO4– and stabilize the reduced Tc species. Specifically, we report on the mechanism by which the reduction of technetium occurs and find that PW12, SiW12, and AlW12 promote the reduction of TcO4– to lower valent states. X-ray absorption spectroscopy was used to confirm a combination of TcIV {in the form of TcO2·2H2O and Tc2(µ-O)24+} and TcV, which is subsequently complexed into a POM defect as a TcV=O species.

Technetium-99, a prevalent by-product of the nuclear fuel cycle, is a transition metal with 9 accessible oxidation states and a half-life of 2.1 × 105 years. 99TcVII has been found in the environment surrounding National Lab sites and fuel reprocessing centers, and its separation and long-term storage is complicated by its extensive redox chemistry. In our prior work we have reported the synthesis and reduction of TcVO to TcIVO in α1- and α2-Wells–Dawson P2W17O6110– polyoxometalates and reported on the polyoxometalate features that promote reduction and stabilization. In this work we report on the oxidation state stabilization of TcVO, TcVIO and TcVIN within the α-Keggin PW11O397– polyoxometalate. Both Density Functional Theory and experimental results show that Tc in TBA4[TcVIN-PW11O39] can be reduced to TcV, but any subsequent electrons reduce the tungsten framework of the polyoxometalate. TBA4[TcVO-PW11O39] however, can be theoretically reduced down to TcI before reduction of the polyoxometalate occurs.

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

With increasingly mobile and global populations in universities worldwide, it is important that faculty and students share common expectations for student and instructor behaviors. This study focused on international student and faculty perceptions of student language performance and faculty instructional techniques in one U.S. university with recent growth in the international student population. Using responses from two questionnaires administered to faculty and matriculated international students at the university, the authors found a mismatch between faculty and student perceptions. Faculty rated students' linguistic performance poorly, whereas students saw their language skills as adequate for the demands of their classes. In terms of instructional supports for international students, both students and faculty reported using or appreciating visuals, but other strategies such as advance provision of instructional materials or invitations to office hours were appreciated by students but less often used by faculty. The authors discuss the results in terms of developing shared expectations between students and faculty and engaging in intentional language acquisition planning at the institutional level.

Internationalization trends worldwide have brought more multilingual students into English-medium university classrooms in the United States and elsewhere. Faculty across the disciplines increasingly have the dual challenge of developing both content and advanced academic language. Ample precedent in P-12 education suggests developing instructors' knowledge of (a) students as language learners, (b) instructional techniques grounded in second language acquisition theory, and (c) contextual factors necessary for helping instructors implement linguistically responsive instruction (LRI). This study probes the extent to which prior work transfers to the tertiary setting, focusing on participating faculty members' beliefs about multilingual students, LRI, and context. The authors collected survey data from 197 faculty at a mid-size comprehensive university in the midwestern United States and analyzed written comments provided by participants. They found that, on the whole, faculty participants displayed deficit views regarding students' linguistic and academic abilities and questioned the appropriateness and feasibility of several of the LRI techniques. Many rejected the notion that language instruction was within the scope of their responsibilities and expressed a strong preference for support provided outside of class time. The authors discuss the results in terms of the notions of rigor, college readiness, and faculty development in LRI.

Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region of the United States. Participants include an intact kindergarten class of 16 students from culturally and linguistically diverse backgrounds and their teacher. The results of the investigation revealed that sharing time provides opportunities for socialization to academic register through: (1) requiring that students successfully navigate the academic language demands of the interaction, (2) providing differentiated teacher scaffolding that supports students in meeting these demands, and (3) building a linguistic third space. The author discusses how the data and results demonstrate that the roots of mature academic language register are in the emergent academic language used in early childhood classrooms.