Search

This mixed methods study examined how a National Professional Development Grant project's first cohort (2018-2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t-tests and factor analyses on pre-post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply-rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties.

This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect. Students had a mixed perception of discussion boards and their value in enhancing learning; although they appreciate the opportunity to share their perspective and learn the perspectives of others, the study revealed that students struggle to find value in traditional discussion boards.

Purpose: This study focuses on school leaders' daily practices, decisions, and understandings to illuminate the role that distrust plays in school co-location in Denver. In order to inform decisions about the policy's implementation, we examine the relationships between structural dimensions of co-location policy and the ways that school leaders characterize and shape interactions between teachers and students in co-located schools. Research Methods: Drawing from a larger qualitative study, we conducted in-depth, semi-structured interviews with leaders of co-located schools in Denver to explore school leaders' perspectives and experiences related to school co-location. We analyzed 11 school leaders' experiences on 7 focal "shared campuses"--buildings housing more than one K-12 school--to identify their understandings of, experiences with, and responses to school co-location. Findings: Although leaders on all focal campuses attempted to keep school communities separate within co-located buildings, most still reported that conflict arose between staff and students from different schools. In some cases, leaders facilitated collaboration between schools, bringing some of the intended benefits of school co-location to fruition. More often they cited competition, which was incentivized by the district's policy of school choice, as a barrier to such efforts. Our data suggest that structural distrust embedded in the policies and processes surrounding school co-location shaped both these everyday interactions among school communities and the opportunities that school leaders saw (or didn't see) for positive outcomes. Implications: Remedies available to those in authority--including policymakers and school leaders--require that they explicitly acknowledge distrust and change the power imbalances present among stakeholders in co-located schools.

There is a growing integration of technology in the workplace (World Economic Forum), and with it, organizations are increasingly relying on advanced technological approaches for improving their human capital processes to stay relevant and competitive in complex environments. All professions must keep up with this transition and begin integrating technology into their tools and processes. This paper centers on how advanced technological approaches (such as natural language processing (NLP) and data mining) have complemented a traditional practice analysis of the accounting profession. We also discuss strategic selection and use of subject-matter experts (SMEs) for more efficient practice analysis. The authors have adopted a triangulation process--gathering information from traditional practice analysis, using selected SMEs, and confirming findings with a novel NLP-based approach. These methods collectively contributed to the revision of the Uniform CPA Exam blueprint and in understanding accounting trends.

The specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives. This article describes the value of using norm-referenced testing of intellectual development to comprehensively identify specific learning disabilities (SLD) as advocated by the Core-Selective Evaluation Process (C-SEP). To this end, we will define intellectual development and describe practices such as integrated data analysis and task demand analysis.

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

This case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students' tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, like low enrollment and, at times, a lack of student engagement. Nevertheless, the authors' general approach and the activities and assignments they developed could be adapted and used in other library instruction contexts.

Research consistently documents the negative postsecondary outcomes of autistic individuals. Identifying facilitators and barriers to obtaining and maintaining employment is imperative to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a facilitator or barrier to obtaining and maintaining employment, but little is known about the lived experiences of individuals on the spectrum regarding diagnosis disclosure at work. To ascertain why autistic individuals choose to pursue disclosure or choose not to disclose at work, how they disclose, and the consequences of that disclosure, a state-of-the-art literature review was conducted. Ten studies met the final inclusion criteria and were synthesized to provide guidance to autistic individuals, families, and professionals who support autistic individuals' transition to employment.

This study investigated the extent to which sensory responsivity in infancy contributes to adaptive behavior development among toddlers at high-familial likelihood for autism. Prospective, longitudinal data were analyzed for 218 children, 58 of whom received an autism diagnosis. Results indicated that sensory profiles at age one year (hyperresponsivity, sensory seeking) were negatively associated with later adaptive behavior, particularly for socialization, at age 3 years regardless of diagnostic status. These results suggest that early differences in sensory responsivity may have downstream developmental consequences related to social development among young children with high-familial likelihood for autism.

This article positions the core-selective evaluation process (C-SEP), a pattern of strengths and weaknesses (PSW) model of identifying specific learning disabilities (SLD), within guidelines and best practices recommended for assessing English learners. C-SEP is a broad approach that utilizes multiple sources of data to establish underachievement, conduct a preliminary rule out of exclusionary factors, establish a preliminary pattern of strengths and weaknesses, establish a testing hypothesis, and create a targeted testing plan. When utilizing C-SEP, evaluators adhere to the four P's (policy, publisher guidance, best practices in assessment, and professional judgment) while determining a student's qualification status. C-SEP uses targeted, purposeful assessment practices that consider multiple sources of data and do not over-rely on norm-referenced that can often underestimate an English learner's (EL's) functioning.

This paper presents a model of recurrent multinomial sequences. Though there exists a quite considerable literature on modeling autocorrelation in numerical data and sequences of categorical outcomes, there is currently no systematic method of modeling patterns of recurrence in categorical sequences. This paper develops a means of discovering recurrent patterns by employing a more restrictive Markov assumption. The resulting model, which I call the recurrent multinomial model, provides a parsimonious representation of recurrent sequences, enabling the investigation of recurrences on longer time scales than existing models. The utility of recurrent multinomial models is demonstrated by applying them to the case of conversational turn-taking in meetings of the Federal Open Market Committee (FOMC). Analyses are effectively able to discover norms around turn-reclaiming, participation, and suppression and to evaluate how these norms vary throughout the course of the meeting.