Abstract: In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students’ learning outcomes. The purpose of this bounded qualitative case study was to explore how teachers integrated technology into their teaching to improve science students’ learning outcomes. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers’ lesson plans and semi-structured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used instructional tools and sources to help students learn. District administrators may provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students.

Abstract: In Israel there are over 60 institutions of higher education. This figure includes eight universities, the youngest of which is Ariel University in Samaria. The case of Ariel University is an unprecedented case and that transitioned from being the largest public college in Israel to a full-fledged research university. This paper examines the approach to higher education accessibility in universities and colleges, and takes a close tool at the dynamics of a specific organization — a college that transformed into a university in Israel — four decades after the last university was established (Ben Gurion University) and its impact on the higher education system over these four decades. This institution paved the way for the possible pathway of colleges, founded on the principle of access to higher education combined with the goal of excellence, to become universities. The question that emerged from the test of time is whether Ariel University has achieved the goals its founders defined for it? Paradoxically, the college that evolved on the principle of accessibility and opening the gates to higher education led other institutions on the path to excellence and to genuine competition between colleges and universities both, and played a leading role in establishing the groundbreaking view that each type of institution has its own function: the function of colleges is to teach, while the function of universities is to do research, This development offers a potential scenario for the transformation of the higher education system in general, where policy is driven by market forces.

Abstract: Proactivity is a necessary skill among teachers in the 21stcentury. The objective of this research is to understand and analyze the levels of proactivity among university students and teachers. A longitudinal study subsidized by the University of Zaragoza was carried out over seven years (2012- 2019). A mixed methodology was used, including a quantitative study, in which a questionnaire was used as an evaluation instrument, and a qualitative study with three discussion groups. The sample included 717 participants (130 professors and 587 students) from 12 centers belonging to the five macro university areas. The results show that compared with no proactive people, proactive people are more positive, care more about the quality of what they do, are more entrepreneurial, and tend to expand their studies and accept their mistakes more easily.

Abstract: The aim of the study is to develop a model to improve the decision-making skills of the fourth grade students. The research was carried out mainly two stages: In the first stage, literature review and the second stage, a model was developed. The model is named as “Marmara Three Stages Cognitive Decision Making Skills Development Model”. Purpose of the developed model to help the students to recognize the decision making process and to reach the result by using this process when they encounter problems. The model consist of three stages (learning, development, reinforcement). Each stage was prepared in four sessions based on a theme. Each stage deals with a different problem and the model was applied 12 course hours. As a result, all stages of the model include the same implementation steps and the same sessions. In each session, the same decision-making activities were performed respectively.

Abstract: As the demand of literacy instruction continues to change, educators must also continue to seek out effective strategies to increase student achievement and growth. The strategy of small group instruction is at the focus of this study with an emphasis on small group reading instruction, the critical components of this instruction, and the tracking of student mastery through small group instruction. The results of this study were based on student performance data for a fourth grade reading class. Findings revealed that data-driven small group instruction increases student achievement in reading. Furthermore, the study showed that students performed better with targeted, specific small group instruction based on their individual needs. Small group instruction not only increased student performance, but it increased the confidence of students as well. The student data tracking system is detailed within the study.

Abstract: Chronic absenteeism—the repeated and excessive absence of a student from school for excused or unexcused reasons—affects children, their schools, their futures, and society. In this quantitative study, the researcher compared attendance rates before and after implementation of House Bill 2398 for low socioeconomic status English Language Learner (ELL) between ELL and non-ELL students at the elementary and secondary levels of schooling in a rural Texas school district. A three-way mixed Analysis of Variance (ANOVA) revealed a significant interaction between HB 2398 and ELL status. There was a statistically significant difference in the absence rates before and after passage of House Bill 2398 between ELL and non-ELL students. The study confirmed prior research regarding differences in absenteeism between ELL and non-ELL students. Surprisingly, absence rates generally increased after passage of House Bill 2398, which was intended to improve student attendance by emphasizing proactive rather than reactive approaches to truancy.

Abstract: A study was conducted to investigate how the lives of two parents were influenced by the services provided through a service dog to mitigate difficulties experienced by children with autism spectrum disorder (ASD). Children diagnosed with ASD experience cognitive, emotional, and social issues, which can create additional stressors for their families. To strengthen child and familial relationships, while addressing specific concerns related to ASD, service dogs hold great promise for supporting families of children with autism. A qualitative multiple case study design was used to explore the type of influence a service dog had on the parents of two young boys with autism. Data was gathered through interviews with parents and multiple observations of the family interactions. An open coding approach (Bloomberg & Volpe, 2012) was utilized to analyze interview and observational data. Service dogs benefit parents emotionally and physically. Service dogs develop a unique bond with parents in private settings and provide extra support in open environments. Findings in this study affirms current literature supporting the use of service dogs for children with ASD and contributes to the gap in literature highlighting the benefits for parents.

Abstract: In this mixed-methods study, we used Fitbit fitness trackers to monitor the heart rate, sleep, and step counts of four teachers from diverse backgrounds for twelve consecutive weeks. Weekly interviews took place where researchers inquired about the teachers’ most and least stressful days as evidenced by the data provided from the Fitbit. The most common stressor indicated was poor student behavior and the most common coping mechanisms used were self-care techniques such as taking baths, naps, and massages. Prior to the beginning of the interview period, each teacher completed the Classroom Appraisal of Resources and Demands (CARD) to measure their stress risk, the Preventative Resources Inventory (PRI) to measure their preventative coping skills, and the Maslach Burnout Inventory (MBI) to measure their burnout. Data was triangulated through the initial surveys, coding from weekly interviews, and the Fitbit data to create a profile and results for each teacher.