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In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations' statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory (SCT) to analyze how closely the PSTs' understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect antiracist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect. [Note: The page range (72-95) shown on the PDF is incorrect. The correct page range is 73-95.]

In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations' statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory (SCT) to analyze how closely the PSTs' understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect antiracist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect. [ABSTRACT FROM AUTHOR]

There is much less agreement about the characteristics defining organizational apologia/crisis response than in the case of clearly defined categories such as the eulogy. This lack of agreement can be traced to two conflicting purposes served by the category (image repair and image maintenance) and also the fact that the organizational apologist faces much greater situational variation than in other well-defined categories. This article confronts these difficulties by proposing a reconceptualization of organizational apologia. Drawing on argument field theory, we argue that all organizational apologia must use one or more of four strategies to protect the image of the organization. Regarding image repair, the article proposes a research agenda for identifying the situational characteristics that characterize well-defined subgenres.

Due to the important advances digital technology can bring to the textbook industry, it is imperative for faculty to share their experiences with a variety of digital textbook formats in the classrooms to learn both about the challenges and learning possibilities these advances bring to the table. This essay addresses the emergence of e-textbooks in various formats including struggles with this transition, reviews extant research on e-textbooks, and documents the development and use of the COMM 200 App. [ABSTRACT FROM AUTHOR]

In recent years, the need to study the communication challenges schools face during crises has become essential. The current study included semi-structured interviews with 56 crisis team members from 21 P–12 districts. Participants identified the social media challenges and strategies districts employ during crisis events. Implications for scholars and P–12 administrators are discussed. [ABSTRACT FROM PUBLISHER]