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The enrollment of English language learners (ELLs) in American public schools continues to increase each year. The substantial growth in this population of learners makes it imperative for future educators to understand how to effectively support ELLs' acquisition of academic content and English language proficiency. In past studies, preservice teachers have reported lower levels of self-efficacy when supporting these learners. This investigation examines how case study approaches can be utilized with preservice teachers to understand how they recommend strategies/accommodations for ELLs and their levels of self-efficacy in implementing these instructional approaches. Findings from this research suggest case studies are effective in increasing self-efficacy and knowledge, as preservice teachers were able to describe appropriate accommodations needed to support their future ELLs.

Due to the impact of COVID-19 in 2020, higher education institutions swiftly shifted to online education and canceled all university sponsored travel, including field experiences and study abroad programs. Faculty transitioned to virtual activities to provide students essential access to international engagement. Immersive learning experiences promote cognitive gains and enhance student motivation. Using immersive learning to create virtual international experiences, students receive meaningful educational opportunities that further develop their global mindfulness levels and skills necessary for international marketability. Because immersive virtual experiences can provide international engagement to a wider range of students, this literature review explores how institutions incorporated them into their in-person curricula.

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students' needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

Case studies are a staple in teacher education, especially in introductory courses when field experiences are less common. Even though case studies are used frequently, how to use case studies effectively has not been examined in this context. This quasi-experimental study was situated in an introductory educational psychology course for education majors covering major learning theories. Both collaborative and independent uses of case studies were compared to lecture alone across semesters with the same content knowledge measures. A total of 96 students examined three case studies and completed quizzes independently, 86 examined case studies in class in collaboration with classmates and the instructor, and 115 received lectures only. When these conditions were compared, the researchers discovered that case study activities did not always result in greater learning gains than lecture alone. Collaborative analysis of case studies resulted in significantly lower scores in summative assessments.

This article seeks to provide a case study of a doctoral program aspiring to create change through student progress and provide an overview of how they have structured program curricula to promote academic and professional growth and empower students to become global leaders. Further, this article is focused on providing a focus on the importance of learning technologies and how doctoral students develop the skill sets and expertise needed to employ technology into educational and organizational contexts to enhance academic outcomes, instructional approaches, and employee productivity. Particularly, information is provided on the importance of providing students access to cutting edge technologies that are transforming the landscape of educational and organizational learning.

As more students elect to complete their doctoral studies online, faculty need to identify and implement mentorship approaches that are conducive to student understanding of the dissertation process. Faculty to mentee relationships are a prominent aspect of student retention and success in doctoral programs. Due to advances in technology, dissertation chairs have access to tools that allow for real-time feedback and support. Therefore, this study examined student dissertation and faculty mentorship experiences. Participants expressed satisfaction in their doctoral studies and dissertation process. However, students shared challenges associated with balancing multiple commitments, feeling lower levels of writing self-confidence, and understanding the dissertation process and expectations. These findings provide additional support on the importance of developing and maintaining positive online doctoral experiences.

Four waves of Cuban immigrants have arrived to the United States from the early 1960s with the fourth wave still in progress. The changing reasons these immigrants fled Cuba have resulted in diverse characteristics for each wave of immigration. This qualitative study investigated Cuban American students' perceptions of their cultural background and Spanish proficiencies. The results of this study indicate that all participants possessed limited Spanish proficiencies and a strong desire to maintain their heritage. Implications are discussed in light of the current political climate in the United States.

The article seeks to explore and evaluate the current research regarding the use of technology in community school classrooms. The article will discuss current trends in digital learning as well as recommendations for the future integration of a technology curriculum in community schools. Additionally, the article will explore potential partnerships of community schools and major technology companies and the impact of these mutually beneficial relationships. Further, the article will evaluate the need for technology education for parents and guardians at community schools. The research will seek to explain and investigate the need to develop and encourage digital literacy for students and their caregivers and the impact that digital skills can have on families in the areas of education, health, occupational growth, and financial security.

Many Hispanics living in the United States have limited Spanish language abilities particularly in relation to literacy skills. This study investigated 25 Hispanic heritage language learners' (HLLs) perceptions of their Spanish language writing abilities. During interview sessions, participants described the aspects of writing that were the easiest and most difficult for them to acquire. Findings revealed that HLLs experienced difficulties with accent rules, correct spelling, and conjugations. Additional findings, limitations, and further research are discussed.

South African schools experience diverse access to educational technology. Further, South African educators have limited opportunities to attend educator professional development workshops focused on technology integration. These differences can have a tremendous impact on students' educational experiences and educators' levels of self-efficacy toward implementing technology in their school settings. To provide further support and training opportunities to educators in South African township schools, administrators are able to partner with nongovernmental organizations and institutions of higher education. This article provides an overview of South African educational contexts and how partnerships can be formed to provide educator support to integrate educational technology in township schools.

The structure and instruction of foreign language classrooms have changed to meet the needs of the growing number of Hispanic heritage language learners (HLLs) entering university settings. To understand the impact of these reforms, interviews were conducted with 11 HLLs about their experiences in Spanish classrooms designed for their unique learning needs. Although participants were divided in their beliefs of heritage coursework offered, all the students valued being within a community of shared life experiences.

Learning a new language and culture may be particularly difficult for families in the United States supported by migrant workers, who typically work long hours and live a mobile lifestyle. The purpose of this phenomenological study is to describe the interaction patterns (i.e. use of the Spanish and English languages) among native-Spanish-speaking children at a migrant daycare. Twenty-five children (aged two to nine) were observed during various activities across two periods. Interactional patterns were examined among children, employees and children, and parents and children. The essence of interactional patterns found included: (1) information, (2) collective language knowledge, and (3) learning. The children's use of the English or Spanish language stemmed from their interlocutor and conversational goals.

The authors explored the influence of family background and students' perceived socioeconomic status with minoritized students' acculturation and transition experiences during their first-year, first-time enrollment at a predominantly White institution in the southeastern United States. Narrative interviews and a priori codes from the Model of Hispanic Identity Development (MHID, Torres, 2003) were implemented to construct case studies of first-year Latina students. Although Latina students' positive and negative acculturation experiences aligned with the MHID, each participant had a unique profile and distinctly different transition experience. The authors discuss expansion of the MHID, engagement and retention implications of early extracurricular involvement, belongingness uncertainty, and student advisement for minoritized first-year students at predominantly White higher education institutions. [ABSTRACT FROM AUTHOR]