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This practice brief is written by two Black members of an IHE who instruct in a teacher preparation program. One author is an assistant professor in the department of education, and the other, is an adjunct faculty member and field supervisor for student teachers, longtime administrator, and adjunct faculty member at multiple IHEs. Additionally, both authors have contributed to the development of the CR-SE competencies adopted by their state department of education.

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children's ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States.

As coastal populations grow, so does the exposure to natural hazards such as hurricanes and flooding, creating the potential for increased social and economic disasters. The literature indicates coastal residents remain complacent when planning before, during, and after an event. There is a growing successful use of serious games in natural resources planning, and a growth in the use of digital and electronic games. We developed the serious digital game Plan for It! in response to identified needs and to capitalize on the public's familiarity with gamification and digital gaming.

Exploring the role of artificial intelligence (AI) in education is important as it challenges traditional teaching practices and shapes how educators may approach them in the future. In this article, we document the transformative integration of AI in special education teacher preparation, highlighting how we, as early adopter professors, attempted to navigate this journey, offering practical applications for AI use. Practical applications of generative AI tools include aligning course objectives, developing modules, and creating assignments and assessment measures. Additionally, we describe innovative uses for AI, such as incorporating chatbots in teacher preparation courses, navigating curriculum development, generating case studies, and aligning individualized education program (IEP) goals with curricular standards. We also explore how AI can be employed as a reflective coaching tool for teaching practice. Ethical considerations are emphasized, focusing on transparent communication about AI use and documenting the learning process to humanize assessment experiences and mitigate potential risks.

Artificial intelligence (AI) has transformative potential to support the education of students with moderate to severe intellectual disabilities (M/SID) and their teachers. Although research and evidence-based practices (EBPs) are integral to fostering positive student learning outcomes, educators face challenges in effectively implementing these strategies. In this article, we discuss how higher education faculty can prepare educators to harness the use of AI as a powerful tool to support the implementation of EBPs in the classroom, addressing teacher fluency and maintenance of application.

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink's Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their learning. Two main themes emerged from the student reflections; "Growth takes Practice" to use this framework effectively and the RTSS was perceived as a "Bridge from Classroom to Practice." These findings support the possible benefits of integrating this framework into occupational therapy curricula as a means to help students further develop critical thinking and clinical reasoning skills. Providing opportunities to scaffold learning may enhance the student learning experience and integration of the framework into future intervention planning and delivery.

This reflective essay offers several practical suggestions for scholars and professionals who are looking for ways to sustain abundant personal and professional lives in a discipline that encourages workaholic tendencies and requires many to engage in hybrid working arrangements. We discuss the tensions experienced by many communication teacher-scholars in academe and how various types of boundaries can aid in the maintenance of rest and work.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres. [Note: The page range (125-138) shown on the PDF is incorrect. The correct page range is 125-137.]

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

This research aimed to: 1) investigate the components and performance indicators for organizing experiential activities that foster life skills among early childhood students, particularly those taught by teachers under the Office of the Basic Education Commission of Thailand; 2) examine the current state, desired state, and the needs of supervision models for teachers to develop experiential competency that promotes life skills in early childhood students; and 3) enhance the supervision models for developing experiential competency, specifically focusing on promoting life skills among early childhood students taught by teachers under the Office of the Basic Education Commission of Thailand. The research is divided into 3 phrases. Phase 1: examine the components and indicators, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: investigate the needs of the supervision models. The sample group comprises 320 early childhood teachers, selected through multi-stage random sampling using a questionnaire with a 5-level Likert scale. Phase 3: developing the supervision models. Nine qualified experts selected through purposive sampling examined the appropriateness of the supervision models. The data were collected through questionnaires, interviews, assessments, and observations. Average, standard deviation and Priority Needs Index (PNImodified) were used to analyze the data. The findings of the study revealed the following: (1) The components and indicators of life skills serve as standards for teachers in organizing experiences that promote life skills for early childhood students. There are 5 components and 23 indicators, categorized as follows: 1) Decision-making with 5 indicators, 2) Problem-solving with 5 indicators, 3) Analytical thinking with 4 indicators, 4) Empathy with 4 indicators, and 5) Communication with 5 indicators. Overall, the proficiency level is rated as the highest. (2) The current state is rated as the highest, and the desired state is also at a high level. When assessing the needs of the supervision models, it is found that the component with the highest need is Component 3--Analytical Thinking. This is followed by Component 2--Problem-Solving, Component 4--Empathy, Component 1--Decision Making, and Component 5--Communication, with the lowest index of essential needs respectively. (3) The results of enhancing the supervision models for teachers to develop experiential competency that promotes life skills in early childhood students reveal that the supervision models encompasses five formats: 1) Preparation: Planning and development, 2) Strengthen Relationships and Increase Knowledge: Building relationships and expanding knowledge, 3) Knowledge into Practice: Applying knowledge into practice, 4) Reflection: Reflecting on outcomes for understanding, and 5) Evaluation: Quality measurement and assessment. These formats are deemed highly suitable, appropriate, and effective.

Programmatic advertising has come to dominate the landscape of digital media planning. To prepare ad majors for their future careers in the industry, it is essential to teach students programmatic buying and provide them with hands-on experience. In this article, the authors present their approach of integrating teaching programmatic buying into a media planning course. A key feature of their educational package is a custom digital media buying tool developed by the authors. They hope this article will benefit other college educators in this field and spark further discussions on best teaching practices of programmatic buying and digital media planning.

Creating a plan for crisis prevention, intervention, and postvention procedures allows schools to prepare for the traumatic consequences when a crisis inevitably occurs. The comprehensive crisis plan checklist--second edition (CCPC-2; McCleary & Aspiranti, 2020) is a 102-item tool created for evaluating individual school and district crisis plans. The current study examined existing crisis plans from school districts across the United States to determine the amount and type of CCPC-2 items that are present within school crisis plans. The number of CCPC-2 items represented on the 73 plans evaluated ranged from 0 to 67 with a mean of 22.29 items. The average number of plans that included a single item on the CCPC-2 was 16. There were no significant differences in the number of CCPC-2 items represented across different geographic locations, urbanicity (urban, suburban, rural), or district/school-level plan type. Discussion focuses on how crisis teams within the schools can use the CCPC-2 when creating, reviewing, or revising their district- or school-level crisis plan.

Although scholars have discussed in depth about the evaluation content and the construction of evaluation index system of emergency management and crisis management, a unified and standardized interpretation of system construction concepts and empirical research on the performance evaluation of urban emergency management is still lacking. In view of this, this paper is based on the theory of the crisis life cycle, with the four phases of urban emergency management and the content of the task as a clue, constructed a performance evaluation index system containing 12 primary indicators and 44 secondary indicators, and centered on the emergency management work situation of S city. The study reveals that emergency management underperforms in S city, with a score of 5.948, qualifying as the "defined level". The "prevention and preparedness stage" receives poor evaluation, indicating a significant bias for crisis response instead of prevention. The report suggests the improvement of emergency material stockpile planning, the formation of grassroots emergency response teams, the emergency management publicity, and special emergency drill plans, etc., with a view to providing reference for city managers to comprehensively review and evaluate the emergency management system, and to promote the construction of a more systematic, complete and scientific urban emergency management system.

Students who require intensive individualized intervention often demonstrate needs in both academic and behavioral domains. However, practices around assessment and development of interventions are often siloed and separate, which can be a barrier to implementing intensive individualized support in an integrated manner to maximize efficiency. In this article, we provide a blueprint for educators to work collaboratively to complete an integrated assessment that can lead to developing a truly integrated individualized intervention. We also share a vignette demonstrating how team members might create a team to complete an integrated assessment and create a corresponding intervention plan.

This research aims to reveal the subjective well-being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well-being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub-dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well-being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well-being level was examined according to the sub-dimensions of school engagement and teaching efficacy. While the subjective well-being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching efficacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning.

This multi-case study investigated self-regulation of preservice science teachers' (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science, representing low, intermediate, and high self-regulated learning (SRL). Data were collected from classroom materials, semi-structured interviews on planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews on enacting questions. The findings revealed that while each case exhibited unique characteristics, all PSTs demonstrated improvements in their SRL practices and questioning. The analysis highlighted PSTs' SRL practices in planning and enacting classroom questions, suggesting ways to enhance PSTs' questioning skills through the integration of SRL into teacher preparation. Furthermore, the findings underscored the importance of university supervisors and cooperating teachers tailoring their coaching to PSTs based on their initial SRL skills and utilizing well-defined models of SRL development for guidance.

Although services are critical for many transition-aged youth, it is unclear the extent to which autistic youth participate in decisions about their services. By exploring the perceptions of autistic youth about their role in services, interventions can be developed to improve their participation. In this study, we interviewed 43 transition-aged youth with autism to explore their involvement in decisions about services. Most youth reported not being involved in decision making about the types and modalities of disability services. When youth were involved in decisions, the services were often related to education. Although youth reported that their parents typically spearheaded decisions about services, youth also reported that their parents often listened to their input. Implications for research, policy, and practice are discussed.

Informed by disability critical race theory (DisCrit), this phenomenological study explored the perspectives of Black parents of young adults with high-incidence disabilities regarding their experiences with their children's postsecondary planning processes. Fourteen Black parents participated in semistructured interviews and shared recommendations for educator practices. Five overarching themes emerged from the phenomenological data analysis. Namely, Black parents (a) experienced invisibility by a lack of inclusive postsecondary planning, (b) felt marginalized due to collusive forces of ableism and racism, (c) persevered through postsecondary planning processes and beyond, (d) navigated inequities through social supports and other supports, and (e) enacted ongoing resistance and advocacy. Findings illuminate how Black parents experienced their child's postsecondary planning, and we provide recommendations for educators to advance the postsecondary planning needs of multiple marginalized students and their parents.

Data-based decision making (DBDM) is a process of using student data to inform instructional decisions and intensify intervention for students whose data indicate inadequate academic and behavioral progress. Data teams, an important structure for DBDM, are a collaborative group of school faculty who meet to systematically analyze student data, make decisions regarding instruction, and support teacher capacity for decision-making. In this article, the authors provide a protocol that educators may use to design and implement data teams in their schools. First, they establish requirements needed prior to the first data team meeting. Then, they describe how to plan and implement initial meetings for each student. Finally, they present a structure for ongoing meetings. Materials to support data team meetings, including an overview of the data team process and a checklist for each stage of the process are also provided. Those more familiar with DBDM will be able to use these figures as stand-alone materials to facilitate data team meetings. However, for teachers just getting started with data teams in their schools, the article also references resources that provide additional information about components of the DBDM process. Finally, the authors illustrate the steps for a data team using a hypothetical vignette. Although data teams can be used for both academic and behavior data, the vignette is focused on school personnel enacting an academic-focused data team.

Positive transition to adulthood of youth with disabilities is influenced by the type of support they receive. This study aims to analyse current transition to adulthood practices in the province of Quebec to map them to recommended practices and present an overview of the situation and needs. A multiple case study methodology included focus groups in six schools with 65 participants as well as internet searches and interviews with experts. A thematic analysis within and across cases was used. Results underscore the best practices in place concerning student-focused planning, student development, interagency collaboration and family engagement. They also highlight youths' and parents' opinions about strategies to better support transition. While inspiring practices are present, further efforts with regards to programme structures are required to ensure adequate support for transition to adulthood.

Background/Context: There is a misalignment in contemporary society between the assumption that all high school graduates can and should attend college and the lack of funding and support to make that happen. This is especially apparent at community colleges that enroll disproportionally low-income students, who deal with a variety of obstacles including a lack of family support, academic issues, and financial struggles. Purpose/Objective/Research Question/Focus of Study: The aim of this project is to better understand the life circumstances that contribute to students dropping out of community college before completing a degree. Research Design: I surveyed community college students on precollege planning, in-college experiences, and reasons for leaving before earning a degree. I assessed the associations of these circumstances with dropping out, using Pearson Chi-square tests, and applied logistic regressions. Conclusion/Recommendations: Students who dropped out of college were less likely to discuss their college plans with their parents; they struggled academically and financially and found themselves isolated and without assistance more often than those who stayed.

The present study explores the individual and university supports of U.S. international students during their job searches. Twenty-eight international students (93% Asian, 7% African; 57% female) from a U.S. Midwest public university participated in one-on-one semi-structured interviews in Spring 2021 regarding their U.S. job search experiences. All 28 participants (64% graduate students) were within one year of their graduation date. A transcendental phenomenological approach was employed to conduct a thematic analysis. Lower-order themes that significantly contributed to international students' successful job searches in the US were organized into individual and institutional-level supports and collated into six key themes: (a) early planning for post-graduation; (b) networking; (c) in-demand majors and degree levels; (d) university-industry connections; (e) personalized department support; and (f) campus career services. Based on these findings, several implications for career development research, theory, and practice are discussed.

The first Early Intervention Conference was in Georgia in August of 2023. The first day of the conference was a tremendous success. Attendees called their friends and colleagues encouraging them to attend the following day. There was evidence of enthusiasm and enjoyment throughout the venue from snippets of networking conversations to selfies being taken. The planning team was delighted when they were informed on day 2 of the conference that the Georgia Department of Public Health was so pleased that the 2024 conference was already approved. This article details the planning of the 2024 conference.

This study aims to examine the distance learning practices carried out at the primary education level during the COVID-19 pandemic from students' and their parents' perspectives. The study was conducted with 76 primary school students at different grade levels, including their parents (76), in the state schools of Giresun city in the spring semester of the 2019-2020 academic year. The study was based on the case study method, one of the qualitative research designs. An information collection form with open-ended questions was used as a data collection tool. The data obtained from the information collection form were analyzed by the content analysis method. The findings have revealed that the distance learning system has a flexible structure and is accessible from any place, but there are difficulties accessing the system due to connection problems. These systems facilitate the teaching process, affecting learning positively. The findings also showed that distance learning systems are not favored by students who long for friends and teachers during the learning process performed on these systems. Unlike face-to-face training, disciplinary and supervision problems in distance learning are also noteworthy. The authors finally suggest that the distance learning and management process should be performed in a restrained manner to ensure the process to be run effectively and efficiently.

In this study, it has been tried to develop a different perspective in the literature by determining the reflection of couple burnout of mothers, which is examined as a problem between couples or a personal problem, on the social development of children. The study was designed in the relational survey model, one of the general survey models. In the study, the Social Skills Assessment Scale was used to measure the social skills of children, and the Couple Burnout Scale Short Form was used to measure the mother's burnout level. According to the findings, a significant negative relationship was found between the Social Skills Scale's sub-dimensions of Initiating and Maintaining Relationships, Aggressive Behaviors and Coping Skills with Impulses, Planning, Group Communication and Conducting a Job Skills, and Social Skills Scale Total Score and Couple Burnout. It has been observed that couple burnout of mothers negatively and significantly predicts children's social skills and sub-dimensions of social skills, such as initiating and maintaining relationships, coping with aggressive behaviors and impulses, planning, communication with the group and running a business. It was concluded that the couple burnout of the mothers negatively predicted the social skills of the children.

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.

Proposal writing is an essential requirement for making progress in academics. Learning this skill necessitates support from a mentor to cultivate effective habits. It entails effective strategies from graduate students, such as literature reading and using online tools. Additionally, they must develop an understanding of resource accountability, system thinking, and considering deadlines as a driving force. Good practices for effective proposal writing also involve planning to summarize the work done in the field. Moreover, it requires ideal mentor support by providing timely assistance, helping students overcome impostor syndrome, sharing successful proposals, and creating a cooperative environment.

Background: Toothbrushing, limiting intake frequency, and scheduled visits to an oral healthcare professional (OHP) are key for good oral health. We aimed to explore factors influencing these oral health behaviours in Dutch adolescents with mild to borderline intellectual disabilities (MBID) in residential care. Method: Using a qualitative, descriptive approach, we conducted focus groups and interviews with 12 adolescents, 9 counsellors, and 6 OHPs. Thematic analysis mapped factors influencing adolescents' knowledge, attitude, planning, and execution of oral health behaviours to oral care stakeholders. Results: Of nine identified influencing factors, three were pivotal: Structure (influencing toothbrushing and intake frequency), Anxiety (impeding dental visits), and Support (provided by counsellors). Conclusions: Counsellors should provide structured daily guidance on oral hygiene and diet for adolescents with MBID, while respecting the adolescents' autonomy. As intermediaries between adolescents and OHPs, counsellors are key in reducing dental anxiety. Counsellors need clear oral health policies within care facilities to address competing priorities.