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Shifts in generations from Millennials to Generation Z have brought changes to today's classroom. In turn, these changes indicate the need for reform and innovation in education. If the goal for education remains to put contributing members into society, then educators must search for the most effective ways to prepare students to enter society today, rather than in the past. The purpose of this article is to introduce creative ways to share the lives and work of outstanding ecologists to enhance students' knowledge in both English language arts and science, while also addressing state and national standards. Integrating the lives and work of well-known ecologists or environmentalists into middle school science has the potential to enhance the understanding our students have of what it means to be a scientist. Taking these small steps to broaden students' understanding of science and scientists may inspire a young person to consider a science career for themselves someday. The nation and the state have done their parts in giving teachers the outline for student learning and success in science. Now, it is up to teachers to utilize the standards within their classrooms to make science come to life.

Science literacy is at the nation's forefront, and the Next Generation Science Standards were revamped with the goal of guiding teachers in an enhanced approach to science teaching and learning [...]

The most recent generation of graduates, known as millennials -- those born between the years of 1981 and 1996 -- are entering the workforce and the teaching profession. A recent publication indicated that millennials now comprise approximately 50% of the workforce, and they will make up 75% by the year 2030 (Emmons, 2018). As millennials enter the work force, there have been conflicts due to generational differences and a lack of professionalism in the workplace (Pew Research Center, 2015). Because teachers interact with students, parents, colleagues and administrators on a daily basis, they must act in a professional manner at all times. Educator Preparation Programs have become aware of the conflicts between generations, particularly in regard to the lack of professionalism, and have implemented professional standards for their candidates to uphold while in the program and out in the field (CCSSO, 2013). The main purpose of this study was to collect data to review the impact that specific courses geared toward professionalism in the workplace had on teacher candidates in an educator preparation program. As such, data was collected through candidate self-evaluation and instructor input.

Similar to K-12 classroom teachers, literacy teacher educators are susceptible to high levels of stress and burnout. The objective of the present analysis was to add to the limited base of available literature and specific challenges and pressures experienced by literacy teacher educators in Texas (n=61). Data from an open-ended survey question were collected and analyzed using content analysis techniques and three separate coding phases. Data analyses resulted in the following five categories: External Accountability and Mandates, Conceptions about Literacy and Professionalism, Characteristics of Preservice Teachers, Appropriate Classroom Settings, and Literacy Curricula and Preparation Program Requirements. Three implications from these findings were described, along with recommendations for practice.

In the past, literacy was defined as the ability to read and write. According to the National Council of Teachers of English (NCTE, 2013), this definition has evolved and expanded to now include the ability to effectively utilize technology, build cross-cultural relationships in order to solve problems, multitask, use multimedia texts in a variety of ways, and attend to ethical guidelines. This notion of literacy as a social practice (Perry, 2012) is embedded in several strands of various Texas Essential Knowledge and Skills (TEKS) across content areas. For example, the English Language Arts TEKs include a Reading strand, a Writing strand, and a Listening and Speaking strand. The Social Studies TEKs include a Social Studies Skills strand that highlights collaboration involving the four communication skills, and in the Mathematics TEKs, students are expected to develop number literacy, communicate mathematical ideas, and use problemsolving methods to offer solutions. Essentially, being literate means that a person will be able to successfully communicate ideas in a variety of settings in society. Each of the tasks outlined by NCTE requires a citizen to use reading, writing, listening, speaking, or a combination of the four skills to convey messages, collaborate, and facilitate problem solving. By integrating the communication skills across the curriculum, teachers can ensure that students are receiving the required curricular content as well as the skills needed to be contributing members of society. This column discusses examples of how the four communication skills can be connected to other content areas using the theme "My Community and Me."

Osteoarthritis is the most common condition to co-occur with other chronic health conditions and a broad exercise program on management of chronic conditions may be suitable for this group. This study evaluated the 12-week YMCA Move for Health exercise program among adults with osteoarthritis or with/at risk of chronic health conditions using a mixed-methods study design based on the reach, effectiveness, adoption, implementation, and maintenance (RE-AIM) framework. Participants (n = 66) completed the exercise program at the YMCAs in Cambridge, Kitchener, and Waterloo. Assessments included physical function, health-related quality of life, symptoms of arthritis, and physical activity levels and were conducted at baseline (B), postprogram (PP), and 3-month postprogram. Due to interruption by COVID-19, a subgroup of participants completed the 3-month postprogram assessments after the onset of the pandemic. At PP, participants with OA showed significant improvements in level of disability (B = 0.63 ± 0.45 and PP = 0.55 ± 0.47; p =.049), pain (B = 4.3 ± 2.5 and PP = 3.6 ± 2.4; p =.026), fatigue (B = 3.9 ± 3.1 and PP = 2.8 ± 2.6; p =.003), and several domains related to health-related quality of life. Despite interruption by the COVID-19 pandemic and poor maintenance of physical activity levels, nearly all improvements related to level of disability, symptoms of arthritis, and health-related quality of life observed at PP were maintained 3-months postprogram. The Move for Health program proved to be a feasible and effective community program for people with osteoarthritis. Additional supports may be needed to maintain physical activity levels after the program. [ABSTRACT FROM AUTHOR]

Persons with dementia have the right to equal inclusion in rehabilitation, including physical activity. However, the perspectives of persons with dementia are rarely integrated into decision-making related to physical activity programming, services, and supports. Here, we describe the participatory action research (PAR) approach used to develop the Dementia-Inclusive Choices for Exercise (DICE) toolkit, which aims to increase the quality and number of physical activity opportunities available to persons with dementia. The DICE Research Team included persons with dementia, a family care partner, exercise professionals, community and dementia service providers, health care professionals, and researchers who worked to: 1) Engage/maintain the Research Team; 2) Set/navigate ways of engagement; 3) Understand barriers to physical activity; 4) Prioritize the audience and actions; 5) Develop the toolkit; 6) Conduct usability testing; and 7) Implement and evaluate. Guided by the Behaviour Change Wheel, and informed by interviews, focus groups, and existing research, our PAR Team chose to prioritize training exercise providers; exercise providers can enable exercise for persons with dementia if they understand common changes with dementia and how to support persons with dementia in exercise. The content and format of the toolkit was co-developed: drafted by our Research Team, adapted through a stakeholder workshop, and refined through iterative development and usability testing. The product of our PAR process, the DICE toolkit, includes videos meant to destigmatize dementia, training modules and a training manual for exercise providers, a physical activity handout for persons with dementia, and wallet cards to help persons with dementia communicate their abilities, needs, and preferences. Our usability study indicated that the toolkit could be used by exercise providers and may improve attitudes about dementia. Our vision is that our co-developed DICE toolkit will empower exercise providers to improve physical activity opportunities and support for persons with dementia. [ABSTRACT FROM AUTHOR]

This phenomenological investigation explored counselors'-in-training experiences while observing roleplays of trauma-specific cases. Three themes emerged: (a) learning to be a trauma counselor, (b) growth as counselors-in-training, and (c) connection and engagement through multiple delivery methods. The findings from this study showed that observing role-plays can be an efficacious teaching approach in trauma counseling courses. Findings also suggest that integrating role-plays into trauma curricula helped students understand the complexity of trauma, increase self-competency, self-efficacy, and emotional intelligence, and engage with the content in face-to-face and online formats. The authors provide a further discussion on implications for counselor education and research. [ABSTRACT FROM AUTHOR]

The recent movie musical Rocketman, directed by Dexter Fletcher, introduces the world to the musical biopic of Elton John as audiences experience the journey of his coming out, his tumultuous relationships with family and friends, and ultimately his addiction and initial recovery from alcohol and drugs. The authors posit that the biopic divulges a significant scene highlighting internal family systems theory, and how the theory is used for healing and reconnection to Self. Through the lens of this prominent theory, the audience witnesses healing and the emergence of the Elton John audiences know today. [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by teachers, including burnout and low job satisfaction, and emphasizes the importance of reframing teacher self-care to address these issues.

The article presents the discussion on communication skills connected to other content areas using the theme "My Community and Me." Topics include developing number literacy, communicating mathematical ideas, and using problemsolving methods in offering solutions; and students generating connections about the ways where actions affecting others in the community.

Osteoarthritis is the most common condition to co-occur with other chronic health conditions and a broad exercise program on management of chronic conditions may be suitable for this group. This study evaluated the 12-week YMCA Move for Health exercise program among adults with osteoarthritis or with/at risk of chronic health conditions using a mixed-methods study design based on the reach, effectiveness, adoption, implementation, and maintenance (RE-AIM) framework. Participants (n = 66) completed the exercise program at the YMCAs in Cambridge, Kitchener, and Waterloo. Assessments included physical function, health-related quality of life, symptoms of arthritis, and physical activity levels and were conducted at baseline (B), postprogram (PP), and 3-month postprogram. Due to interruption by COVID-19, a subgroup of participants completed the 3-month postprogram assessments after the onset of the pandemic. At PP, participants with OA showed significant improvements in level of disability (B = 0.63 ± 0.45 and PP = 0.55 ± 0.47; p = .049), pain (B = 4.3 ± 2.5 and PP = 3.6 ± 2.4; p = .026), fatigue (B = 3.9 ± 3.1 and PP = 2.8 ± 2.6; p = .003), and several domains related to health-related quality of life. Despite interruption by the COVID-19 pandemic and poor maintenance of physical activity levels, nearly all improvements related to level of disability, symptoms of arthritis, and health-related quality of life observed at PP were maintained 3-months postprogram. The Move for Health program proved to be a feasible and effective community program for people with osteoarthritis. Additional supports may be needed to maintain physical activity levels after the program.