Search

When I received an e-mail from Roland (Sintos Coloma) about participating in the 50th celebration of the American Educational Studies Association (AESA), I did not hesitate to agree to do so. What I did not envision, at the time, is how difficult and complex this process of writing an article for the special issue of "Educational Studies" is. I have several titles and introductions filed under the proverbial "t" because nothing felt fiery, engaging, or like me. I knew that "living memories" is a must, in light of 2017's conference theme: "Memory, Remembering & Forgetting: (Re)Envisioning Educational Worlds." However, my spirit and soul were hungry for (what?); but I could not name the missing ingredient(s).

We liked our training model. We were bringing in teachers during their contract time for a full day of technology staff development. We offered, through one of two training labs at our District Educational Technology Center (ETC), more than 30 different courses on skill development or how to implement technology into instructional practices. Our courses were approved through the Utah State Office of Education (USOE) for 0.5 credit toward re-licensure or salary lane changes. In each class, teachers were receiving 7.5 hours of hands-on instruction. Our classes range from introductory level, such as basic word processing (how to use or how to integrate), to more complex programs such as Dreamweaver or ArcView. Each of our 76 schools received 20 paid substitute days for their teachers. Although equaling only 1,520 days, the ETC was training an average of 2,400 individuals per year. What was not to like? (Contains a list of 3 resources.)

This correlational research study examined the effect of behavioral interventions through School-wide Positive Behavior Interventions and Supports (SW-PBIS) on elementary student reading and math achievement. Additionally, teacher perceptions of positive behavior interventions and supports (PBIS) implementation were explored. No statistically significant relationship was found between student participation in PBIS Tier II behavior interventions and academic achievement. However, there were significant differences in the percentages of male students, students of color, and students from high poverty backgrounds who were identified as needing Tier II behavioral interventions by the predominantly White, female, middle class teachers. Findings are discussed in terms of the importance of inclusive school cultures that support academic and personal achievement for all students which must consider the cultural norms and behaviors that students bring to school.

Women's fear of violence can impact negatively on their active participation in life. An ageing survey conducted with 2,620 Australian respondents aged 50 to 90 years examined aspects of work, learning, social, spiritual and emotional status, health, vision, home, life events, demographics, and asked an open-ended question about what being actively engaged in life meant. Ordinal regression was carried out on two dependent variables: wanting and needing to learn to discourage violence. Analyses found that as women's age increased, those on lower incomes were more likely than others to say they needed to learn how to discourage violence against them. This paper investigates the variables associated with the findings--transport, finances, news media, home safety, and reduced social interactions. Results highlight the importance of understanding women's fear in the context of personal and social issues, and the need to provide learning opportunities to improve safety and social engagement, doi: 10.1300/J074v19n03_12 KEYWORDS. Older women, fear of violence, perception of risk, active ageing, home and environment

Muscovite logistics in the 16th century constantly evolved to meet increasingly sophisticated requirements. Muscovy, which was an expanding state throughout the 16th century, developed a logistical system that reflected its size, terrain, demography as well as its method of recruiting, mustering and deploying forces. However, it is difficult to create an accurate assessment of Muscovite logistics due to fragmentary and inadequate sources.