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The purpose of this qualitative study was to understand, from the perspective of students with disabilities, what special education leaders and their respective classroom educators should consider in the integration of artificial intelligence (AI) features and tools to support individualized instruction. This study utilized an immersive and interactive personalized learning environment, virtual reality, to engage students with disabilities as they consider AI tools, features, and supports that are currently needed to enhance their learning experience. The five primary themes for AI integration that building and instructional special education leaders should consider included: (1) response options; (2) content; (3) learning environment and virtual characters; (4) visuals; and (5) sound or auditory supports. As special education leaders seek to determine how best to navigate growing AI tools and how and when to implement, this study, coming from the voice of students with disabilities, offers some immediate and pertinent suggestions within the context of current personalized learning efforts.

The global impact of the COVID-19 pandemic extended to the education sector in South Africa, prompting the implementation of preventative measures by the National Coronavirus Command Council. These COVID-19 protocols included the wearing of face masks or face shields, ensuring maximum ventilation, washing of hands, and school attendance routines to deal with overcrowded classrooms, among others. This study aimed to delve into the implementation of COVID-19 protocols in schools, focusing on the strategies utilised and the challenges teachers encountered. Employing a qualitative research methodology within a case study framework, the study involved eight teachers (five male and three female) from four schools in the Sekhukhune District, selected through purposive sampling. Data were elicited through semi-structured interviews to gain a thorough understanding of the phenomenon and coded for anonymity purposes. Aligned with the goal of the study, thematic data analysis was adopted for analysing the data. The findings revealed that teachers faced significant challenges in balancing their responsibilities in implementing COVID-19 protocols alongside making up for lost teaching time. However, alternative strategies were employed by teachers to mitigate this loss including the deployment of assistant teachers to support protocol and assist students with homework, additional security personnel to help guard and control unnecessary school visits, and for teachers to provide supplementary notes and embark on online learning. Recommendations include the increased deployment of support personnel, increased community involvement, training teachers to use online learning platforms, and for the Department of Basic Education to develop a guidance sheet to assist teachers in navigating the challenges of teaching during a pandemic.

The recent expansion in Black suburbanization is the most substantial shift in Black American residential patterns since the Great Migration. It has left Blacks more sorted between urban and suburban neighborhoods across metropolitan areas. This study explores whether this increasing residential stratification is associated with differentiation in Blacks' political views on racialized issues. I first lay out a theory of Black political sorting by place, specifying processes inherent in suburbanization that could lead to opinion stratification between suburban and urban Blacks. This is followed by a descriptive analysis of American Voices Project interviews with suburban and urban Black respondents. The data show Black suburbanization is neither as economically transformative nor politically differentiating as might be expected. Despite subtle opinion differences between suburban and urban respondents, they mostly converge in their bleak assessments of racialized issues.

Policy makers in California intend to provide free preschool to all 4-year-olds solely within public schools by 2026, becoming the nation's second largest single pre-K program in the United States after Head Start. This initiative builds on the state's existing Transitional Kindergarten (TK) option that has served a modest share of 4-year-olds since 2010. Tracing the historical growth in TK enrollments, we find that just 30, mostly urban school districts, enrolled two-fifths of all children served by 2020, responding to funding incentives and displaying stronger organizational capacity. Meanwhile, one-third of California's nearly one thousand districts enrolled fewer than 12 TK children. Black, white, and Asian children remained disproportionally under-enrolled as a share of their respective populations, as enrollments climbed past 90,000 children prior to the COVID-19 pandemic. Identifying factors that may explain widely differing gains in TK enrollment, merging education and local census data, we find the suburbs began to catch-up with cities in serving additional 4-year-olds, as well as districts offering school choice (e.g., charter schools). We discuss implications for other nations attempting to rapidly expand preschool, including the inequities that may inadvertently arise.

Suburban inequality is the focus of this double issue of "RSF: The Russell Sage Foundation Journal of the Social Sciences." This introduction addresses the limited related scholarship, describes how inequality unfolds differently in suburban communities than in urban and rural communities, and draws attention to urgent issues related to stratification between and within suburban communities. We argue that inattention to the study of suburban space, methodological and disciplinary silos, and the changing nature of the suburbs have left large holes in our understanding of how inequality operates. This critical review covers areas such as measurement, forgotten suburban scholarship, demographic change, suburban poverty, social supports, race, immigration, education, politics, policing, and future directions for suburban studies. In our call for resisting amnesia, we also draw attention to forgotten suburban histories and studies of a diverse range of suburban communities.

In the United States, most local jurisdictions are challenged as they seek to maintain fiscal strength. But majority-Black jurisdictions are uniquely burdened due to legacy and contemporary racist and racialized policies and racial capitalism. Leaders in majority-Black locales make harsher budget trade-offs than those in majority-White jurisdictions as they seek to invest in public schools and other public services. I use ethnographic and publicly available data to examine how Prince George's County, Maryland, a majority-Black and middle-class suburban jurisdiction in the Washington, D.C., region, navigates its financial constraints relative to neighboring counties with smaller Black populations. I conclude that Black jurisdictions' fiscal limitations stem from White jurisdictions' not bearing their proportionate share of responsibility for moderate-income and economically distressed households and fallout from uneven regional development, resulting in Black jurisdictions subsidizing White locales.

This article explores how middle-class Asian immigrants disrupted settled geographies and social relations in a high-tech Southern suburb. In a case study of controversies over the redrawing of the Chapel Hill school district attendance boundaries, it asks what middle-class Asian immigrants attempts to navigate the space "between Black and White" reveals about emergent racial and spatial relations in the New South suburbs and the possibilities for advancing more equitable schools and neighborhoods. The case study shows how Asian immigrants struggled to navigate the social, cultural, and educational barriers to organize a united and effective platform, highlighting how new immigrants have challenged old ideas about equitable education policies based on a Black-White binary. But it also showed how their tactics mimicked those of White suburbanites and their resistance to integration, as Asian immigrants rallied around policies that support suburban segregation and inequality and helped to reinforce settled structures of White privilege.

Suburbs were once a haven for advantaged, White families to avoid city life and access high-status schools. This urban-suburban divide, however, has changed in recent decades as suburban communities (and their school districts) have diversified. This study provides an updated cross-sectional portrait of recent racial-ethnic segregation and inequality between and within urban and suburban school districts in U.S. metropolitan areas. We find that the urban-suburban divide remains an important stratifying force--a substantial portion of racial-ethnic residential and school segregation, as well as racial-ethnic inequality in school poverty and test scores, occurs between urban and suburban school districts. Significant segregation and inequality also occur between and within suburban school districts. Suburban stratification is a key feature of the geography of inequality, warranting theoretical and methodological attention.

This article examines the most recent trends on neighborhood racial integration in New York--the country's largest metropolitan area in 2019 with a total population of 19.2 million. We ask how the suburbanization of both immigration and poverty have transformed suburbs over the last two decades. We highlight four findings. First, ethnoracial diversification has led to a significant decline in nonintegrated neighborhoods and a sharp rise in integrated neighborhoods, but such a decline is more dramatic in suburbs than in cities. Second, White-integrated neighborhoods remain the most prevalent form of neighborhood integration in both cities and suburbs. Third, immigrant neighborhoods are more likely to be integrated in both suburbs and cities, but immigration's impact on neighborhood integration in suburbs was stronger in 2000 than in 2019. Finally, the impacts of concentrated immigration, affluence, and disadvantage on neighborhood integration are consistent across suburbs and cities, pointing to convergent processes over time.

The number of Black suburbs has expanded since the 1960s, however, research on gender and how Black women contribute to their formation is understudied. Grounded in an intersectional framework, this article places women at the center of the analysis of Black suburban life. Using a multisite ethnography conducted during the Great Recession, I make a case for a Black diasporic suburb model and analyze the labor and household practices Black women use to sustain their families' suburban lives. This article generates new insights into the heterogeneity of and Black suburbs in general, and the dynamic culture and economies of Black suburban women, in particular. Thus it contributes to new thought in Black feminist geography and the sociology of suburbs.

Rising poverty in suburbs has led to increased interest in how well suburban safety nets function. Apart from public assistance programs, community-based nonprofit health and human service organizations play a central role in suburban efforts to address racial and economic inequalities. Understanding how nonprofit services are distributed across the suburban and urban landscape, therefore, is critical to assessing how communities may be able to address need. In this paper, we examine the presence and volatility of nonprofit health and human service expenditures in suburban and urban counties across the United States from 2000 to 2017. We find the nonprofit safety net to be more responsive in urban centers than in suburban places, and less robust in suburban areas experiencing high rates of poverty or with a larger share of residents who are Black. Nonprofit health and human service spending also appears less countercyclical than is commonly understood. Suburban-urban disparities in nonprofit health and human service spending persist after controlling for several county-level demographic and socioeconomic factors.

The potential spillover effects of the United States' opioid epidemic on children's educational outcomes have received surprisingly little attention from researchers. Accordingly, this study leverages national datasets of county-level opioid prescription rates and public school students' third- to eighth-grade academic achievement to provide the first analysis of associations between community opioid prevalence and children's learning rates. We find that students in counties with higher community opioid presence learn more slowly than peers in counties with low community opioid presence, both in aggregate and across different racial, ethnic, and socioeconomic groups of students. Moreover, within states we observe a small significant negative association between community opioid presence and student learning rates. This association is similar in rural and nonrural communities. These findings underscore the urgency of conceptualizing the opioid epidemic as a community-level crisis, with potentially long-lasting implications for children's future educational attainment and life outcomes.

Extra-curricular activities, such as playing sport and participating in mentoring programmes, have physical and mental health benefits for individuals. For adolescents particularly, nurturing these interests has the potential for positive outcomes in academic attainment and personal development, an increase to self-esteem, and positive development of relationship skills. This study explored the understanding and attitudes that 11 adolescents, aged 13-16 years, enrolled on a West Midlands-based charity's sports and mentoring programme, had towards their participation through the form of semi-structured focus groups. Thematic Analysis was performed, and three key themes were identified: (i) "Positive changes to their behaviour," (ii) "Connections with the mentors," and (iii) "The difference the mentoring programme has made to their lives." The findings demonstrated that the mentoring programme was beneficial and had favourable impact on the adolescents involved and support the need for such programmes to be further developed and promoted for youth to access.

The home language environment is a significant correlate of early childhood development outcomes; however, less is known about this mechanism in rural and peri-urban China where rates of developmental delay are as high as 52%. This study examines associations between the home language environment and child development in a sample of 158 children (58% boys) aged 18-24 months (M[subscript age] = 21.5) from rural and peri-urban households in Western China. Results show a significant association between adult-child conversation count and language development, suggesting the home language environment may be a mechanism for child development in rural and peri-urban China. 22.5% of the sample were at risk of language delay. Mother's employment and child's age were significant factors in the home language environment.

Inter-district racial and socioeconomic segregation continue to affect students' educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and higher-performing schools in nearby districts. However, changing schools is also disruptive for students. Through interviews with 67 low-income Black youth who moved from Baltimore city into the suburbs with a mobility program, we examine how students' interactions with educators shaped their school transition. Educators who provided academic and interpersonal support helped mitigate disruption by promoting students' sense of school belonging. Yet, we find significant heterogeneity in the support students received as they entered new schools.

The authors analyzed three Advanced Placement U.S. History textbooks' narratives of U.S. 20th century social democratic policies (e.g. New Deal, G.I. Bill, pro-suburbanization policies) using Lipsitz's "possessive investment in whiteness" as a theoretical framework. The authors found texts portrayed the exclusion of Black populations from policy benefits and, to a lesser extent, the disparate benefits conveyed to white communities. However, discussions of racial disparities were segregated from primary narratives that conveyed race neutrality in policy implementation. Additionally, texts obscured white benefits by framing the racist outcomes of the policies as unavoidable. This work contributes to ongoing critical analyses of official curriculum artifacts like textbooks and standards documents by noting how they manage to include, yet exclude, critical, structural understandings of U.S. history.

This article addresses the implications of intersectional qualitative interviews across identity categories of gender, race, ethnicity, and immigrant status. Responding to the research gap on the intersectionality in qualitative interviews and informed by the intersectionality framework, this reflective critical discourse study shares an analysis of two interviews conducted by a female minority researcher. Using the analytic methods of critical discourse analysis, the study examines how the interviewer and interviewee enacted, resisted, and negotiated diverse positionalities and power imbalance within the interview space. Particularly, the analysis demonstrates the researcher's challenges, vulnerability, and mitigating efforts in resisting the powered position taken by the interviewee in light of gender, race, and immigrant status. It also reveals how identity convergence allowed the participants to inhabit the space as collaborative insiders despite the tension in other layers of intersection. Methodological dilemmas and implications for intersectional interviews will be discussed.

Like many predominantly Black urban cities, Detroit, Michigan, has experienced significant out-migration among Black residents over the past 30 years. This situation has altered families' relationships to the communities and schools where they have been nurtured or call home. Therefore, this paper examines how seven Black families' place attachments influenced their geographic movement and school choices in the Detroit metropolitan region. Findings show that despite families' movement to surrounding suburbs, varied experiences in Detroit influenced families' decision-making regarding where to live, their search for sociocultural experiences that supported their families holistically, and their perceptions and navigation of municipal boundaries and borders. Families' intention toward maintaining connections with Detroit enact what I term embracing the city. Embracing the city helps consider the importance of socio-spatial ties that persist and orient Black families' community perceptions and school choices in suburban contexts.

A contemporary concern about children's loss of contact with the natural world accompanies an ongoing urbanization and their reduced independent mobility. Children are becoming increasingly reliant on adults in accessing outdoor play and this is giving rise to more such experiences being shared. This research has explored the contemporary contribution of Froebelian holistic pedagogy through which child, adult and natural environment relations are understood as mutually beneficial. An exploration has been undertaken through preschool organized family trips to nature sites in a suburban English context. Sensory ethnography (Pink, 2009) has framed use of child-worn Go-Pros™ on trips by ten children between two and four-years old. This footage has then formed the basis for sensory elicitation interviews with parents in which we revisit shared experience from their child's point-of-view. These parallel perspectives have been analyzed through use of a vocabulary of holistic relations drawn from the theory of the evolution of human consciousness (Gebser, 1949) The potential is highlighted for children to draw adults into sensory experiences, big questions and storied relations with surroundings which can balance the potential for adults to draw children into abstract relations with a global context. Each is equally significant in forming rich, continuous connections between individuals and whole and can highlight the potential offered by Froebel's pedagogy in support of a sustainability agenda. This is through its orientation to a vision of the whole and significance of our own holistic capacities as everyday activism within this.

In this retrospective cohort study using data from an integrated primary care and subspecialty network, we examined medical records of children seen in primary care at eligible autism spectrum disorder (ASD) screening ages and followed through at least 4 years of age. We examined the prevalence of ASD; age of first documented ASD diagnosis; and whether the prevalence and age of documented diagnosis varied by race, ethnicity, socio-economic status (SES) and site of care (urban versus suburban/rural). The prevalence of ASD across the cohort was 3.2%, with a median age of diagnosis of 3.93 years. ASD prevalence was unexpectedly higher among Asian children, non-Hispanic Black children, children with higher Social Vulnerability Index scores (a neighborhood-level proxy of socio-economic risk), and children who received care in urban primary care sites. There were no statistically significant differences in age at which ASD diagnosis was documented across socio-demographic groups. Receiving primary care at an urban site accounted for most other socio-demographic differences in ASD prevalence rates, except among Asian children, who were found to have higher adjusted odds of ASD diagnosis compared to White children (aOR = 1.82, p < 0.001). Determining what clinical-, individual- or systems-level factors contribute to ASD diagnosis remains important to improve equity.

Students in Yogyakarta area require skills to meet the psychological and social challenges of high-risk natural disaster and daily life. Therefore, it requires study to explore the various students' psychosocial skills based on teachers' perspective and negative emotional states. Both qualitative and quantitative analysis were used to examine the data. The study conducted semi-structured interviews on nine physical education teachers from elementary schools in Yogyakarta. Three teachers were from the schools located in Disaster Area of volcano, two teachers were from schools in Urban Area, and four teachers were from schools located in Suburban Area. A Depression Anxiety Stress Scale (DASS) 42 survey was also used to explore the negative emotional state of the 745 elementary school students from fourth to sixth grades in three different areas. The Physical Education (PE) teacher perceived that students' essential psychosocial skills are sufficient, but they still require skills in the following areas: stress coping, communication, social awareness, and problem solving. The children who lived in the disaster area had a lower negative emotional state than those who lived in the urban and suburban areas. The future program should involve variety of activities to decrease students' negative emotional state and develop their psychosocial skills harmoniously.

English has been for centuries seen as the native language of speakers in the English-speaking inner circle countries, as the second language of speakers in the former British-colony outer circle countries and as an international business lingua franca among speakers in the techno-economically powerful extended circle countries. Little is known how speakers in the Expanding Circle countries where English is learned as an additional foreign language make use of the language in everyday life, for communication, and for business purposes. This article fills the gap by examining how and why English and English structures have been used in shop naming in the Expanding Circle. Surveying and observing shop names, products on sale, and neighborhood's socio-economic conditions, the study identifies possible connection between the nature of the language used, the types of products being sold and the socioeconomic nature of the neighborhood. Distributing questionnaires and interviewing shop owners, staff and buyers in the central business districts on Lombok Island, Indonesia, the study establishes linguistic ideology and socio-economic and cultural expectation behind the name selection. Three clusters of CBDs were observed: urban, suburban and tourism areas. With Chi-square analyses, the study establishes a strong relationship between the choice of language for shop names and the types of products on sale irrespective of the socio-economic conditions of the shop neighborhood. With linguistic analyses, the study shows that the choice of names in English or in English-like structures is affected by the ideology of English as the language of science, technology and modern lifestyle. English is strongly associated with modern lifestyle and the majority of lifestyle, entertainment and fashion shops are named in the English language. English-like structures are connected to English as the language of technology and shops dealing with electricity and machinery technologies are named in English-like structures. The use of these linguistic ideologies is expected to boost the image of the shops and the sale of the products and this expectation was statistically verified.

Purpose: In this paper we report on the outcomes of a scenario planning project in Melbourne's (Australia) inner northern suburbs, which was undertaken in the context of an extended lockdown during Melbourne's second wave of COVID-19 infections. In this project, the researchers sought to identify the ways in which young people and youth service providers understood the challenges that the pandemic was creating for young people and the provision of youth services, and through the 5 years up to 2025. Design/methodology/approach: The project was shaped by a scenario planning methodology that produced three research informed scenarios of possible futures for young people in Melbourne's inner north in 2025. The project conducted a series of structured video interviews with young people, and semi-structured interviews with stakeholders that asked participants to reflect on the context of the pandemic, and what the future might hold in relation to young people's pathways and health and well-being, and the futures of their communities and the planet. Findings: The scenario planning methodology revealed many concerns, uncertainties and anxieties that were shared, but which also varied between young people and stakeholders--both about the immediacy of the pandemic, and its aftermaths and intersection with future crises. Originality/value: The scenario planning approach offers sociologies of education and youth a means to do the future-oriented, "hopeful" work that multiple crises for young people demand. Scenario planning is an "affirmative" exercise in hope by which sociologies can "stay with the trouble" that we find ourselves in, and that the pandemic has amplified.

The objectives of this research were to find out implementation challenges of the educational projects and policies, analyze if these policies address the issue of out of school children, and explore the parental preferences for their children's future and concerns about the educational facilities. Cultural audit approach was adopted for identification and analysis of gaps in policies and their implementation mechanism for the enhancement of school enrolment. Ethnographic research model was used to collect field data from the government officials including policy implementers, and the parents living in the suburban areas of Islamabad. In-depth interviews and focus group discussions were used to collect data. First eight Five-Year Plans and the last three educational policies were analyzed to find out the real issues at formulation and implementation levels. Almost 24 million children were out of school before completing primary level. The study concluded that a lot of resources were consumed while formulation of educational policies and plans. None of these Plans and Policies attained their desired goals. These policies were made without a proper knowledge of ground realities. There was always a gap between the policies makers and the implementers. Communication and coordination may be improved among the implementers so that the best results may be achieved.

Studies in social stratification have used siblings as a tool to learn about the intergenerational transmission of advantage but less often have asked how siblings impact one another's life chances. The author draws on social capital theory and hypothesizes that when youths attend college, they increase the probability that their siblings attend college. The author further hypothesizes that this effect is strongest among youths whose parents do not have college degrees. Findings from a U.S. national probability sample support both hypotheses. Although it is possible that confounding factors drive the estimates, the author conducts robustness checks that show that confounding would need to be very atypically strong to invalidate a causal interpretation. The positive main effect suggests that an intragenerational transmission of educational advantage exists alongside the intergenerational transmission that receives more attention. Effect heterogeneity points to the potential redundancy of college-educated siblings' benefits when youths already receive similar benefits from college-educated parents.

There has been a dramatic shift in how people engage with agriculture over the past 50 years in the United States, leading to little interaction between consumers and the farm. Despite extension initiatives to communicate with urban consumers about agriculture, the disconnect between consumers and agricultural producers continues to grow. Research has shown consumers rely primarily on the media for information about agriculture resulting in misconceptions about its impact on the environment. Consumers' negative views about agriculture's impact on the environment may lead to support for and implementation of environmental policies that create issues for agricultural producers rather than policies that support both production agriculture and the environment. This study, guided by audience segmentation and framing theory, sought to explore differences in public perspectives regarding agriculture's impact on the natural environment, specifically with rural, urban, and suburban residents. Data were collected from 797 Georgia residents living in rural, urban and suburban areas using an online survey instrument. The results found perspectives on agriculture's impact on the environment were moderately high and bimodal; both positive and negative. Statistically significant differences were found between urban and suburban residents' positive perspectives on agriculture's impact on the environment and between urban, suburban, and rural residents' negative perspectives on agriculture's impact on the environment. The findings imply extension educators need to tailor outreach programs based on the rurality of residents in order to effectively communicate with audiences, particularly when combatting negative framing with urban audiences.

Sasak Tribe possesses unique local wisdom which is potential to be utilized in term of improving students' care attitudes toward the environment. This study aimed at profiling students' evironmental attitudes who were taught using Sasak Tribe local wisdom-integrated model. This descriptive research was designed with a one-shot case study. The sample used in this study was 140 VII graders chosen using random sampling technique. The sample comprised of 3 classes of SMPN 2 Gunung Sari and 3 classes of SMPN 3 Lingsar placed in West Nusa Tenggara-Indonesia. The data analysis technique used was descriptive statistics in term of central tendency. The measured indicators were cognitive component (CC), affective component (AC), and conative component (ConC). The results showed that the students live in suburb area tended to have better environmental care attitudes, in which the mean values were 86.66 (CC), 75.69 (AC), and 42.66 (ConC) compared to those who live in urban area in which the mean values were 68.73 (CC), 57.07 (AC), and 30.62 (ConC). Based on this findings, further evaluation in several aspects should be done.

The purpose of this research is to examine the prevalence of racially diverse high schools in order to understand the conditions that create or inhibit the existence of diverse and equitable schools. We analyzed Texas state demographic data for schools in order to understand the scarcity of racially diverse campuses. We then utilized mapping and Critical Race Spatial Analysis (CRSA) to better understand the context, geography, and history that creates or eliminates space for diverse high schools. This work highlights the need for race-conscious policies around attendance, zoning, and choice programs that promote diversity and equitable practices.

In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 & Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students' moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.

Framed by theories of youth, culture, identity studies, and literacy identity formation, this article examines how youth articulate themselves as writers. Using interview transcripts, analysis explored writing identity from the perspective of teens in urban, suburban, and rural settings. Findings from this qualitative study suggest that youth used various cultural artifacts, both conceptual and material, to feel and/or seem like a writer within multiple contexts. Specifically examined are the ways in which teens negotiated various identities as writers, including whether and how they drew on specific artifacts to embrace, resist and negotiate the following: (a) standardization, (b) meaning and relevance, (d) support, and (d) identities. In particular, findings illustrated the significance of spaces that provided opportunities for students to both feel and seem like a writer, and highlighted the nuanced ways in which seeming and feeling like a writer are shaped by social and cultural factors. Implications point to providing teens more opportunities to engage in the identity work of writers within multiple spaces, where support, choice, and time to talk about how society conceptualizes writing and what writing means to them are present.

Increasing extreme weather events in a warming world fuel the need for citizens to understand natural hazards and improve community resilience. We especially need to prepare students for these challenges and increase their understanding of hazard resilience. A teacher needs assessment survey was conducted to identify current teaching practices around natural hazards and community resilience, as well as the needs teachers have with respect to training and educational resources on these topics. Using an intentional sampling strategy of school districts in rural and urban communities across Colorado, we surveyed 279 teachers from all disciplines. Almost 70% of teacher survey respondents currently teach about natural hazards, while only about 30% address community resilience. The most common reasons for not teaching about natural hazards or community resilience included a lack of alignment to the subject they are teaching, the absence of these topics in the standards/curriculum, a lack of time, or a lack of personal background knowledge. Teaching practices included lectures, field trips, and class discussions which focused on the science of natural hazards, social aspects (preparedness and impacts), and using current or past events. Science teachers are the most likely to teach about natural hazards and urban teachers are more likely to teach about both hazards and community resilience. Awareness of relevant educational resources was associated with a higher rate of teachers addressing community resilience. Results imply teachers' need for effective and place-conscious educational resources in order to build more resilience in students and thus help communities prepare for natural hazards.

The purpose of this study was to consider how living in an area that qualifies for a rural health grant interacts with a child's hearing status to affect early language and literacy development. Four-year-old children with hearing aids (n = 45), cochlear implants (n = 47), and with typical hearing (n = 66) completed measures of spoken language knowledge and of emergent literacy skills as part of a larger longitudinal investigation. A significant interaction effect between location (rural or urban/suburban) and amplification group was detected for letter knowledge: children with hearing aids exhibit a performance that is particularly affected by rural location. Overall, children with cochlear implants performed lower across all measures than children with typical hearing, and children with hearing aids performed lower than children with typical hearing on measures of phonological awareness, vocabulary, omnibus language knowledge and articulation.

Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM and had lower STEM teaching capacity. Those opportunities to learn in STEM were linked to the widening geographic gaps in STEM academic preparation. Overall, our findings suggest that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students' demographics and precollege STEM career aspirations and academic preparation.

There is an ever-growing body of science education research considering factors associated with teaching and learning in urban, suburban, and rural learning environments. However, there also appears to be a tendency to employ these contexts in euphemistic descriptions, when comparing of subsets of our society here in the USA. With this in mind, we attempted to determine the ways the terms urban, suburban, and rural, are used, defined, and characterized in science education research. This process included "two developmental phases," which resulted in the development of our multi-dimensional analytical framework; a "trial phase" to test the framework; and finally an "analytical phase" in which we used this framework to examine a decade of science education research. The framework was constructed using emergent themes identified in education and government publications during the first two phases. It proved useful to assess whether urban, suburban, and rural were being explicitly, implicitly, or undefined in science education research. Results suggest scant evidence of the explicit defining/characterization of "urban," "suburban," and "rural." This supported our suspicion that they are frequently being employed in the implication of subsets of our population, or as non-descript adjectives. Selected articles (n = 122) yielded (n = 28) explicit, (n = 60) implicit, and (n = 34) non-definitions of the terms. Such practices may have consequences with respect to educational policy and social justice concerns in science education. This is of particular interest with respect to the normalization of certain settings, cultures, behaviors, and students in science education.

This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (r = 0.0177, p = 0.9241; and r = 0.174, p = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils' parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.

Research on enacted stigma, or stigma- and bias-based victimization, including bullying and harassment, among lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often focuses on one context (e.g., school) or one form (e.g., bullying or microaggressions), which limits our understanding of these experiences. We conducted qualitative go-along interviews with 66 LGBTQ adolescents (14-19 years) in urban, suburban, town, and rural locations in the United States and Canada identified through purposive and snowball sampling. Forty-six participants (70%) described at least one instance of enacted stigma. Three primary themes emerged: (1) enacted stigma occurred in many contexts; (2) enacted stigma restricted movement; and (3) second-hand accounts of enacted stigma shaped perceptions of safety. Efforts to improve well-being among LGBTQ youth must address the diverse forms and contexts of enacted stigma that youth experience, which limit freedom of movement and potential access to opportunities that encourage positive youth development. School nurses can play a critical role in reducing enacted stigma in schools and in collaboration with community partners.

Most students in the United States attend suburban schools. However, most education research focuses on urban school districts. This may be in part because many of the core issues that currently drive education research--issues of race and class inequities, social mobility, immigration, English learning--are believed to be "urban" challenges. In this article, we argue that the changing nature of suburban schools and communities, and the history of their creation as education spaces, make them advantageous locations for education researchers to study many pressing issues and expand the ways we understand the intersections of race, place and inequality. We argue that education scholarship across multiple disciplinary orientations, theoretical foci, and substantive concerns can benefit from a deeper engagement with suburban education spaces and the issues and opportunities associated with them.

Communication Apprehension (CA) is a construct that has been studied in many fields. In this study, CA in English (L2) was investigated among personnel in a bureau providing medical services for public. The three main aims of this research were to: (1) compare the personnel CA in L2 (English) with CA in L1 (Thai), (2) determine which demographic data affected their CA in L2, and (3) investigate the ways they cope with their high CA in L2. In order to accomplish the three aims, a mixed-method research study was conducted, starting with a quantitative study done with 92 questionnaires returned from the bureau. T-test analysis and an ANOVA test were applied. The t-test analysis results revealed that there was a significant difference of CA in the personnel of this bureau when using L1 and L2. Moreover, the t-Test also revealed that their CA levels in L1 and L2 were moderate. In addition, the ANOVA test exhibited that the number of years working with the bureau and work position affected their CA in L2 differently. Finally, in-depth interviews were conducted with six people with high and moderate CA. The interviews were transcribed into verbatim transcriptions and coded according to themes on how they coped with communication apprehension in L2. The NVivo 10 software program was used to help check the data's accuracy. The interview results reflected that personnel with high CA in L2 struggled when they had to communicate in English.

In this article, we explore the pedagogies of (de)liberation promoted in the sports-based intervention Midnight Football (MF), carried out in a suburban and socio-economically disadvantaged residential area in Sweden. Based on interviews with coaches and managers and on-site observations, we examine how socio-pedagogical rationalities and technologies are articulated in discourse and assumed to operate within the intervention, and how certain ideals of conduct and social inclusion are represented in discourse. The analysis is guided by a Foucauldian perspective on a variety of forms of power. It displays how disciplinary forms of spatial and temporal diversion and dislocation of youth from sites of risk and danger to sites of order and football are formed within MF, where non-authoritative relations between coaches and youth can be facilitated, underpinned by a pastoral form of benign care and guidance. This, in turn, according to the rationality, enables pedagogies of sublime guidance and governing through deliberative and motivational dialogues, supporting youth to conduct themselves and, within the frames of football, choose the right track in life, away from gangs and crime. Making active and responsible choices means not only opportunities for individual deliberation, salvation and social inclusion, but moreover, security in and for the locality, community and society. The analysis illustrates how discipline, pastoral power and technologies of empowerment and of the self are intertwined and constitutive of the government promoted. Notably, dialogues between coaches and participants do not focus on the socio-economic inequalities or the socio-political context of segregation among the youth; instead, salvation becomes a question of the mindset of the youth, legitimizing a pre-given socio-economic and socio-political order of social exclusion. Still, there is unfulfilled potential for critical pedagogy and (de)liberative dialogues for articulating the conditions for participation in sport and in society on the terms of the participating youth.

This case study examined how the Michigan Youth Policy Fellows program--which aimed to create a space for a team of adolescents to engage in a collaborative photovoice project with peers from diverse backgrounds--empowered young people to critically analyze and interrupt racial segregation. The study describes how nine racially and socioeconomically diverse adolescent girls and boys (14-17 years old), from the inner city and suburbs of Detroit, collectively evaluated the cultural, economic, and racial markers of differences found along one of the region's thoroughfares, Woodward Avenue. The case study used multiple sources of data, collected over 8 years from 2006 to 2014, and a hybrid inductive-deductive analysis approach to examine the process of youth empowerment. The collaborative nature of the photovoice tour helped youth move from critical self-reflection of lived experiences to a collective understanding of segregation and inequality in the metropolitan region. The findings also suggest that engagement in a photovoice project fostered collective action through intergroup advocacy and supported youths' civic development. As a practical method, the case study demonstrates that photovoice is a useful tool for group empowerment with adolescents.

The aim of this study was to explore the moderating role of parenting behaviors (i.e., authoritative, authoritarian, protective, and maternal involvement) in the relations between unsociability and socio-emotional adjustment in a sample of young Chinese children. Participants were N = 487 children (283 boys, M[subscript age] = 58.88 months, SD = 10.23) attending preschool/kindergartens from suburban areas in Shanghai, People's Republic of China. Mothers rated children's unsociability and parenting behaviors, whereas teachers provided ratings of children's socio-emotional functioning at school. Among the results, unsociability was positively associated with peer exclusion, asocial behavior, and anxious-fearful behavior. However, parenting behaviors significantly moderated these associations. Whereas authoritative parenting attenuated the relation between unsociability and peer exclusion (buffering effect), authoritarian parenting and protection each exacerbated the relations between unsociability and indices of socio-emotional difficulties. The current findings suggest that parenting behaviors may be instrumental in shaping young unsociable children's socio-emotional adjustment. Our results also inform best practices for parenting strategies in response to unsociability in young Chinese children.

Alongside rising poverty, student homelessness and school mobility are increasingly impacting U.S. suburbs -- yet, there is little research on how leadership is evolving. Informed by distributed leadership and drawing from over 50 artifacts and 42 interviews with school and community leaders, this study explores how poverty, homelessness, and mobility are shaping leadership practice in a fast-growing, U.S. suburb. Both individually and concomitantly, poverty, homelessness, and mobility drew different actors, tools, and routines into the educational arena -- fundamentally shifting the "who" and "how" of practice. Overall, leadership practice was rarely distributed outside of the suburb. Leadership around family poverty was, however, a community-wide endeavor -- extending beyond, but centering on the schools. Yet, local government viewed homelessness as a 'school issue' and little outreach occurred regarding mobility. In addressing poverty, homelessness, and mobility, principals in traditional schools tended to rely on school social workers. Implications for distributed leadership, leadership preparation and practice, and future research are discussed.