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In this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the "practice-ing" of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory.

While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy.

This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013-2014 and 2014-2015 (N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student's ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs--nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally responsive-sustaining SEL practices. Using the tenets of dis/ability critical race theory (DisCrit), we first problematize the current approaches to SEL curricula and address how they contribute to the pathologization of RELD students with or at risk for EBD. We then provide evidence-based recommendations for school leaders and practitioners to embed culturally responsive-sustaining pedagogy within SEL instruction.

This paper explores teachers' experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (Braun and Clarke in Cooper et al. Camic et al. Long et al. Panter et al. Rindskopf et al. Sher (eds), APA handbook of research methods in psychology, American Psychological Association, Washington DC, 2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students' Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning.

This article explores how relationships of care, trust and hope might be fostered in a social innovation design course at a South African university of technology. Rather than shy away from the challenges of our uncertain world, the paper proposes feminist pedagogical strategies that seek to nurture students' capacity for trust and hope, rather than overwhelm and despair, through carefully curated collaborative-collage-making processes. By interweaving Bracha Ettinger's theory of matrixial trans-subjectivity and Karen Barad's agential realism, the generative role that arts-based practices offer social innovation design pedagogies is made explicit. The paper will show how collaborative artworking activated a co-affective encounter in which students and myself, rather than drowning in overwhelm, discovered new educational imaginaries and Hope-full renewals.

Inclusive education is a key goal of modern educational reforms, yet its implementation is complex. This study examines the roles of teacher attitudes and self-efficacy in predicting their intentions to use inclusive practices across five western countries: Canada, Germany, Greece, Italy, and Switzerland. The study identified both significant differences and commonalities in prediction patterns across these countries. For instance, beliefs about inclusion varied in their significance, being the most influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other predictors, no significant differences were found, and self-efficacy in collaboration was the strongest predictor nominally. The study suggests that, while aspects such as collaboration seem generally important across countries, effective strategies for promoting inclusive education may also need to be tailored to each country's unique context, considering aspects of historical background of inclusive education, teacher training, and support. It also emphasizes the need to consider domain-specific aspects of teacher self-efficacy, as different facets differently affect teachers' intentions.

Latin American families' history and life experiences impact the priorities and values the families have for their children with disabilities. It may be beneficial for early intervention (EI) providers to explore and integrate Latin American families' backgrounds to improve EI services. We completed a qualitative interview study using a collective case study analysis to (a) learn about Latin American families' parenting values and (b) explore families' experiences with a statewide early intervention model. Three mothers with young children who had received EI services completed two interviews. We found that each family had unique histories, compositions, support networks, and priorities that impacted their experiences with a statewide coaching model. Families revealed how their funds of knowledge were, at times, integrated into the EI they received. Our study describes a valuable method of learning about Latin American families' cultural backgrounds so that EI providers may sustain families' cultures within the services they provide.

This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perform better on written tasks. Furthermore, both L2 and HL speakers are claimed to have a "yes-bias" towards retaining ungrammaticality in GJTs. Finally, the morphological domain has been shown to be as problematic for HL as L2 speakers but research in lesser-known languages is needed. Adult L1, L2, and HL speakers of Italian were compared on an oral priming task and timed GJT. Accuracy and response times were elicited from the latter test. The forms investigated were object and "si"-passive pronouns which lack corresponding forms in Swedish, the dominant language of the bilingual groups. Mixed effect regression was modelled to accuracy on the priming and GJT and response time data from the GJT. In contrast, a "d-prime" analysis was used to measure the degree of sensitivity to grammaticality and bias towards correct and incorrect answers in the GJT. Overall, the two bilingual groups performed quite similarly across the measures tested. All three groups show high sensitivity to grammaticality and a very similar bias for yes-answers on both grammatical and ungrammatical items.

High-quality early care and education is a known protective factor for infants and toddlers who experience early childhood poverty, especially for early communication outcomes. However, the quality of care is variable in the United States, and efforts to increase the quality of interactions is impeded by cost and high rates of turnover in the field. In this paper, we explore a low-cost, light touch social media intervention that uses the TikTok platform to increase infant-toddler teachers' (ITTs) knowledge of early communication and social interactions while validating the important role that ITTs play in the lives of young children. We use a mixed method, pre-post design to explore the feasibility and acceptability of the BabyTok project from the vantage point of the ITT participants. Teachers offered positive feedback about the content, delivery of the intervention through TikTok and the impact on their feelings about their role in helping young children learn.

In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a qualitative study based on structured and semi-structured dialogue, written reflections and previously constructed research to inform a framework to support inclusivity more collectively. Results suggest that nurturing spaces, empathetic relationships, supportive networks and targeted teaching, all contribute to bona fide inclusion, especially if this responsibility is shared and cohesive. Data further revealed that inclusivity is a values-driven process which flourishes when all stakeholders subscribe to common values and tenets regarding socially just educational provision. The authors inculcate the village-mindset, a now popularly received notion, reinforcing the need for active and deliberate dialogue focusing on shared responsibilities and vision. In this paper, we intend to reiterate the need for educational systems which foster more collective, compassionate and nurturing inclusive practice in educational settings.

Many bilingual preservice teachers in Texas are not able to get certified because of language limitations. Although they have grown up listening and speaking their native language at home, with family and friends, many face challenges when using academic language in a formal setting. There is a mismatch between their language level and their actual performance. This qualitative study explored Latina preservice bilingual teachers' language proficiency levels in oral and written academic language skills during a bilingual methods course as part of the requirements for teaching certification. The participants learned about their language strengths and areas of needed improvement through diagnostic assessments; they worked on improving their language before taking a high-stakes test for bilingual teaching certification. Then data from the assessments was used to plan and tailor instruction to meet the linguistic needs of the participants. The study found participants had increased awareness of language strengths and needs; gained confidence in their language ability to speak and write using academic language. A strong recommendation for all bilingual educator preparation programs is to set minimum language entry requirements of early advanced in the target language, identify language strengths and needs as early as possible; tailor instruction targeting academic oral and writing skills, and provide opportunity for the bilingual candidates to learn about their language ability at early stages in the program.

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports (p < 0.01), and supports universally available to the full postsecondary student body (p < 0.001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific (p < 0.001) and universally available help (p < 0.05), and higher levels of psychological empowerment were related to receipt of universally available supports (p < 0.01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.

Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.

Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race, disability status, and the use of punitive discipline at a national level, less is known about the ways in which teachers' approaches to classroom management and classroom management assessment influence these trends at the classroom level. This article addresses this by exploring findings from a qualitative study examining classroom management approaches across five focus groups consisting of 25 educators to identify how educators' management and assessment practices sustain the identities of their students. Based on these findings, recommendations for future research and practice are discussed.

Following the severe impact of capitalist industrialization on the environment, the EU has funded several projects in the context of the European Green Deal to pursue climate neutrality by 2050. Some of these projects attempt to achieve zero emissions through political participation, while others by committing EU citizens to adopt sustainable habits in terms of both practical behavior and economic choices. The GreenSCENT project, funded by the European Union's Horizon 2020 research and innovation programme, aims to develop a Competence Framework compliant with the European Qualifications Framework and the European Green Deal. The present article documents the process of developing such a Competence Framework. Eight distinct research teams independently conducted a similar thorough literature review over an assigned topic (Climate Change; Clean Energy; Circular Economy; Green Building; Smart Mobility; From Farm to Fork; Biodiversity; Zero Pollution). The resulting documental corpora have then elicited to build the competence matrices and the corresponding European Qualification Framework levels. Once the information has been reorganized as a knowledge graph, the researchers discovered a large amount of novel interdomain connections, providing a more engaging way of interacting with the Competence Framework, and potentially apt to avoiding information overload issues while preserving the complexity, in line with the simplexity paradigm. The environmental education tools produced by this research could be useful in mitigating the repercussions of Capitalocene on the environment toward the adoption of more sustainable behaviors.

There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy.

Most research on emotions and behaviors in science education has used observational or declarative methods. These approaches present certain strengths, but they have important limitations for deepening our understanding of the affective domain. In this work, we develop a method for analyzing the dynamics of affective variables during an inquiry-based activity with an artificial intelligence system that recognizes facial expressions. Although the study was carried out on 12 students, here we analyze data from one person to describe the method in detail. The videos were processed with a software which outputs behavioral and emotional signals. To analyze them, we applied centered moving averages with different widths. This allowed us to align and interpret the dynamics of emotional, behavioral, and learning actions. We found spikes of Surprise when the student seemingly implemented their models, and their predictions were not met. Our analysis suggests the existence of four phases in the inquiry-based activity with specific dynamic profiles. This work lays the foundations for researchers and teachers to develop tools to monitor emotions and behaviors.

Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students' burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9-13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students' samples as a valid instrument for measuring the core symptoms of school burnout.

The transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the "triad," or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration, (b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.

Purpose: The purpose of this study was to investigate engagement in collaborative research (team science) and perceptions of related knowledge and skills to inform personnel preparation and workforce development efforts. Method: A questionnaire was used to solicit information about the team science-related experiences of 220 doctoral students, faculty, and research scientists in speech-pathology and audiology. Additionally, the questionnaire surveyed participants' perceptions of readiness, benefits, and challenges to team science. Results: Results demonstrated low percentages of respondents had received training in collaborative research (17%), and those with training were more likely to engage in cross-disciplinary collaborative research. Group differences were found with female researchers reporting lower psychological safety than male researchers. The most frequently cited advantages of team science included diverse perspectives, collective expertise, innovative ideas, and productivity. Conversely, common challenges included time constraints, finding collaborators, and differing expectations. Implications: Because this study yielded group difference in psychological safety between groups that differed in gender and position, results suggest additional efforts may be necessary to ensure that imbalances in the power structure of members are not allowed to dissuade members from actively contributing to team activities. Additional training opportunities in team science could support the degree to which professionals in communication science and disorders engage in collaborative research.

Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers' use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs' use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.

Disparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Last, we share implications such as tensions, benefits, and insights from our application and the extant literature.

The contribution describes a study on the organizational devices and the professional development programs carried out at the Teaching and Learning Center (TLC) of the University of Siena and at the Teaching and Learning Lab (TLL) of the University of Macerata. The focus is on systemic actions capable to elicit innovation at an organizational level, starting from the work of the institutional centers for research, professional training, and digital enhanced learning embedded in the university. In the final paragraph, future developmental trajectories for constituting an inter-universities network of TLCs are discussed.

Research around learning community models often shows a structured and defined model to follow with the underlying assumption being if the steps are followed, the results will come. The model we offer in this paper is rather counter-cultural as it was not a specific process or practice we followed; rather, we found ourselves in a highly engaging, safe, kind, and productive learning community unlike most we have encountered in academia. We asked ourselves, "Why?" and engaged in reflection, questions, and research to define our unique community. Six themes emerged that form our ecological learning community; these themes are in motion, intertwined, and co-dependent on one another. Our model is not linear, instead, it is fluid and organic, moving from firm boundaries to more porous edges or shapes that respond to the needs of the group and communities around us to create an inclusive environment. The six themes are: 1) organic trust, safety, and belonging, 2) shared collective vision; 3) cultural humility; 4) inclusion--a commitment to diversity of perspectives; 5) shared leadership; and 6) practices in alignment with values. We offer suggestions for practices for learning communities that similarly aim to be responsive and adaptive.

This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre- and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.

School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high school engagement. We then examined engagement through interviews with 26 dually identified students from a large district in the northeastern United States. A contribution of this mixed-methods study is that while national data revealed somewhat limited engagement in extracurricular activities and inconsistent attendance, student interviews reflected self-perceptions of positive engagement. Implications for research and practice include further examining inner-group variation and increasing school-community partnerships for expanded engagement. [For the corresponding grantee submission, see ED623345.]

Through a collaborative autoethnographic approach, a former principal, current principal, current assistant principal, and aspiring principal recount their experiences pertaining to identification of leadership talent. As identified through previous research, proper identification or talent is the first major component to quality succession planning. Data were collected through individual reflections and group discussions and triangulated to published documents from the school district. Positive and negative aspects were identified, including personal experiences and perceptions of district-wide initiatives. Divergent viewpoints were most notable among levels of experience. The former principal focused on systems aspects, the current principals concentrated on aspects that affected them directly or in which they had influence. The aspiring principal addressed the issues from the point of view of a teacher who had limited exposure to several aspects. Limitations and potential biases were acknowledged and recommendations for future research were provided, including expansion as a case study or phenomenology.

Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their expertise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.

The present study was aimed at contributing to the understanding of the role of pre-service special education teachers' attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed that some empathy dimensions (fantasy and personal distress) played a mediating role in the association between preoccupied and fearful attachment styles and teachers' sentiments and concerns towards disability. Moreover, a direct positive association was reported from preoccupied attachment style to sentiments and concerns towards disability, from fantasy and personal distress (both dimensions of empathy) to sentiments towards disability, from personal distress to concerns towards disability, and from empathic concerns to attitudes towards disability, whereas negative relationships were found from perspective-taking to concerns and sentiments towards disability, as well as from empathic concern to sentiments towards disability.

It is generally accepted that the nation's community colleges are underfunded, especially given the job that society expects of them. Accordingly, practitioners and scholars have long argued for new revenue sources and funding models. This essay briefly explains one such alternative model, namely funding adequacy. This concept has a long history at the K-12 level and holds potential for application in community colleges.

Well-designed educational Augmented Reality (AR) experiences support collaboration, transferability to the real world, situated, and experiential learning. Nevertheless, envisioning engaging yet effective learning and teaching experiences is a challenge. Most teachers are not technologically ready to create AR experiences and rely upon closed products often regarded as fun activities but whose learning affordances might remain unnoticed and whose integration within the course activities is often shoehorned. End-User Development tools empowering not technical users like teachers to create their own AR experience could contribute to spread the use of this technology in educational settings. In this paper, we analyze whether a EUD AR tool based on mobile technology can have positive effects on the educational experience from a teaching and learning perspective. We performed qualitative and quantitative research in a high school analyzing the tool in a focus group with teachers and assessing its effects on the educational experience by using it in two real classes. Results show that even if using the tool implies an additional workload for teachers, results can be rewarding for both, teachers and students that are skilled enough to use AR as far as it is based on easy, familiar, and affordable devices like mobile devices.

We developed and validated a self-report scale for screening pathological traits of dependent personality disorder (DPD) from the Hierarchical Taxonomy of psychopathology (HiTOP) perspective. The sample was 693 adults who answered the new scale, the Dimensional Clinical Personality Inventory DPD (IDCP-DPD), the PID-5, the FFDI, and the FFBI. The IDCP-DPD was composed of six factors grouped in one general score. The scores showed associations with external measures in the expected direction, and the means comparisons showed large differences. Our findings indicated the IDCP-DPD as a useful clinical measure, and the structure observed confirms the spectrum level of the HiTOP.

Professional development (PD) is a key catalyst for supporting educators' growth and development in education, yet evidence of PD's impact in enacting sustained change over time remains challenging to understand. In the United States context, racial inequities plague all aspects of society and are maintained by the education system. Teachers are part of a collective group that serves on the front lines of societies' efforts to promote equity through education. Thus, identifying strategies to ensure their mindsets and practices are inclusive of all students' identities, specifically their race/ethnicity, is paramount for the field of teacher PD. This critical theoretical paper will explore how Transformative Learning Theory and Critical Race Theory may be integrated to address racial inequities in education through PD.

Purpose: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

In the post-truth era, one challenge facing science education is the circulation of fake news that distorts the information available for decision-making on issues that have a scientific basis and are controversial for society. In this work, we aimed at designing a learning environment with the objective of equipping students with skills that allow them to deal with socio-scientific issues (SSI) in an infodemic context. To this end, we proposed an educational innovation through design-based research, which was oriented to the treatment of information disseminated in the media and social networks related to COVID-19. We divided this information into four major constructs: virus and disease dynamics; pandemic and environmental crisis; hygiene and protocols; and vaccines, potential solutions, and pharmaceutical industry. On the basis of the activities of the didactic sequence, which included class discussion, interviews with the immediate environment, audiovisual productions, and a final plenary, we identified criteria that students applied to trust or not trust the circulating information and a series of strategies to corroborate the information. In addition, framing COVID-19 as an SSI allowed the discussion of curricular content in science and on sociocultural dimensions that cross the pandemic. Based on the implementation of the teaching-learning sequence, we conclude that the proposed activities favored reflection on critical thinking and awareness of the responsibilities they have as potential disseminators and/or generators of information.

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions take place within routines across developmental domains in early childhood intervention research. We conducted a scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist to examine an interdisciplinary body of CIIs. We coded 42 articles for the presence and types of routines, child and family demographics, developmental targets, and how routines were identified within CIIs. Autism spectrum disorder was the highest represented disability; many studies included play routines or a combination of play with another routine. In this article, we discuss the importance of family routines in CIIs, how to jointly identify a range of routines with caregivers, and we describe the need for research on family routines in CIIs across disabilities and diverse family backgrounds.

Parents are encouraged to read to their children as early as possible. Multiple studies of parent-child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent-child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent-child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.

As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.

This work documents the collaboration between the Physics department of the University of Calabria and some schools of the region in a project devoted to recovering disused instrumentation in school laboratories. The project has been conceived as a workplace experience for the students, i.e. a learning experience in a real work place. In Italy, workplace experiences are mandatory for all students in the last 3 years (16-19 years old) of secondary education. The integration of these informal activities into the formal school context can allow structural and sustained connections between schools and research environments. In the following we describe how this integration has been implemented through a peer-to-peer interaction among school students, teachers and university researchers. The project, which entailed also the participation of the students in exhibits and public events, emphasizes the experimental activities in the physics laboratory as an important moment of aggregation and socialization.

While caregiver coaching approaches in early intervention have a comprehensive literature base, the field continues to experience a research-to-practice gap in the implementation of capacity-building coaching approaches. We examined the caregiver coaching divide and identified strategies for researchers and Part C programs to bridge the gap so that all families benefit from a capacity-building approach during this critical developmental period of the child's life. Using available evidence and implementation science frameworks, we suggest five actionable strategies for research and practice teams.

Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the "Embedded Practices and Intervention With Caregivers" (EPIC) approach, two studies were undertaken with 11 EI providers and 19 CGs of infants/toddlers with moderate-severe delays/disabilities to gather their perspectives about and experiences with the EPIC approach. The EPIC intervention has two components: CG coaching and a five-question (5Q) process for supporting embedded practices. Interview, focus group, and rating scale data were collected in both studies and aggregated for reporting purposes in the present article. Findings are described with regard to the coaching and 5Q components and the extent to which participants found the intervention to be feasible, acceptable, and useful. Implications for future research and professional development on coaching and embedded intervention practices are discussed. [For the corresponding Grantee submission, see ED581281.]