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Research from numerous studies worldwide consistently shows that integrating social emotional learning (SEL) development into the structures and practices of schools is a path to creating safe, supportive, and inclusive environments. Researchers developed and validated an instrument to examine teachers' perceptions of SEL needs in their schools; their knowledge, skills, training, and experiences with SEL in their classrooms; and barriers to implementing practices or receiving professional development. A pilot study was conducted to assess the feasibility of the survey questionnaire, participant recruitment, and data collection and analysis processes. This paper describes the pilot testing process to ensure methodological rigor and content and face validity of the instrument before commencing the main research project surveying PK-12 teachers in Florida. This tool can be used in multiple sites and contexts to assess readiness and barriers to SEL program implementation, providing formative feedback for school leaders, curriculum developers, and teacher educators.

This study examined the factor structure of an instrument used to measure first generation Bangladeshi, Indian, and Pakistani (FGBIP) parental involvement behaviors in their children's academic achievement in Southwest Florida. A survey was designed for FGBIP parents/guardians of K-12 children studying in public schools based on commonly used indicator variables of parental involvement in the literature. An exploratory factor analysis (EFA) was utilized to test the initial instrument by determining whether the survey items loaded onto the unique factors as well as the number of items to improve the reliability and validity of the instrument. The EFA produced 25 items under five factors: "parental involvement behavioral trends in school-based activities, parental involvement behavioral trends in home-based activities, parents' personal behaviors, parents' involvement in beyond home/school activities, and children's personal behaviors." The researchers described the design process and a useful tool for understanding relationships between parental involvement and students' academic achievement.

The COVID-19 pandemic has had far-reaching effects on nearly every aspect of society, including education. This study investigates educational research conducted in the United States during the COVID-19 school closures to increase our understanding of student, parent, teacher, and school leader experiences with remote learning in a K-12 context. This systematic literature review used concept mapping to synthesize data from relevant studies conducted during the pandemic when instruction transitioned to a remote environment in spring 2020. A range of quantitative, qualitative, and mixed-methods studies were screened for quality and eligibility and revisited multiple times during the coding process. Findings include the need to prioritize equity issues, improve teacher pedagogy in remote instruction, and enhance school-home communication. Our systematic study presents data-informed recommendations that school district personnel and state education officials might implement to improve stakeholder experiences and minimize widening achievement and opportunity gaps as school disruptions continue.

While the COVID-19 pandemic challenged educators, parents, and students to adapt to online learning, it significantly impacted Asian Americans, especially the Chinese immigrant families, with increased anti-Asian acts of racism and xenophobia. The case study investigated a Chinese immigrant family's experiences transitioning to online learning in the climate of anti-Chinese rhetoric in the United States. The case comprised a Chinese immigrant woman and her twins, a boy, and a girl, who were middle school students in a Northern California school district that transitioned to online learning in March 2020. Narrative interviews were conducted online and via telephone and analyzed using content analysis. The findings indicated the challenges in engaging students in online learning that impacted their interactions with classmates and their learning experiences. The findings also revealed the family's coping mechanisms for dealing with anti-Asian discrimination and prejudice against Chinese immigrants, an issue that the twin's school, teacher, and classmates seem to have ignored, according to their accounts. These mechanisms were grounded in their Chinese culture and parental involvement styles. The study emphasizes the need to educate teachers on the use of technology and online teaching to middle school students, the value of Chinese parental involvement in their children's education, and the dangers of bias, discrimination, and microaggressions to promote inclusive classrooms. The results will benefit the development of online teaching and learning and touch upon students' diversity, policy makers' strategies, and the quality of the learning environment.

Infertility is a disease of the reproductive system， defined by the American Society for Reproductive Medicine as the inability to achieve a clinical pregnancy after 12 months or more of routine unprotected intercourse. Despite widespread clinical use of assisted reproductive technology in recent years， more than 186 million individuals worldwide suffer from infertility. With the gradual increase of infertile patients at home and abroad， infertility-related diseases have captivated increasing attention. Gut microbiota is a community with complex bacterial interaction. The relationship between gut microbiota and health has become a hot topic. Recent studies have reported that gut microbiota plays an important role in the occurrence and development of infertility. In this article， research progresses on gut microbiota and infertility-related diseases were reviewed， aiming to provide a novel direction for clinical diagnosis， treatment and research.

The 22nd Global Chinese Conference on Computers in Education (GCCCE) was held May 25-29, 2018, at South China Normal University, Guangzhou, China. Broadcasting live on the Internet, the Conference had 424 onsite participants with 299,816 online viewers from different countries and regions. The Conference hosted five keynote speeches, two expert symposiums, over 200 concurrent presentations, eight workshops, three teacher forums, one doctoral consortium, and two poster sessions. This report synthesizes the keynote speeches and award-winning presentations to share some of the Conference highlights with readers.

The 23rd Global Chinese Conference on Computers in Education (GCCCE) was held May 23-27, 2019, at Central China Normal University, Wuhan, China. With a theme of "Wisdom of Science, Technology, and Humanities," GCCCE hosted four keynote speeches, over 200 concurrent presentations facilitated by nine conference divisions, two expert symposiums, seven workshops, four teacher forums, one doctoral consortium, and two poster sessions. This report synthesizes its keynote speeches, award-winning presentations, and some highlights at GCCCE 2019.

To explore the potential for building multicultural awareness in university students using synchronous technology, faculty members from an American regional state university and a Chinese regional university collaborated to find appropriate ways to integrate synchronous technology (e.g., Adobe Connect) into a teacher education program in the American university and in an English as a Foreign Language (EFL) program in China. The paper reports the collaborative efforts during the spring 2016 semester using Adobe Connect to enrich student learning at both sites. This report includes the project overview, project implementation, its evaluation framework, and initial findings.

NH3 is an essential ingredient of chemical, fertilizer, and energy storage products. Industrial nitrogen fixation consumes an enormous amount of energy, which is counter to the concept of carbon neutrality, hence eNRR ought to be implemented as a clean alternative. Herein, we propose a double–single-atom MoCu-embedded porous carbon material derived from uio-66 (MoCu@C) by plasma-enhanced chemical vapor deposition (PECVD) to boost eNRR capabilities, with an NH3 yield rate of 52.4 μg h−1 gcat.−1 and a faradaic efficiency (FE) of 27.4%. Advanced XANES shows that the Mo active site receives electrons from Cu, modifies the electronic structure of the Mo active site and enhances N2 adsorption activation. The invention of rational MoCu double–single-atom materials and the utilization of effective eNRR approaches furnish the necessary building blocks for the fundamental study and practical application of Mo-based materials. [ABSTRACT FROM AUTHOR]

The effects that admission criteria may have for under-represented groups are an important concern for programs seeking to improve access to post-secondary education. Using data from a large preservice teacher education program in the Canadian province of Ontario, we demonstrate two approaches to evaluating the effects of admission criteria. The first approach uses survival analysis to compare the effects of minimum admission criteria for determining the admissibility of applicants. The second approach compares the actual admission decisions with the decisions that would have been made using eight alternative sets of rules with varying emphases on academic preparation, ratings of applicants' essays and applicants' demographic information. Both approaches offer insights into the roles of specific admission criteria in addressing under-representation.

Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who withdrew from a large one-year post-Bachelor's ITE program. To better understand the experiences of these pre-service teachers and the reasons they withdrew, we present each case as a unique narrative before examining the similarities and differences in their expectations and why they withdrew from the program. We discuss possible interpretations of and approaches to preventing withdrawal for stakeholders of ITE programs.