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Team-based learning (TBL) is a type of small-group collaborative learning that promotes students' accountability and intellectual growth. The readiness assurance stage of TBL, though having a great potential of addressing the widespread course preparation problem, has not been given enough attention. This study aimed to examine the effectiveness of the readiness assurance stage in online and on-campus TBL and to enhance our understanding of how pre-service teachers' interpersonal dispositions affected their learning in both environments. Results of the mixed-method study showed that both online and on-campus modes were effective in improving pre-service teachers' understanding and applying pedagogies in teaching. Students' conceptual understanding of pedagogies was positively associated with their learning behavior and negatively affected by the conformity in online TBL. However, none of the interpersonal dispositions were found to significantly affect pre-service teachers' application of pedagogies in online TBL. Likewise, those interpersonal dispositions did not significantly affect pre-service teachers' understanding and applying pedagogies in on-campus TBL. Based on these results, we offer suggestions for educators and researchers who are interested in implementing or examining TBL.

Informed by the person-object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. Our qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, we provided suggestions for future research and practice for teaching computational thinking in teacher education.

Researchers and educators have advocated computational thinking (CT) should be integrated into K-12 settings as early as elementary schools. However, there has been a lack of knowledge of how pre-service K-8 teachers would be engaged in the learning of CT and its integration in different subject areas. In this study, we taught a flipped learning module in an undergraduate Educational Technology course. Pre-service teachers learned and practiced CT knowledge and skills using a block programming app called Hopscotch. Results of this first iteration of design-based research showed that the orchestration of the technology and instructional methods, such as team-based learning, flipped classroom, and pair programming, supported students' transformative learning experience. It improved their understanding and application of CT concepts. Meanwhile, the mixed-method analysis found some instructional issues that needed to be addressed in future iterations. Suggestions were provided at the end of the paper.

Of all the social constructs impacting the contemporary world, gender is perhaps the most pervasive and the most insidious. Its inequities creep into our everyday lives with impunity. Across the globe, gender construction has evoked challenge, undergone reform and, in some instances, transformed thinking in societies. Yet, for all the gains made by the international community and all the rights women have managed to claim, there is lingering paralysis in societal efforts to close the gender gap and view women's rights as human rights. Even more disturbing is the fact that the academy, despite its reservoir of intellectual potential to create space for feminist transformations, proceeds at a visibly lethargic pace towards this end. Research on gender inequity has consistently focused on variations in income, employment opportunities, and other resources between men and women. But little attention has been paid to those societal forces that sustain gendered inequity, namely policy initiatives, economic realities, and legal constraints, which further complicate gender at the intersections of race, class and culture. And, in the academy, given the male-dominated nature of some disciplines (e.g. political science) gendered inequities are easily incubated and surface with increasing regularity. This study examines the political, economic and legal influences that exacerbate gender inequalities and offer practical recommendations for un-gendering society and the academy.

This study explores methods of preparing students for global citizenship and leadership in a just and humane world. It reviews explanations of student motivation and strategies for promoting global understanding. It provides pedagogical insight into minority education and challenges the international relations educator to enthuse student interest in global citizenship. (Contains 3 tables and 1 figure.)