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Bronze drums, esteemed artifacts saturated in cultural significance, have been integral to the heritage of ethnic communities in Southwest China for centuries. This study aims to investigate the educational and literacy perspectives regarding bronze drums in contemporary learning resources within the region. Conducting fieldwork in Guangxi, Guizhou, and Yunnan -- renowned for their rich bronze drum culture we engaged six key informants selected for their cultural proficiency and educational involvement. Interviews and documentaries were used to gather first-hand information about the cultural significance of bronze drums, how they were categorized by gender, and how they changed from being passed down orally to being written down formally. Findings highlight bronze drums as invaluable resources for contemporary education, emphasizing their role in cultural preservation and literacy development. This research encourages the utilization of cultural traditions as effective tools for education and heritage preservation, ensuring the continued relevance of Southwest China's unique heritage in a rapidly evolving world.

Community-university partnerships are a critical vehicle for promoting sustainability, and the partnerships themselves can be sustained by ensuring that participants achieve mutual benefits in terms of their respective goals and missions. Although the literature emphasizes mutuality and reciprocity, fewer studies investigate community partners' motivations for participating in community-university partnerships in their own terms. Drawing on semistructured interviews and Q methodology, we identify four distinct perspectives among our community partners, each prioritizing a different set of goals and working from different interpretations of community-university partnerships. One perspective stresses solving practical problems, another focuses on building organizational capacity, a third advocates for recognition of their community's lived experience, and a fourth aims to articulate visions of a sustainable future. These four perspectives suggest a spectrum where some partners prefer a more transactional partnership whereas others work toward a fundamental transformation of how society conceptualizes knowledge and expertise.

The twenty-eight item Sense of Online Community Scale was completed by 293 online students at a midsized southeastern United States university to ascertain community importance and activities associated with its formation and maintenance on the program and institutional level. A large majority of these students believed that a sense of community was important and that a sense of belonging, affiliation, and trust were valuable for community formation. Participants also believed that program and institutional activities, both academic and social, played key roles in community formation. However, academic activities (e.g., advising, program milestones, writing centers, library support) were rated as more influential than social activities (e.g., get-togethers, online games, institution sporting events). When demographic characteristics were considered, non-White participants rated their sense of affiliation with their program/institution higher than White participants. Participants who lived within a one-hour commute to campus (51% of our sample) rated institutional social activities higher than those who lived farther out. Doctoral students rated program activities as more conducive to community formation than masters, and graduate certificate students and undergraduate students rated affiliation to their program/institution higher than master's and graduate certificate students.

The objectives of this research were 1) to study creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 2) to design guidelines for creative economy learning management to promote sustainable citizenship. for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 3) to study the results of using creative economy learning management approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand. The research was action research. Samples in this research included 1) a group of 15 people who provided information on creative economy learning with the selection based on purposive sampling, 2) a group of 7 people who evaluate learning innovations with selection based on purposive sampling and 3) learning innovation trial group including 299 secondary school students with selection based on simple random sampling, coming up with a total of 321 students. The research tools included 1) a semi-unstructured interview form, 2) a form to evaluate the effectiveness of learning management approaches, and 3) a sustainable citizenship assessment form. The research results revealed that: (1) The study on creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand revealed that creative economy learning management is an integration of creative economy concepts and a basis for learning for students to focus on skills, knowledge and understanding of the economic system with a production system of products and services that rely on the existing experiences and knowledge base. This can be done by making use of cultural resources, including economy, traditions, ways of life, and ways of living, combined with knowledge. creativity and technology level to lead to the appropriate upgrading of one's own economic system. The creative economy learning management to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand will require promotion to bring about learning competency in 4 areas, consisting of 1) Competency regarding Community Engaged Learning 2) Economic Literacy Competency 3) Competency regarding Environmental Awareness and Green Citizenship and 4) Competency regarding Creative Economy Innovation Development; (2) Designing creative economy learning guidelines to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, it was found that the researcher had designed a learning plan that integrated creative economy learning methods. It is designed as a lesson plan for the creative economy by using the area-based learning cycle teaching strategy (AAAR Teaching Approach) of Mangkhang (2023) together with creative community economics learning activities for 12 class periods, with evaluation results for the overall quality at the most appropriate level; and (3) The study on the results of using creative economics learning management approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand revealed that the level of students' sustainable citizenship in an overall picture was at the highest level.

High school graduation and successful entry into post-secondary education or the workforce has been a priority for educational policymakers, career development scholars, and educators for decades. Consensual qualitative research methods were used to analyze 11 education professionals working in high schools with high free and reduced lunch rates and were graduating students at a rate above the national average. Analysis of the data identified three domains: (a) School Climate (b) Community Impact and Involvement and, (c) Societal, Systemic, and Logistical Factors as being supportive of college and career readiness. Within domains were seven categories further describing specific factors perceived to be related to student post-secondary success. Limitations, future research directions, and implications for career development theory, practice, and practice will be discussed.

This scoping review fills the gap on key characteristics of interventions and trainings for direct support workforce (DSW) of adults across disabilities and aging adults. We included quantitative and qualitative studies examining the impact of interventions in home and community-based settings in the United States or internationally and published in English since 1990. We initially identified 2,551 titles and completed final data extraction on 65 articles. Most of the studies were quantitative. The interventions reviewed were diverse, including Active support, Positive Behavior Support, and DSW stress reduction. We concluded that there is a need to conduct high-quality research focused on DSW well-being and their feeling of being valued to inform the field on how to best select and retain them.

Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school-level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole-school level.

Language learning programs had been affected by declining school budgets and state support well before COVID-19, but the pandemic exacerbated the already declining learning outcomes of students. Duolingo, a free language-learning app, provides a platform for users to learn language skills using activities and exercises for over 38 languages. Duolingo users are not limited to language-related topics and can often venture into topics that explore these socio-emotional spaces. This study examined how Duolingo discussion board users have been affected by factors related to the COVID-19 pandemic. This study used a netnography methodology within a qualitative study design to examine how the COVID-19 pandemic might be associated with perceptions about foreign language learning on Duolingo. The sample size of the current study was 20 discussion boards out of a total of 3,464 across a sample of 38 language courses available on the Duolingo platform. Examining Duolingo's asynchronous discussion boards, findings presented three themes among users, including community, generosity, and gratitude, as well as information-seeking about COVID-19-related vocabulary and phrases. The pandemic has affected language learners' emotional conditions, which motivates further research to examine ways in which learners can share their experiences, vent about their difficulties, and build community connections in a safe, virtual setting.

Evaluating other people's moral character is a crucial social cognitive task. However, the cognitive processes by which people seek out, prioritize, and integrate multiple pieces of character-relevant information have not been studied empirically. The first aim of this research was to examine which character traits are considered most important when forming an impression of a person's overall moral character. The second aim was to understand how differing levels of trait expression affect overall character judgments. Four preregistered studies and one supplemental study (total N = 720), using five different measures of importance and sampling undergraduates, online workers, and community members, found that our participants placed the most importance on the traits "honest, helpful, compassionate, loyal," and "responsible." Also, when integrating the information that they have learned, our participants seemed to engage in a simple averaging process in which all available, relevant information is combined in a linear fashion to form an overall evaluation of moral character. This research provides new insights into the cognitive processes by which evaluations of moral character are formed.

This paper explores the thesis of de-globalisation in relation to international education. Through interrogating accounts of international school leadership during the COVID-19 crisis, the tension between international expectations and localised realities is charted, with four central tenets of internationalism undermined by the pandemic experience. It is argued that the COVID-19 crisis, ostensibly a single global event, resulted in the fractalisation of international education; the conceptualisation of unified internationalism was undermined by the inherently localised material effects of the pandemic. In place of an internationalism that is unified, transcendent, inclusive and connected, international school leaders' accounts of leading through the pandemic focused on their sense that their schools were fractured, rooted, privileged and isolated. It is suggested that this international crisis demonstrates the precarious nature of the respatialising of the global that is intrinsic to international schooling.

Background: Since the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K-12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity. Purpose: This study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K-12 education. Design/Method: This mixed-methods study employed a three-round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together. Results: The analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data. Conclusions: The outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K-12 education settings.

Background: A perceived fit between personal values and what a career offers is critical for college students pursuing and persisting in that career. Purpose/Hypothesis(es): We, therefore, investigated the career values of engineering undergraduates through language in two different studies. Study 1 (N = 35) examined students' written postgraduation plans for agentic and communal career value themes. Drawing on Study 1 themes, Study 2 (N = 918) examined the association of achievement-related and interpersonal word categories in written narratives to surveyed career values. Design/Method: In Study 1, inductive and deductive approaches were used to identify agentic and communal career values. In Study 2, regressions were conducted using achievement-related and interpersonal words as outcomes. Results: Study 1 found agentic and communal value themes. Agentic value themes included career, personal development, and financial gains. Communal value themes included helping others and being family-oriented. Results from Study 2 showed that students' language use in the discussion of their careers was associated with surveyed career values. Conclusion: Although engineering students hold more agentic than communal values, they hold both career values, which may have implications for supporting students from diverse backgrounds.

Blended learning (BL) has been increasingly implemented in higher education. However, limited research is available to understand the role of metacognitive awareness, reflective thinking, problem solving and community of inquiry as related to students' academic self-efficacy in BL. The purpose of this research is to examine the effect of metacognitive awareness, reflective thinking, problem solving and community of inquiry on students' academic self-efficacy in BL. This correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments. The research found a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking and problem solving skills. There was also a moderate positive relationship between students' academic self-efficacy and community of inquiry. In addition, the predictive models revealed that metacognitive awareness, reflective thinking, problem solving skills and community of inquiry were the predictors of academic self-efficacy as well as its subdimensions, such as learners' engagement, social status and cognitive applications. The article then discusses the practical and research implications of the study and suggests future research directions.

Student pre-departure preparation has been identified as essential if study abroad programs involving work-integrated learning are to deliver the numerous benefits they intend, while mitigating the many risks they involve. However, little is known about what preparation is provided to the academic and professional staff who implement these programs, and the community members who host the students. Interviews with 16 academic and professional staff involved in preparing students, staff, and host communities for Australian study abroad programs reveal inconsistencies in the preparation provided to students, and very limited preparation to staff and host communities. The limited preparation that is offered, is designed and developed in an organic (not structured) and inconsistent manner. Our findings suggest that institutions should consider implementing a more structured, consistent and institutionally driven approach to preparation for students, staff, and host communities to reduce the substantial risks associated with these programs while maximizing the benefits.

This qualitative study aims to improve accessibility and equity in digital spaces by identifying the prevalent mismatch between online course design, student culture, and its connection to instructional design for teacher preparation programs. Utilizing feminist theory, we explore the intersection between community, identity, and learning within relational-focused small group online discussions for students enrolled in two online teacher preparation courses. Data for this study includes observations of teacher candidates, artifacts of their meetings, and reflective responses. The results indicate that relational-focused small group online discussions provide opportunities to expand accessibility and equity through community and deep learning while impacting future teachers' identities.

Career studies literature suggests that careers become more boundaryless and more global. Students, the agents of the choice of career, are not a homogeneous cohort anymore. We add to the discussion the students' typology proposition for the career choice to further develop the graduate employability discourse. We make the first attempt to develop a student global vs local career taxonomy to contribute into understanding of graduate employability and career decision making. Our contribution offers a two-dimensional taxonomy, with one dimension being a type of student and another dimension being a career destination. The conceptual taxonomy is empirically tested with data from more than 400 business and economics students. We show that a global career choice would prevail above a local career choice for each of the student types. Our findings contribute into deeper understanding of career decision making and broadens our comprehension of the variety of global vs local careers for graduate employability. The study develops the future research agenda for career development researchers and multinational corporations' (MNC) practitioners and practical agenda for teaching and learning in universities.

The current study aims to investigate the effects of a strategic plan developed by the involvement of the family, community, and Buddhist institutions in Thai vulnerable youth knowledge, attitudes, and behavioral changes. The sample included 302 vulnerable adolescents from Khon Kaen, Thailand. The utilization of systematic sampling was observed based on income, marital status, and neighborhood. 10 governmental employees also took part in an interview designed to investigate the participants' changes in behaviors of drug abuse. The instruments include a strategic plan for the drug prevention of vulnerable children, a test of drug prevention knowledge, a satisfaction survey, and a semi-structured interview. The data were obtained by a pre-post-test on the samples' knowledge of drug prevention, an attitude survey, and an authorities' interview. Frequency, percentage, mean score, SD, and t-test were used to examine the data. The content analysis assessed qualitative data. The findings reveal how a strategic plan designed by institutions concerned with human development led to the development of knowledge, attitudes, and positive behavioral changes among at-risk teenagers.

This qualitative study examines the experiences of twelve nonheritage learners of Korean in a Korean as a Foreign Language (KFL) setting at a US university. The findings show (a) how learners understand the construct of race inside and outside of Korean language learning spaces; (b) how learners' real and imagined communities influence their identities and language learning; and (c) how learning Korean influences learners' racial identities and how these racial identities play a role in Korean language learning. This study attempts to address and start a dialogue regarding race and racial identities in the Korean language classrooms.

One essential part of teaching multilingual learners is leveraging their funds of knowledge, or students' dynamic knowledge and practices developed in their households and communities. However, it can be challenging to identify funds of knowledge, especially in a virtual environment. This case study examines a virtual internship experience where preservice teachers (PSTs) completed a Community Exploration project designed to enhance their knowledge of students' lives outside of school. PSTs identified important locations in the surrounding community, (virtually) visited these locations, and explored how to integrate possible funds of knowledge from these sites into their curriculum. Upon analyzing the Community Exploration projects, recordings of PSTs presenting their projects, and interviews with PSTs, we found that PSTs purposefully planned opportunities to discover students' viewpoints, which allowed them to identify concrete examples of funds of knowledge and make connections to curriculum. We also discuss various challenges and implications for teacher education.

The dual capacity-building framework created by Mapp and her colleagues (i.e., Mapp & Bergman, 2019; Mapp & Kuttner, 2013) lays a foundation for an extended partnership beyond families and schools. In this article, we explore how to extend the value of the dual capacity-building framework to a larger partnership that includes communities and universities. Our analyses are centered on the four essential components of the capacity-building framework--challenges, opportunity conditions, policies and program goals, and capacity outcomes--in the context of quadruple partnerships. Adding examples of successful university--community partnerships to the existing dual capacity-building framework will better support families' and schools' efforts to promote students' academic success. Because the capacity-building framework is grounded in rigorous research and thoughtful analyses, higher education outreach and engagement programs can adopt it to foster more effective partnerships with families, schools, and communities, and positively transform K-12 education.

Community colleges are increasingly adopting and relying on student engagement activities to build a sense of belonging and improve graduation rates. One such measure undertaken at many colleges is the use of traditional student affairs programs, including student government associations. These student governments not only build a sense of community among students, but add to student learning and the overall operation and sense of inclusiveness on campus. Using a sample of 150 community colleges, senior student affairs professionals were surveyed about their student governments and their agendas. With a near 60% response rate, survey data revealed that community college student governments typically had an advisor with multiple responsibilities that leaders regularly met with college presidents, and were funded by student fees or a direct allocation from the college. The data also included information on the range of student government offices and how agendas were aligned across campus constituencies. Cross tabs were also used to explore sources of funding support and constituent agenda alignment, noting that direct institutional allocations resulted in the highest level of agenda alignment. Respondents also noted several key agenda items that their student government addressed, including student mental health, building community on campus, and additional academic support.

Through conceptual framing of "a vibe" and abolitionist teaching, our study explored the self-determining work of Black and other People of the Global Majority (PGM) who have curated "by us, for us" (BUFU) community spaces of belonging, healing, and liberation. We asked where PGM community members were finding refuge and what healing and abolition-centered work looked like in BUFU spaces during a spring and summer of viral and violent attacks and disproportionate deaths of Black folks and other PGM. Through engagement with two Black-led organizations, a community survey, and interviews, we identified three interrelated themes that characterized these community spaces. First, the spaces had soulful vibes cultivated through food, music, artwork, and the PGM folks who frequented them. Second, they offered healing vibes that allowed participants to exhale and find refuge from white supremacy and surveillance. Lastly, they were spaces that embodied abolitionist vibes evident in knowledge sharing, freedom dreaming, and calls for collective action.

Climate change is contributing to the increasing frequency and intensity of extreme weather events globally. Numerous Australian communities have been affected by severe bushfires, floods, and droughts over the past decades. In response to natural disasters, art therapists should focus on trauma healing, community resilience, while maintaining adaptability and sensitivity throughout the disaster planning and recovery phases. This viewpoint proposes a phased framework (contain, recover, empower) grounded in trauma recovery models and art therapy disaster-based research. Associated implementation considerations are presented to supplement the framework and support art therapists. The proposed theoretical framework aims to promote wellbeing among survivors, foster community-level resilience, and drive climate actions; while providing a foundation for future program design, pilot implementation, program evaluation, and refinement.

This paper presents a research experience in secondary schools that develop educational projects of a participatory and transformative nature. This contribution arises from the new educational needs emanating from augmented society and multiple literacies that transform communication and the circulation of knowledge, challenging conventional educational methods. An ethnography was carried out in two secondary schools, one in a rural environment and the other in a metropolitan area. The results are organised around the notion of community; the management processes and shared leadership; and the transformative pedagogical processes that are being developed. We conclude that the Spanish secondary school context is still based on practices centred on content and masterly methodologies; this leads us to understand that the mentioned schools, as disruptive experiences, promote a change towards a curriculum centred on the participation and interests of the students; horizontal and cooperative management practices; a strong sense of community; among others.

This paper explores the fundamental tenets of Plato's philosophy of education, particularly his views on a practice of great educational potential: communal musical participation. According to Plato, music can attune the individual and the community to cosmic harmony and this, in turn, is the only way to form and maintain a community. The paper explores how the concepts of "ethos" and "nomos" are utilized to explain music's role in community cohesion. It argues that Plato's understanding of the power of immediate and pre-reflective participation in music can provide valuable insight for contemporary philosophy of music education. The concept of "nomos," in particular, allows music educators to take this frame of thought to better understand the role of music in creating communities.

This study explores the quantitative measurement of Community Cultural Wealth (CCW), an asset-based approach to understanding the experiences of students from systemically marginalized racial/ethnic groups. Grounded in critical race theory, CCW focuses on forms of capital utilized by marginalized populations that are often unrecognized/undervalued by traditional social science research. Most previous studies on CCW have relied on qualitative methods; we argue that quantitative critical race theory, or 'QuantCrit', can complement those studies by statistically specifying assets possessed by students from marginalized populations as a step toward reimagining institutions that elevate their importance. This paper aims to develop a CCW scale to quantitatively explore the concept, while acknowledging the overlaps among and the dynamic nature of the forms of capital emphasized in conceptualization. Findings from exploratory factor analysis are largely consistent with the original CCW framework but suggest some important ways in which the framework can be further developed.

Deaf-sighted, deaf-blind, and hearing-sighted people have been interacting within a small community in the Bay Islands of Honduras for over a century (Ali 2023; Ali and Braithwaite 2020). In this article, we sketch the history of the community and the ways in which signers make use of their own and their interlocutor's bodies to co-construct meaning. Based on a short conversation between two deaf-blind signers, we identify mechanisms used to regulate turn-taking, including some which are familiar from other visual and tactile sign languages, and some which are rather novel in the literature. We show that signers make use of visual and tactile-proprioceptive channels, bearing in mind, but not entirely determined by, the sensorial orientations of their interlocutors. We conclude that this way of languaging is not a visual sign language and not yet fully adapted to the tactile modality, nor is it undeveloped or disordered in any other sense. Rather, we believe that this case demonstrates the ways in which human languaging makes use of multiple modalities and adapts to the needs of each interactional context. While linguists have sometimes been inclined to classify languages into neat modality boxes (auditory-vocal, visual-gestural, tactile-gestural), this analysis supports Henner and Robinson's (2023) calls for what they term a "crip linguistics," which embraces disabled ways of languaging, rejects ideas of disordered language, and recognizes languaging as multimodal.

The Gloucestershire Gateway Trust (GGT) is a social enterprise initiative in Southwest England focused on Asset-Based Community Development (ABCD). This article describes a six-year action research collaboration that has sought to support the GGT and its local non-profit organizational partners using a variety of action research methods, including community surveys, Group Level Assessment, Future Creating Workshops, and arts-based methods. The development of a community resident research team (CCRT) model has been a core aspect of this partnership that honours local knowledge and experience while providing training and employment opportunities to local residents. This initiative and the action research partnership described here offer an innovative approach for using AR to support effective community development that could be replicated in a variety of other contexts.

Interest in media literacy education is increasing across the United States and around the world but little is still known about the prevalence of various instructional practices used to implement it in elementary and secondary schools. Surveys and semi-structured interviews with a statewide quota sample of education stakeholders included school leaders, educators, librarians, elected public officials, parents, and members of the community in all 24 school districts in Rhode Island. Results show that only a few instructional practices are implemented with most or nearly all students in the state. However, the implementation of various media literacy instructional practices varied considerably from one community to another but these differences were not due to the size of the community, its geographic location, or its socioeconomic status. Nearly half the variance in instructional practices can be accounted for by obstacles including technology limitations, school policies, academic priorities, perceptions of students, and educator response.

Background: Women are underrepresented in the field of engineering within academic and professional settings. Based upon premises outlined by social role theory and goal congruity theory, a key factor that contributes to this underrepresentation is a gendered societal belief that there is a disconnect between engineering (seen as more agentic, or self-oriented) and women's values and abilities (which are believed to be more communal, or other-oriented). While there is evidence that this perceived disconnect influences women's pursuit of engineering, the extent to which an intervention could realistically counter these perceptions at key points along the engineering pathway has not been explored. Across two studies, we examine the impact of a communal-based intervention (in which we frame engineering majors and careers in more, though not exclusively, communally oriented ways) on women's engineering-related attitudes and behavioral intentions at two points along the academic-employment pathway: women's major selection and women's job selection. Results: Study 1 found that women with undeclared majors had more positive attitudes (confidence and interest) towards engineering majors when engineering major descriptions were framed as more communal versus more agentic. However, there was no impact on their behavioral intentions to pursue the major. Study 2 found that women with engineering majors were more confident in their ability to be successful in a job role and were more likely to apply when the job role was framed as more communal as compared to more agentic. However, they did not indicate greater interest in the job role. Conclusions: Testing this intervention on relevant populations advances the literature by providing greater evidence for the potential of such an intervention to meaningfully address women's underrepresentation at multiple points along the engineering pathway. Furthermore, this study provides evidence that a messaging-based intervention is impactful with a realistic representation of engineering as both an agentic and communally oriented field, which ensures that the retention of those attracted to the field is not negatively impacted by idealistic messaging. While addressing women's pursuit of engineering is important, work must continue to seek ways to always improve women's experience in engineering contexts as well.

All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning

The majority of the world's children live in low- and middle-income countries, yet the majority of early childhood cognitive research is done with a small proportion of high-income countries. These findings cannot be assumed to apply across all contexts. It is therefore necessary to confront entrenched systems of power and privilege in early childhood cognitive development research as they relate to researchers and vulnerable communities. South Africa (SA) is a previously colonized, Majority World country with a history of white supremacy and racial segregation. Although early cognitive development is a growing field of research in SA, power and privilege in this field of research are yet to be properly considered. Within SA's unique context, we highlight the valuable role of partnerships in shifting power asymmetries; in our case, between early cognitive development researchers and a community-based organization with a 50-year history of working in vulnerable communities to promote young children's development. Our work together thus far has largely focused on executive function and numeracy skills (inspired by Minority World country research) in vulnerable SA children. We reflect on the authors' positionality, the intersectionality of privilege where relevant, and discuss three themes: the assessment of young children's development in vulnerable SA settings; formation of a more equitable partnership with individuals and communities whose voices are not often heard in this research; and translation and dissemination of research findings. We include recommendations for researchers to help with decolonizing early cognitive development research in order to add value to research from diverse settings.

Latinxs, especially Latino males, have lower college completion rates, but studies find that community cultural wealth is prominent in the narratives of those who succeed in higher education. By focusing on current students or recent graduates, the literature has not examined how a college completion experience aided by community cultural wealth impacts Latinxs who have an opportunity to influence education policy. Consequently, this study investigates the role of community cultural wealth in the college completion experience of three Latino U.S. Congressmen: Tony Cárdenas, Henry Cuellar, and Raúl Grijalva. Findings suggest that community cultural wealth had a substantial impact on these Congressmen completing college. These results provide higher education greater insight into how policies and advocacy strategies grounded in community cultural wealth can be successful and improve the higher educational pathways and graduation rates of Latinxs.

Despite adolescent girls' superior school achievement and high career aspirations, fewer women than men achieve career eminence. Understanding early influences on the development of gifted girls' career-related values and aspirations may help to explain this discrepancy in career outcomes. This article reports findings from a qualitative, cross-sectional study of influences on career development for 18 girls in eighth, 10th, and 12th grades in selective entry high school programs in three Australian schools. Data from two rounds of interviews were analyzed thematically in relation to the career development theories of Gottfredson and Savickas. Findings highlighted the interrelated influence on career values, goals, and choices of (a) perceived personal traits, strengths, and interests, and (b) relationships and experiences grounded in home, school, and community contexts. Key findings are discussed for research and educational practice related to supporting career development in gifted girls.

Researching with the Bharia in Central India was a rare opportunity as it is perhaps the only tribal community in the region who are not dispossessed from their habitat in Madhya Pradesh, the Indian province with the largest number of tribal people. Dominant debates rarely take cognisance of the perceptions of the tribal communities. The article tries to map the Bharia voices, their worldview and knowledge that counter the processes of hegemony thrust upon them by the state, the market and non-state players.

The Christian practice of a shared meal, including shared hospitality, sacred meal, testimony and prayer, stimulates students' engagement to act on issues of justice in relation to classmates and the wider community. Integration between the teacher's personal faith and the pedagogical approach by redesigning teaching practices re-imagines the class beyond rejigging techniques. Seriously considering each student as a creative human being made in the image of God and embodied participation in communal activities that reshapes pedagogy is instructive as we move into a post-Covid era revealing a need for deeper relational approaches to education.

This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and practices. Case findings point to the teacher's approach and commitment were rooted in praxis and revealed how the embodiment of their critical consciousness worked to rewrite contexts where anti-immigrant practices took place. Additionally, case findings provide a framework for examining activist literacies as transformative acts in the reimagining and rewriting of unjust spaces.