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Introduction: A series of 19 unfunded knowledge transfer hands-on workshops were implemented (2017-2019) and delivered by 22 facilitators from disciplines of nursing, business, communication, plastic arts, engineering, and community studies. The purpose of this paper is to report on the post-appraisal of the workshops' implementation; uncovering the attendees' new ideas and reflections on the content; and the process of expanding knowledge for practice. Methods: The qualitative program evaluation approach, using the standards of utility, feasibility, accuracy, and propriety of a given program, inspired the design of the immediate appraisal of the workshops delivered within a Canadian school of nursing located in a major urban center. Workshop participants (n = 267) included undergraduate and graduate nursing students, contract instructors, and nurses holding administrative positions. Results: Workshops with high attendance included: (a) Structuring Effective Teaching-Learning Encounters in Healthcare Education and Practice; (b) Cancer Pain; (c) Fetal Health Surveillance; and (d) Nurses as Educators in the Clinical Setting. Concerns were raised by the attendees' low attendance to the following workshops: (a) Mindfulness for Students; (b) Horizontal Violence; and (d) Self-Care for Nursing Students: Alleviating Anxiety. Workshops offered opportunities for attendees to reflect on content and process as related to their future incorporation of learned knowledge in their own education and practice. Conclusions: High engagement in hands-on exercises, spontaneous construction of context, and relaxed moments shared by the attendees indicate a promising culture of sharing and receiving knowledge. A culture of collective, pleasurable learning among attendees was effective in mobilizing powerful forms of nursing knowledge.

This article shares an example of how one STEM EdD program embeds activism throughout their program. The authors share examples of readings and assignments across the program geared towards helping students think about and enact activism within the STEM disciplines. The STEM EdD mission offers insight into the foundations of the program. Then, specific examples from the following courses or course sequences are given: Action Research, Project-Based Learning, Research Methods in STEM Education, Advanced Readings in Mathematics Education, and Principles of Engineering in STEM Education. A conclusion offers some final thoughts about the ongoing development of the STEM EdD program to help our students grow as graduates who focus on equity and diversity in STEM education.

In response to the COVID-19 pandemic, large swaths of the U.S. were under stay-at-home orders, thus preventing many individuals from leaving their homes. While previous studies have shown that such orders can be detrimental to mental health, specific mental health outcomes, such as loneliness and anxiety, have yet to be fully explored, particularly among various living situation contexts (e.g., living alone, with romantic/sexual partners, without romantic/sexual partners). The current study explores this using a mixed-methods approach. Data were collected via Amazon's M-Turk (N = 85). Kruskal-Wallis tests revealed significant differences between the three groups with respect to loneliness. Statistically significant greater levels of loneliness were found in individuals living alone compared to those living with romantic/sexual partners and those living with non-romantic/sexual partners. No significant differences in anxiety levels were detected. Qualitative analysis revealed similar themes among all groups regarding anxiety. When asked about loneliness, however, those living alone shared more about feeling isolated, unwanted feelings of solitude, and how technology only mitigates a portion of these feelings. Those living with others and sexual partners shared desires to see friends and co-workers, yet not to the severity described by individuals living alone. Romantic/sex life themes are also discussed., Author(s): Joseph M. Currin [sup.1] , Amelia E. Evans [sup.2] , Bridget M. Miller [sup.3] , Christopher Owens [sup.4] , Zachary Giano [sup.5] , Randolph D. Hubach [sup.6] Author Affiliations: [...]

Science teachers play a vital role in the education of students and their learning outcomes. Beyond academic performance and content knowledge, how one feels about science can influence how they teach and how students learn. It is important for educators, and teacher educators to reflect on their past experiences and decipher what experiences influence their overall perceptions about science. Mixed methods were used to analyze narrative papers from pre-service teachers which focused on their science education experiences. Papers from one hundred undergraduate early-childhood pre-service educators were used to determine factors that influence pre-service teachers' overall perceptions about science. Results indicated that negative experiences at all stages of students' k-12 education diminished positive perceptions of science; meanwhile, corresponding effects related to positive experience were sourced only from high school. Similarly, negative teacher experiences resulted in diminished positive perceptions of science without corresponding effects of positive teacher experiences. Learning approach and informal learning experiences did not predict positive perceptions of science, but were relevant within the qualitative analysis. Implications are discussed for pre-service teacher training programs.

The use of assistive technology in special education has grown over the past four decades. In inclusive settings, assistive technology plays a vital role in providing access to academic content for students with disabilities. As the role of assistive technology in secondary classrooms expands, concerns regarding student autonomy, personal preferences, and the societal implications associated with certain tools increase in significance. This article outlines important considerations for teachers to factor in when making assistive technology selections and identifies three decision-making evaluation tools to aid in the selection process for secondary students with disabilities.

Objective: To explore experiences, beliefs, and information-seeking behavior around COVID-19 among college students in Oklahoma. Participants: Fifteen college students participated during the pandemic period from April to July 2020. Methods: An exploratory, qualitative research approach method was used to discover students' experiences, beliefs, and information-seeking behaviors around COVID-19. Exploration of beliefs was guided by the Health Belief Model. Results: Students engaged in COVID-19 information-seeking behaviors predominantly through Internet sites, broadcast news, health professionals, and governmental sources. Students experienced emotional burden as a result of COVID-19 misinformation in these sources. While most students perceived a low chance of acquiring the virus due to their lack of underlying medical conditions, they were still concerned about the consequences of becoming infected. Students noted the difficulty of physical distancing while on campus. Conclusions: Colleges/universities should maximize the dissemination of timely, valid health information for the safety of their students and the broader community. [ABSTRACT FROM AUTHOR]

Groundwater contamination is a serious environmental problem, given that all living things depend on this essential resource. Groundwater represents less than 1% of all water found on Earth, but nearly 90% of the freshwater used comes from groundwater (USGS 2016). The problem-based activity described in this article actively engages students in real-world issues related to water. Considering water's unique combination of physical and chemical properties, ability to exist in multiple phases, and daily use in agriculture and industry, it is evident that concepts related to water are vital to many scientific domains, including Earth, physical, and life sciences. These activities also can be incorporated into an interdisciplinary unit (e.g., civics class). This lesson lasts approximately one week, including one day for each of the three sections of the lesson, class and independent time for designing students' solutions to a given problem, and at least one class period for presenting and defending the designs.

Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be met in a manner that emphasizes inclusion and independence. This article describes how one second-grade teacher in a rural school district accommodated two students in her class with physical disabilities during an activity on forces and motion. Both of the students had Individual Education Programs (IEP) in place. After carefully reading through the IEPs, accommodations and modifications the IEP team recommended for each student were identified. To begin the process, the teacher turned to the research based principles of Universal Design for Learning (Basham and Marino 2013) to guide her alterations to the lesson. Universal Design for Learning is an educational framework based on cognitive neuroscience that emphasizes flexible learning environments for students in the classroom, with the goal of accommodating individual learning styles and differences. Additional strategies are discussed for providing classroom supports to students with three types of physical disabilities are also suggested.

Integrating across content areas can lead to deeper conceptual understanding of scientific phenomenon and mathematical skills. With pressure of standardized testing in mathematics and English language arts, science is often left to the side. Yet science can bring valuable learning opportunities in both mathematics and English language arts (ELA). This article describes an integrated lesson that addresses standards in science, math, and ELA with a third-grade class. The lesson follows a 5 E learning cycle and three-dimensional learning to explore forces and motion and the use of algebraic equations. [ABSTRACT FROM AUTHOR]

The past four decades have generated significant research toward improving the academic outcomes of students with disabilities, especially in the field of mathematics. In this effort, the role of technology in the classroom, both high- and low-tech, has garnered significant attention. For students with disabilities, the use of manipulatives is a form of technology with an established research base. Although concrete manipulatives in instructional practice have been thoroughly studied, the emergence of virtual manipulatives presents teachers with new options for teaching mathematics to elementary and secondary students. This article discusses the use of virtual manipulatives for students with disabilities while highlighting the benefits they pose, such as providing students with flexible options for learning, promoting student autonomy, and offering educators a wider range of options to accommodate diverse groups of students.

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord's five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants' collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC's effectiveness. However, our findings revealed no significant increase in participants' overall collective efficacy, a group's shared belief that together they can achieve a desired result. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

This article explores a lesson on structure and function in an inclusive first grade classroom. The class is cotaught by a general and special education teacher. The lesson describes how the teachers co-teach through team teaching to plan for possible barriers and use universal design principles to ensure their lesson is accessible to all students. [ABSTRACT FROM AUTHOR]

The idea of notebooking is not new in the science classroom. Since the mid-1970s, writing has been found to facilitate students' critical thinking and learning across a variety of content areas. For science educators, notebooks have become an essential tool for supporting students' scientific inquiry in and across concepts. Scientific notebooks also play a large role in connecting science to today's literacy standards and provide a valuable formative assessment. Technology can be a valuable tool to enhance writing and equip students to be 21st-century learners, consumers, and producers of new information. The advantages for teachers using technology are the added data provided by voice recordings and images and the ease of collaboration provided by the integration of multimedia literacy technologies. Captured moments can be used to review students' progress over time. The more students and teachers interact with digital technology, the more comfortable and proficient they become applying it, building the pipeline for Science, Technology, Engineering, the Arts and Mathematics (STEAM) leaders of tomorrow. In this article, the authors describe the use of a free whiteboard application called Educreations modeled on an iPad Mini. Students and teachers are able to use this tool to create video tutorials that are then archived learning tools to be accessed at any time (in learning centers, e-books, at home, and so on). Educreations is just one example; there are many options on the market. Students' work in any of these whiteboard applications can be shared privately among peers and parents but should not be published publicly on an open forum without consent.

This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general curriculum science standards, but also building self-determination skills when applying inquiry problem-solving skills to functional daily applications. A multiple probe across students design was used to establish a functional relationship between the percent of inquiry problem-solving steps performed independently and the use of self-monitoring checklists during traditional and functional-based science activities. Results indicated that following intervention students increased their autonomy in completing inquiry problemsolving activities linked to science content. In addition, students were able to successfully generalize these skills when presented with novel problem-solving tasks related to daily living situations.

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry problem-solving skills during exposure to functional guided science inquiry lessons and demonstrated the problem-solving skills independently. Students successfully generalized inquiry problem-solving skills to two functional problem scenarios during a generalization phase.

Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry instruction using both methods. However, each student demonstrated higher motivation, engagement, and independence in inquiry investigation with the use of iPad® electronic notebooks.

This study examined the effectiveness of self-operated video models on the skill acquisition of a series of novel tasks taught in community-based settings. In addition, the percent of independent task transitions and the duration at which four secondary students with a moderate intellectual disability transitioned between tasks was also examined. Using a multiple-baseline design across settings, results indicated that all students showed increases in independent task performance and task transitions as well as decreases in transition durations across community settings when learning novel tasks.

People's health information-seeking behaviors differ by their health literacy levels. This study assessed the relationship between health literacy and college students' levels of trust in and use of a range of health information sources of COVID-19. We collected data from August to December 2020 among college students (n = 763) through an online survey. We used a health literacy measure containing three self-reported survey questions, developed by the CDC. We assessed the extent to which participants trusted and used any of the sixteen different sources of information about COVID-19. Respondents reported high levels of trusting and using COVID-19 information from the CDC, health care providers, the WHO, state/county/city health departments, and official government websites when compared to other sources. After controlling for demographic characteristics (i.e., gender, age, race, ethnicity, and income), those who reported having lower health literacy were significantly less likely to trust and use COVID-19 information from these health authorities when compared to participants who reported having higher health literacy. Students with lower self-reported health literacy indicated not trusting or using official health authority sources for COVID-19 information. Relying on low-quality information sources could create and reinforce people's misperceptions regarding the virus, leading to low compliance with COVID-19-related public health measures and poor health outcomes. [ABSTRACT FROM AUTHOR]

Tested the mastery hypothesis as an explanation for the affective benefits of acute exercise. Undergraduate women from a self-selected aerobic dance class rated their exercise performance following class. Affect questionnaires were completed before and at 5 and 20 minutes after the class. Results showed an overall improvement in affect following exercise and support the mastery hypothesis as an explanation for exercise-induced change in positive affective states. (SM)

Plants are a vital component of human life on Earth; they provide us with food and essential nutrients as well as the oxygen we breathe. However, the science education community struggles to find ways to make plant processes less abstract and more understandable for learners. In this article we demonstrate how we make plant processes more understandable for learners by observing the behaviors of a specific plant structure, a stoma, which is a microscopic opening that plays a role in the movement of matter into and out of a plant. Recent research across plant-related science fields centers on plant stomata because they protect plants from various environmental strains, including attacks from pathogens. Translating this research into science classroom instruction has not occurred extensively. A key impediment is that few common methods to make stomata visible or demonstrate their dynamic nature to learners are available. The activities we share here make stomata visible utilizing a specific plant, Tradescantia zebrina, and common laboratory equipment. In the first activity, we share how to demonstrate stomata closing and opening by manipulating a combination of these environmental factors. In the second activity, we describe how to create a visual simulation of stomata response to attacks from microorganisms. [ABSTRACT FROM AUTHOR]

Increasing evidence indicates that compromised vitamin D status, as indicated by serum 25-hydroxyvitamin D (25-OH D), is associated with decreased muscle function. The purpose of this study was to determine the vitamin D status of collegiate athletes residing in the southern U.S. and its effects on muscular strength and anaerobic power. Collegiate athletes (n = 103) from three separate NCAA athletic programs were recruited for the study. Anthropometrics, vitamin D and calcium intake, and sun exposure data were collected along with serum 25-OH D and physical performance measures (Vertical Jump Test, Shuttle Run Test, Triple Hop for Distance Test and the 1 Repetition Maximum Squat Test) to determine the influence of vitamin D status on muscular strength and anaerobic power. Approximately 68% of the study participants were vitamin D adequate (>75 nmol/L), whereas 23% were insufficient (75-50 nmol/L) and 9%, predominantly non-Caucasian athletes, were deficient (<50 nmol/L). Athletes who had lower vitamin D status had reduced performance scores (p < .01) with odds ratios of 0.85 on the Vertical Jump Test, 0.82 on the Shuttle Run Test, 0.28 on the Triple Hop for Distance Test, and 0.23 on the 1 RM Squat Test. These findings demonstrate that even NCAA athletes living in the southern US are at risk for vitamin D insufficiency and deficiency and that maintaining adequate vitamin D status may be important for these athletes to optimize their muscular strength and power. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effectiveness of physical activity intensity prescription using real-time cadence on achieving the required intensities for health benefits. Forty adults (18–65 years) participated in the study. The intensity prescriptions included Rating of Perceived Exertion, Talk Test, Heart Rate, and Real-Time Cadence. The participants performed a2-min trial for both moderate- and vigorous-intensity according to each prescription. Atri-axial accelerometer was used as acriterion measure. After completion of the trials, participant's preference for the prescriptions was assessed by three domains (e.g., understanding, performing, maintaining). The compliance and achievement rates of RC were calculated and compared to other prescription methods. Coefficient of Variance was used to evaluate the extent of variation of intensity during the trials. Higher compliance rates were found in both moderate- (92.1%) and vigorous-intensity (94.9%) when using RC. When using RC, most participants (92.5%) were able to achieve the targeted moderate-intensity, but not for vigorous-intensity although asignificant difference was found between the two intensities (p <.001). Overall, RC was the most favoured method in all three domains. RC is apromising tool to prescribe moderate-intensity of physical activity for health benefits but still needs to be refined on prescribing vigorous-intensity. [ABSTRACT FROM AUTHOR]

After sharing students' ideas, the teacher creates a class model (drawing with written explanations) and uses discussion to help students understand that because water is clear or transparent, the light passes through it without bouncing, or reflecting, off it. This article explores how teachers can use the camera obscura, like we did, to help students learn about light while immersing them in scientific modeling (NGSS Lead States 2013). For students who need more academic support, we suggest that the teacher lead an initial model creation while students create their own models alongside the teacher. [Extracted from the article]

In this first-grade classroom there were 18 students, a teacher (Mrs. Ford) and teacher's aide (Mrs. Harper). DAY 1: ENGAGE Mrs. Ford shows students a model (a prototype) of a solar oven (Figure 1) and guides students, "Do you think we could use the Sun to cook, making a solar powered oven?" As students worked, Mrs. Ford and the classroom assistant walked around the classroom and formatively assessed student thinking by observing students' work and asking guiding questions. Students' models provide both a way to obtain information as well as a tool to communicate information DAY FOUR: DATA COLLECTION AND ANALYSIS Students explored a variety of variables to change in their solar ovens. [Extracted from the article]

The purpose of this study is to establish evidence of validity for wearable activity monitors providing real-time cadence against a criterion measure. Thirty-six healthy adults, aged 18–65 years, participated in the study. Four activity monitors including 2 watch-based monitors and 2 cadence sensors attaching to shoelaces were tested. Each participant completed the study protocol consisting of 2 distinct components: (1) treadmill protocol and (2) overground protocol. Lin's concordance correlation and mean absolute percentage error (MAPE) were calculated for the comparisons between the criterion and measures of the monitors. Bland–Altman analysis was performed to determine the mean bias and 95% limits of agreement. All activity monitors showed high correlations with the criterion measures (p <.01). Lower correlations were observed at slow walking speeds in the watch-based monitors. In contrast, consistent and strong correlations were found with both cadence sensors regardless of walking speeds (p <.01). Similar patterns were observed in the MAPE scores. Greater than 90% of the participants were able to maintain prescribed walking intensity using real-time cadence. The results suggest that the wearable activity monitors are an acceptable measure of real-time cadence and provide the potential to improve intensity-based prescription of physical activity using the monitors. [ABSTRACT FROM AUTHOR]

National Public Health Institutes (NPHIs) are national-level institutions that can lead and coordinate a country's public health system. The Africa Centres for Disease Control and Prevention (Africa CDC) considers NPHI development critical to strengthening public health systems in Africa. This paper describes how Joint External Evaluation (JEE) reports demonstrate the role NPHIs can play in supporting the goals of IHR compliance and global health security. This study is a secondary document-based qualitative analysis of JEE reports from 11 countries in the WHO AFRO region (Botswana, Ethiopia, Liberia, Mozambique, Namibia, Nigeria, Rwanda, Sierra Leone, South Africa, Uganda, and Zambia). Researchers found three distinct thematic areas: i) core public health functions, ii) governance, and iii) coordination, collaboration, and communication. These themes and their interlinkages, both in pairs and all three, were of importance in displaying the roles that NPHIs could play in the strengthening of health systems. The data suggests that NPHIs, though not always explicitly mentioned in the data, may have a vital role in strengthening health systems across Africa and their governments' goals of achieving IHR compliance. [ABSTRACT FROM AUTHOR]

A growing number of statistical analyses are being developed for single-case research. One important factor in evaluating these methods is the extent to which each corresponds to visual analysis. Few studies have compared statistical and visual analysis, and information about more recently developed statistics is scarce. Therefore, our purpose was to evaluate the agreement between visual analysis and four statistical analyses: improvement rate difference (IRD); Tau-U; Hedges, Pustejovsky, Shadish (HPS) effect size; and between-case standardized mean difference (BC-SMD). Results indicate that IRD and BC-SMD had the strongest overall agreement with visual analysis. Although Tau-U had strong agreement with visual analysis on raw values, it had poorer agreement when those values were dichotomized to represent the presence or absence of a functional relation. Overall, visual analysis appeared to be more conservative than statistical analysis, but further research is needed to evaluate the nature of these disagreements. [ABSTRACT FROM AUTHOR]

Attending college offers many opportunities for students to be involved in many different activities. One activity that may be neglected is physical activity. This applies to all groups of students, in particular College-Aged Females (CAF). The purpose of this study was to investigate factors that affect CAF students from using a college exercise and wellness facility. A sample of 269 CAF (243=Caucasian & 24 African American Female) students (AAF) were surveyed and then interviewed as a group to better learn what barriers may be keeping them from using the campus exercise and wellness facility. Generally, it was found the CAF did not use the college and wellness facility for cultural, educational and personal reasons. The results from this study can be used to better encourage and market strategies to the CAF population on college campuses. [ABSTRACT FROM AUTHOR]

Objective: We analyzed the constructs of social cognitive theory that explain adherence to the Mediterranean diet in patients diagnosed with cardiovascular disease. Methods: A cross-sectional study of 337 cardiac patients using a validated questionnaire was conducted and analyzed at an outpatient cardiology clinic, employing social cognitive theory (SCT) as the theoretical framework. Results: Dietary adherence was associated with statistically significant improvements in the SCT constructs. Self-regulation to consume healthy diet groups, negative perceived outcomes, and self-efficacy had the most influence on patient ability to maintain the Mediterranean diet. Self-regulation to avoid unhealthy food options like processed, sugary foods and positive perceived outcomes had smaller associations with patient ability to maintain the Mediterranean diet. Conclusions: SCT constructs should be utilized by physicians when educating patients on heart healthy dieting as they are highly associated with improved dietary behaviors. Self-efficacy, self-regulation in choosing healthy diet options, and negatively perceived expected outcomes predicted diet quality in cardiac patients. Improvements in these constructs might yield positive results in cardiac patients attempting diet modifications. [ABSTRACT FROM AUTHOR]

To investigate gender stereotypes, demonstrated engineering aptitude, and attitudes, children ( N = 105) solved an engineering problem using either pastel-colored or primary-colored materials. Participants also evaluated the acceptability of denial of access to engineering materials based on gender and counter-stereotypic preferences (i.e., a boy who prefers pastel-colored materials). Whereas material color was not related to differences in female participants’ performance, younger boys assigned to pastel materials demonstrated lower engineering aptitude than did other participants. In addition, results documented age- and gender-related differences; younger participants, and sometimes boys, exhibited less flexibility regarding gender stereotypes than did older and female participants. The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences. [ABSTRACT FROM AUTHOR]

The benefits of intrinsic exercise motivation are well recognized, yet extrinsically focused group-fitness class names/descriptions dominate the fitness industry. To explore the impact of how fitness classes are marketed, women (N = 389) were asked to indicate their preference for either intrinsically or extrinsically focused fitness classes based on title/description. Participants who favored intrinsic class names/descriptions were more likely to report greater interest/enjoyment, perceived competence, and greater effort and report exercising for health/fitness-related reasons. Those favoring extrinsic class names/descriptions were more likely to experience tension/pressure when exercising and report exercising for appearance/weight-related reasons. The results demonstrate the importance of wording when marketing fitness classes. [ABSTRACT FROM PUBLISHER]

The article presents the author's views on the increasing availability of digital technology based products in science classrooms which improves children's experience of learning. It discusses use of whiteboard applications such Educreations mobile application in the classes because of its various benefits including drawing with digital ink, adding required photographs and adding animations.

As members of the I School Science and Mathematics Association i (SSMA), we are thrilled and appreciative for the opportunity to be co-editors for a well-respected journal that serves the science and mathematics community. The I School Science and Mathematics Journal i is transitioning to a new editorial team. I Our vision i We seek to maintain and enhance the high-quality research articles published by the journal of I School Science and Mathematics i . [Extracted from the article]

This review provides a summary and appraisal commentary on the treatment review by Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., . . . Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review.Research in Developmental Disabilities, 34,147–156. Source of funding and disclosure of interest:This study was supported by the New Zealand Government, Marsden Fund Council administered by the Royal Society of New Zealand; Victoria University of Wellington; The University of Canterbury; The New Zealand Institute of Language, Brain & Behaviour; the original authors of this research do not report any conflicts of interest. [ABSTRACT FROM PUBLISHER]

The article discusses the use of assistive technology in meeting the individualized education program (IEP) goals of the students with disabilities. It mentions several benefits of assistive technology including the creation of opportunities, promotion of independence, and encouraging empowerment for disabled students. It also presents a table which provides data on the description and purpose of various technologies including cell phone, iPad, and autocorrect feature in Microsoft Word.

The article discusses using inquiry methods to teach science to students with intellectual disabilities, and describes a case study involving a special education teacher who integrated scientific inquiry into the individualized education program (IEP) of a disabled sixth grade boy whose educational focus was on functional skills. State and national education standards, life skills education, and curriculum frameworks are describes, and science lesson plans are presented.

This article discusses how practitioners can repurpose technology—common and socially desirable technology in particular—to be assistive technology for students with high-incidence disabilities. The authors provide a framework for practitioners to consider technology for repurposing: TAPE (Transportable, Available, Practical, Engaging) and offers practitioners 6 examples of such technology that can serve as assistive technology for students with high-incidence disabilities who struggle with various academic (e.g., literacy, note-taking) and socioemotional development. [ABSTRACT FROM PUBLISHER]

Nine serials librarians describe their experiences and offer advice on achieving tenure, promotion, or reappointment. The librarians represent a variety of academic institutions and stages of career, from untenured new librarians to administrators at the rank of full professor. Despite unique insights based on their different experience levels, professional positions, and institutional promotion and tenure requirements, the librarians share common opinions on how best to achieve success in an academic position. [ABSTRACT FROM AUTHOR]