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Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated to engage in tasks and activities. Unfortunately, school closures and the shift to remote learning during the COVID-19 pandemic may have challenged teachers' ability to create need-supportive classroom environments due to issues such as reliable access to technology, teacher preparedness in facilitating remote learning, and negative impacts to mental health and wellbeing. However, the extent to which these challenges impacted students' basic need fulfillment has not been investigated to date. Thus, the purpose of this convergent mixed methods study is to evaluate remote teaching from multiple perspectives in order to gain a more complete understanding of the types of strategies that are employed in remote classes, as well as the extent to which teachers, students, and parents perceive remote learning environments as being supportive of students' autonomy, competence, and relatedness needs. Teachers (n = 17) from two middle schools were observed providing remote instruction, and they, along with students (n = 11) and parents (n = 10), participated in a survey and interviews that provided further insight into basic need fulfillment in remote environments. Implications for the field are discussed.

All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In this article, we describe a multimedia professional development option for documenting teacher practice, generating feedback, and delivering targeted instruction.

Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students' vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The purpose of this study was to compare InferCabulary and CAP-S on four measures of vocabulary performance. Fifth-grade students (n = 656) drawn from 30 classrooms across three states participated in one of three conditions to learn 100 new vocabulary terms. Teachers (n = 30) taught student participants new word meanings via the InferCabulary program, CAP-S instructional slides, or their business-as-usual (BAU) approach to instruction. Results indicate that when students learned vocabulary using InferCabulary or CAP-S approaches, they significantly outperformed their peers who participated in BAU vocabulary instruction. In addition, students with disabilities in the CAP-S and InferCabulary conditions scored similarly to students without disabilities in the BAU condition on most measures. Implications for research and practice are discussed.

Open practices, such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statements, support the transparency, accessibility, and reproducibility of research and other scholarship. The purpose of this review was to examine the prevalence of these open practices in the special education literature. We reviewed a randomly selected sample of 250 articles published in special education journals in 2020. Results indicated that conflict-of-interest and funding statements were present in most articles; a small but meaningful proportion of articles provided open materials and were open access; and preregistration, registered reports, open data, open analytic code, open peer review, and replication were rarely or never observed. Recommendations for researching and supporting the use of open practices in special education scholarship are provided.

Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students' understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is often the case for students with disabilities and culturally and linguistically diverse (CLD) students who tend to struggle in secondary content area classes due to learning barriers related to disability, culture, language, or the intersection of these student characteristics. Content Acquisition Podcasts for Students (CAP-S) is a multimedia tool that has been effective in increasing vocabulary knowledge among students with disabilities. However, this article provides a detailed description of how CAP-S embed instructional practices that are effective for students with disabilities from CLD backgrounds, and includes a step-by-step guide to support practitioners in creating and recording their own CAP-S vocabulary lessons to increase success among CLD students with disabilities participating in secondary content area classrooms.

The high impact strength of polycarbonate has been studied and exploited for many applications. However, the interaction between processing-induced effects and the strain rate affects the mechanical behavior significantly. In this work, the effects of the processing-induced thermal history, generated by either injection molding or compression molding, were characterized. Polycarbonate samples manufactured with the two processes were experimentally compared using quasi-static and dynamic compression testing. The processing effects are further evaluated by combining a numerical calculation of the temperature history and a constitutive model to predict the yield strength of the glassy polymer. The constitutive modeling approach considers both the effect of the rate-dependent and stress-activated motion of the chain segments, and the strain-hardening effect due to molecular alignment. The results indicate that the thermal history has a significant effect at low strain rates, while its influence is negligible in the dynamic range. The modeling effort allows estimating the yield strength with different accuracy depending on the strain rate values. KEYWORDS compression molding, injection molding, mechanical characterization, modeling, yield strength, 1 | INTRODUCTION Polycarbonate (PC) is an engineering amorphous thermoplastic polymer used for various high-performance applications. The polymer is widely used as an engineering plastic due to its high impact [...]

As K-12 classrooms in the U.S. grow in linguistic diversity, there is a need to develop and evaluate the effects of instructional approaches that build knowledge of academic vocabulary for multilingual learners. While multimedia vocabulary instruction may represent a promising avenue for improving word learning for linguistically diverse classrooms of upper-elementary students, there is a dearth of empirical evidence on this topic, with no research on multimedia vocabulary instruction having been conducted with linguistically diverse populations in rural contexts. This randomized control trial evaluated the effects of a multimedia vocabulary instructional approach (CAP-S), relative to business-as-usual (BAU) vocabulary instruction on researcher-developed and standardized measures of word knowledge for a linguistically diverse sample of Grade 5 students learning in rural schools (n = 418). The intervention took place over 8 weeks; CAP-S and BAU teachers addressed the same target set of academic words. Hierarchical linear modeling indicated statistically significant and meaningful effects on a custom measure of word learning, as well as small but statistically significant effects on a standardized assessment of word knowledge. On the custom vocabulary measure, ELs benefited more than non-ELs from CAP-S instruction, relative to their counterparts in the BAU condition. Findings suggest the potential advantages of employing efficient, feasible multimedia vocabulary approaches to serve diverse, multilingual student groups in rural, upper-elementary classrooms. [ABSTRACT FROM AUTHOR]

Debates are ongoing on the limits of – and possibilities for – sovereignty in the digital era. While most observers spotlight the implications of the Internet, cryptocurrencies, artificial intelligence/machine learning and advanced data analytics for the sovereignty of nation states, a critical yet under examined question concerns what digital innovations mean for authority, power and control in the humanitarian sphere in which different rules, values and expectations are thought to apply. This forum brings together practitioners and scholars to explore both conceptually and empirically how digitisation and datafication in aid are (re)shaping notions of sovereign power in humanitarian space. The forum's contributors challenge established understandings of sovereignty in new forms of digital humanitarian action. Among other focus areas, the forum draws attention to how cyber dependencies threaten international humanitarian organisations' purported digital sovereignty. It also contests the potential of technologies like blockchain to revolutionise notions of sovereignty in humanitarian assistance and hypothesises about the ineluctable parasitic qualities of humanitarian technology. The forum concludes by proposing that digital technologies deployed in migration contexts might be understood as 'sovereignty experiments'. We invite readers from scholarly, policy and practitioner communities alike to engage closely with these critical perspectives on digitisation and sovereignty in humanitarian space. [ABSTRACT FROM AUTHOR]