Abstract: Teacher attrition continues to be a major issue in public education. Hard to staff, low-income schools see the highest attrition rates among public schools. This study explored teachers’ experiences with the Teacher Incentive Allotment (TIA) program in Texas. The TIA was designed to provide incentives to quality teachers who are willing to work in high-needs schools and was developed based on the legislation (House Bill 3) passed by the 86th Texas Legislature in 2019. The participants in this study were selected from a school district in Texas which was an early adopter of the TIA program. The researcher explored the participants’ lived experiences with the TIA to provide insight for policy makers and school district leaders regarding the teachers’ decision to remain at a high needs campus as well as in their current school district.

Abstract: This qualitative case study analyzes the perceptions and practices of a diverse group of three Head Start Teachers in relation to their work “managing” their classrooms and supporting Socio-Emotional learning development for their historically underserved young learners (i.e., nationality, socioeconomic status, race, ethnicity, language, etc.). To explore these areas, the author collected data through 1) surveys, 2) interviews, and 3) classroom observations using the Metropolitan Urban Education Culturally Responsive Classroom Management Model as a Conceptual Framework. Results indicate that although Head Start Teachers are required to use a behavioral classroom management method, they also engage in culturally relevant practices to facilitate social efficacy. While each teacher frames their own work differently, they do share a common sense of justice and commitment to supporting their students to grow socially and emotionally. From a liberatory perspective, this study emphasizes the critical role of the early childhood teacher in conversations on engendering justice, equity, and agency with young diverse children.

Abstract: Fieldwork education is an essential and an integral part of the curriculum of social work and helps students to develop professional behavior. Fieldwork training can foster the integration of theories and practice-based knowledge. Hong Kong is a place where Chinese and foreigners gather, and Chinese and English are equally important. However, English is the main language of instruction in most College. During the fieldwork placement, students are required to submit assignments in English writing. However, some fieldwork supervisors also said that students have practical abilities, but they often fail to express them in their reports while in English writing. For some students with weak English writing skills, they are very worried that their grades will be affected. This question is worth exploring especially in Hong Kong’s situation.