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Wildland firefighters (WLFFs) often participate in sustained, mental and physical efforts throughout the work shift, resulting in high daily total en-ergy expenditure. Meeting nutritional needs is necessary for the health and well-being of WLFFs. However, nutrition education is limited in standardized training. Objectives: The aims of the study are to describe the current state, identify topics of importance, and suggest implementation strategies for tailored nutrition education for the WLFFs. Methods: Focus groups were conducted and survey data was collected to gather qualitative and quantitative data from a sample of WLFFs. Constant comparative strategy was used to generate themes from transcripts. Results: Wildland firefighters showed interest in early-introduced, mul-timodal, and specific nutrition education tailored to the demands of the WLFF. Conclusions: Study findings provide nutrition topics of interest and importance to WLFFs and may be used to develop educational materials. [ABSTRACT FROM AUTHOR]

Some English language learners (ELLs) do well in school despite coming from school and home environments that present many obstacles for learning. It is important to know why these students, who are at risk of academic failure, are resilient and successful in school while other ELLs from equally stressful environments are unsuccessful or non-resilient. This educational resiliency perspective is meaningful because it focuses on the predictors of academic success rather than on academic failure. It enables us to specifically identify those "alterable" factors that distinguish successful and less successful students. The thrust in this area of research is to extend previous studies that merely identified and categorized students at risk of failure and shift to studies that focus on identifying potential individual and school processes that lead to and foster success (Wang, Haertel, & Walberg, 1994; Winfield, 1991).During the past 4 years of the CREDE project, "Improving Classroom Instruction and Student Learning for Resilient and Non-Resilient English Language Learners," we conducted research with approximately 1,000 fourth and fifth-grade students from 21 classrooms in three elementary schools identified as having large proportions of ELLs (i.e., more than 80%) as well as having students from high-poverty families (about 90% received free or reduced-cost lunches). Classroom teachers were asked to identify their population of students at risk (e.g., students from families of low socioeconomic status, living with a single parent, relative, or guardian). Students identified as "gifted or talented" or "special education" were excluded from the population in order to avoid potential effects related to ability differences. From the final pool of students at risk of failure, teachers selected up to three "resilient" and three "non-resilient" students in their class. "Resilient" students were high achieving on both standardized achievement tests and daily school work, were very motivated, and had excellent attendance. "Non-resilient" students were low achieving on both standardized achievement tests and daily school work, were not motivated, and had poor attendance. The following sections briefly summarize some of the key findings from our work as we focused on the concept of resiliency. 10% of the time. Both resilient and non-resilient students were observed interacting with their teacher only about 10% of the time and with other students only about 8% of the time. Resilient students were observed being "on-task" about 83% of the time, whereas non-resilient students were observed being "on-task" only 63% of the time.

Individual differences in collaborative explanations during learning were analyzed to detennine effects on problem solving. Twenty-five university students with no prior programming experience worked through a sequence of programming lessons. For the Target lesson, subjects studied instructional texts and examples in either mixed performance-level dyads (collaborative dyad group) or individually (individual group) prior to individual programming activities. The collaborative dyad subjects were divided into equal sized groups of high-benefit and low-benefit dyad subjects based on Target lesson programming performance. Betweengroup analyses of the characteristics of the explanations generated by high-benefit and lowbenefit dyad subjects were investigated, including (a) explanation and metacognitive strategies, (b) content of elaborations, and (c) manner of generating elaborations. High-benefit dyad subjects were found to generate both a higher quantity and higher quality of elaborations. These results are compared to findings from prior research

Each year, the Skipping Stones Honor Awards recognize outstanding multicultural, international, and nature awareness books, and teaching resources. In 2020, we recommended 33 books and teaching resources to our readers. [...]

Stress is inevitable in college, and many students utilize alternatives to professional help such as supplements to manage stress, anxiety, or depression. A randomized, double-blind, placebo-controlled trial was conducted to assess the effectiveness of a multi-ingredient supplement (MIS) in supporting optimal mood balance and reducing daily stress among healthy collegiate-aged students (clinicaltrials.gov, NCT05109923). Participants (age 18-22) were randomly assigned to a placebo (PLA; n = 29) or MIS (n = 27) group and were asked to consume 2 capsules upon waking and before bed. Resting heart rate, blood pressure and salivary cortisol awakening response (CAR) were measured at weeks 2, 5 and 8. Depression, anxiety, stress, and affect were assessed weekly. There was a significant negative linear change in CAR, depression, stress, positive and negative affect throughout the study although only CAR differed by group. From week 2 to 5, MIS decreased, on average, from 0.22 µg/dL to 0.14 µg/dL (-0.8 µg/dL), whereas PLA, on average, increased from 0.11 µg/dL to 0.17 µg/dL. MIS continued to experience a decline in CAR, ending the study with an average CAR of 0.08 µg/dL. These results suggest that MIS may help maintain a healthy physiological response during stressful life events. [ABSTRACT FROM AUTHOR]

Little empirical research has focused on teaching of imitation to learners with autism in ordinary environments. Typically-developing individuals imitate the behavior of others in ordinary social environments. One possible reason that learners with autism do not imitate in ordinary environments is they are not observing relevant discriminative stimuli that should set the occasion for imitative responding. This paper will review the operant research on generalized imitation with the goal of identifying procedures to teach learners with autism to imitate in ordinary environments. A stimulus-control account of imitation in ordinary environments is included with the goal of the development of effective teaching procedures. Imitation in ordinary environments is discussed in relation to the discriminative stimuli that occasion imitative responding. The use of differential observing responses to increase discrimination of relevant stimuli in ordinary environments is suggested as a possible strategy to increase imitation among individuals with autism in ordinary environments.

Fostering the motivation to read in children and adolescents is an elusive task for many good teachers. Although there has been a great deal of research on cognitive aspects of reading, little recent research on reading motivation exists. Several strategies are discussed relative to their ability to strengthen reading fluency, which affects self-confidence and motivation. Anecdotal commentary and cited research lends credence to the notion that teachers who have a passion for reading and who serve as excellent role models have a strong influence on their students' motivation to read.

In this article, the author asserts that it is impossible for a person who does not love reading to be a good literacy teacher. She discusses the reasons her undergraduate preservice teaching students give for having given up on reading as a pleasurable activity, presents strategies her graduate students used to begin to enjoy reading, and offers tips for using a personal love of books to motivate elementary, middle, secondary, and college students to read.