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Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified culture and citizenship as multilayered concepts evolving to meet issues present in the early 21st century. Social studies teaching practice was thought to be affected by individual definitions of these concepts and by definitions held by influential groups in society. Transformative teaching is needed to assist students in developing their identities as citizens in a world in which the concepts of culture and citizenship are shifting.

Explains how students self-regulate while reading, describing students' personal beliefs of self-efficacy, task value, and motivation and how these beliefs influence their self- regulated reading; discussing the processes of self-regulated reading (goal setting; selection, use, and monitoring of reading strategies; and self-evaluation); and presenting examples from a summer program for school-aged children where a teacher helped students develop their self-regulated reading. (SM)

Focuses on the use of electronic portfolios in teacher education both as part of the teacher candidate's assessment of students. Means of demonstrating the teaching values of teacher candidate; Difference between electronic and traditional portfolios; Demonstration of problem-solving skills in terms of technology usage.