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Numerous techniques and methods are used in School-Based Agricultural Education. These techniques are vital to the goal of educating a diverse and expansive population that exist within secondary agricultural science courses. Agricultural educators, both traditionally and alternatively certified, know and understand the value of using multiple techniques to differentiate one's instruction. It has also been previously identified that, while there are some similarities, these two certification groups do have unique professional development needs. This study sought to identify the techniques Alabama's agriculture instructors had been taught and are using. Through the identification of these techniques, key differences between traditionally and alternatively certified instructors can be identified. Based on the findings of this study, techniques that had a higher average of training received were more likely to be used by both certifications. Between traditionally and alternatively certified instructors, an increase in training received and decrease in utilization was seen across most of the specific techniques for alternatively certified instructors. Individual techniques also called to question the over-training or underutilization of that technique. While there are key differences across the certification types, the findings indicate more training may be needed in an effort to promote the use of different techniques in agricultural education. [Note: The issue number (1) shown at the top of the first page of the PDF is incorrect. The correct issue number is 3.]

Service learning is a form of experiential learning that helps students be able to both apply concepts and provide a benefit to an organization, individual, or group other than the learner. The lack of efficacy of our students with the complex skills learned in many agriculture courses brings about a sense of fear and trepidation in students that can cause them to either not engage with the material/skill or do so in an ineffective manner. Service learning was used in a course that has had low levels of efficacy associated to help motivate students to learn and practice the skills being taught. Students in an agricultural mechanics course engaging in activities with Habitat for Humanity progressed through Bandura's four types of learning experiences integral to the efficacious establishment of a behavior in two directions. Using Constant Comparative method to analyze the reflections of the students it was determined that they progressed through the activity from the perspective of students, moving from the least to most efficacious. They then, with no prompting, reflected backwards from the perspective of most to least efficacious as they began to reflect on how they would facilitate communicating or teaching these same concepts to novices.

Most current statistics courses include some instruction relevant to causal inference. Whether this instruction is incorporated as material on randomized experiments or as an interpretation of associations measured by correlation or regression coefficients, the way in which this material is presented may have important implications for understanding causal inference fundamentals. Although the connection between study design and the ability to infer causality is often described well, the link between the language used to describe study results and causal attribution typically is not well defined. The current study investigates this relationship experimentally using a sample of students in a statistics course at a large western university in the United States. It also provides (non-experimental) evidence about the association between statistics instruction and the ability to understand appropriate causal attribution. The results from our experimental vignette study suggest that the wording of study findings impacts causal attribution by the reader, and, perhaps more surprisingly, that this variation in level of causal attribution across different wording conditions seems to pale in comparison to the variation across study contexts. More research, however, is needed to better understand how to tailor statistics instruction to make students sufficiently wary of unwarranted causal interpretation.

Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater impacts than their linguistically-minoritized peers. To that end, this study posed the question, What do recipients report postgraduation as benefits of earning a SoBL? In this qualitative investigation, 33 SoBL earners were interviewed postgraduation to analyze the benefits that they experienced from SoBL attainment. Four themes characterized the findings: increased employability in sales and education, pride and acknowledgment for linguistically-minoritized students, greater confidence and interest in postsecondary education, and difficulty receiving college credit. The article concludes with implications for strengthening the impact of the policy.

Fit indices are descriptive measures that can help evaluate how well a confirmatory factor analysis (CFA) model fits a researcher's data. In multigroup models, before between-group comparisons are made, fit indices may be used to evaluate measurement invariance by assessing the degree to which multiple groups' data are consistent with increasingly constrained nested models. One such fit index is an adaptation of the root mean square error of approximation (RMSEA) called RMSEA[subscript D]. This index embeds the chi-square and degree-of-freedom differences into a modified RMSEA formula. The present study comprehensively compared RMSEA[subscript D] to [delta]RMSEA, the difference between two RMSEA values associated with a comparison of nested models. The comparison consisted of both derivations as well as a population analysis using one-factor CFA models with features common to those found in practical research. The findings demonstrated that for the same model, RMSEA[subscript D] will always have increased sensitivity relative to [delta]RMSEA with an increasing number of indicator variables. The study also indicated that RMSEA[subscript D] had increased ability to detect noninvariance relative to [delta]RMSEA in one-factor models. For these reasons, when evaluating measurement invariance, RMSEA[subscript D] is recommended instead of [delta]RMSEA.

Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021; Owens & Peltier, 2002). Schools may collaborate with local community providers with available resources to address these gaps. The current article describes the pilot of a school-based mental health promotion program intended to reduce depression in youth by promoting access to care through referrals to community providers. Data were collected, via self-report measures, every 3 months for 12 months from students from three middle and high schools in North Texas. The students (N = 88) enrolled in this program experienced significant reductions in their depression symptoms at the end of 12 months. This program highlights the importance of school-community partnerships to promote access to care to address mental health concerns. The results from our pilot study demonstrate the feasibility and the potential of school-based programs in improving the mental health of youth in schools through community partnership.

Through the creation of a matauranga Maori framework, termed Te Kunenga, this review has investigated how Maori teachers and Maori students have experienced inclusion in English-medium schools in Aotearoa New Zealand. Reviewed literature included qualitative published research and government reports from 2004-2022, when Ministry-led initiatives and policies focused on supporting Maori to achieve success as Maori, an era I have termed Te Ao Marama. The findings of this review show that Maori exclusion in schools continues to persist, particularly for kaiako Maori. The findings in this review identify the need for further research into the intersectionality of Maori identities and experiences in primary and secondary English-medium schools. Furthermore, this review emphasises the importance of biculturalism in English-medium schools and the inclusion and belonging of Maori to academic success.

Education for Sustainable Development (ESD) is an initiative of the United Nations' Sustainable Development Goals (SDGs). ESD contributes to a sustainable community by teaching students about their personal impact on their community to help them make resourceful decisions. The researchers are interested in principals' role when implementing ESD within their schools. This was a qualitative study, which included six school principal interviews. The findings included the following themes: math and reading were a priority, social and emotional needs were prioritized, ESD was seen as extracurricular, and current events and students' interests influence learning content and activities.

The purpose of this study is to investigate the use of both formative and summative assessment in Taiwan and the United States. The focus is on the comparisons between undergraduate and graduate students and between U.S. and Taiwanese students in their attitudes toward the use of assessment in higher education. Responses from 349 undergraduate and graduate students from Taiwan and 97 undergraduate and graduate students from a large city in the United States were used for chi-square test, multivariate analysis of variance, and independent samples t-test. The two groups of students were comparable with respect to the distribution of gender and grade level. Results suggest no statistically significant difference with respect to the forms of assessment: self-assessment, peer assessment, and teacher assessment. As for the tools of assessment, attendance, class participation, homework, reading report, quizzes and exams were used more often in the classrooms in Taiwan whereas learning diary, essays, display, and projects were used more often in the United States. Students in Taiwan also agreed more to use a combination of all forms of assessments in comparison to their American counterparts. As for the contents of assessment, students in Taiwan endorsed more on the perception that assessments should include aspects of cognition, skill, and attitude. Results from this study provided information about the use of formative and summative assessment in Taiwan and the United States and student perspectives of its use. Findings from this study might be helpful for the U.S. and Taiwanese instructors to learn from each other and to meet their students' expectations in the use of assessment.

The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students' behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.