Abstract: "Flipping the classroom of Workplace Ethics courses” integrates role-playing learning in workplace scenario simulations, problem-based learning (PBL), and experiential activities in problem-solving. These elements are incorporated into the flipped pedagogy based on flipped classroom framework. By introducing this flipped pedagogy into the Workplace Ethics course, particularly in the workplace communication ethics series, a student-centered flipped classroom is established. This approach addresses the gap between instructional settings and real workplace scenarios, enhancing students' motivation for self-directed learning. Through experiential activities tackling ethical dilemmas in simulated workplace scenarios, students' motivation for learning is boosted, enhancing students' practical application abilities of workplace ethics knowledge to effectively apply the knowledge gained in courses to resolve workplace communication ethical issues and enhance learning performance.

Abstract: This study examined the reading development of emergent bilingual students given varying combinations of academic support services. Participants were divided into three study groups: Group A consisting of students only receiving small group instruction; Group B consisting of students receiving small group instruction and after school tutoring; and Group C consisting of students receiving small group instruction, after school tutoring, and ESL pull-out services. The reading level of participants was measured using a Fountas and Pinnell benchmark assessment, and participant’s progression in their reading examination scores was observed through analysis of their MAP reading test scores. Results from this study showed that a larger amount of academic support services can be more beneficial for student achievement on reading examinations; however, providing students with solely small group instruction may be more effective for improving students' reading ability.

Abstract: This longitudinal three-year study explored implementation of practice-based teacher preparation incorporating high-leverage teaching practices to advance PCK. Participants included teacher candidates (n = 45) who completed elementary science and mathematics methods courses at a rural Midwestern university. Students engaged in teaching rehearsals to explore STEM concepts and equitable teaching practices. Data from surveys and student reflections revealed an increase in teacher candidates' perceptions of their knowledge and competence of teaching science and math content equitably.

Abstract: Physical activity can meaningfully influence educational outcomes, yet, remains insufficient among youth (World Health Organization, 2018). Youth who are not physically active are more likely to encounter chronic health issues including obesity, depression, and anxiety (Bartelink et al., 2019, Bélair et al., 2018, Krebs, 2003).School-sponsored physical education (PE) is one way for students to participate in physical activity. However, state policies allotting time for PE vary nationally. Furthermore, many schools respond to pressures of increasing student standardized test scores by replacing structured time in PE with more time in tested subjects (Center on Education Policy, 2007, 2008). This study explores national associations of PE time policies and academic achievement on standardized tests through a fixed effects panel data analysis. The change in PE policies, as measured by mandated PE time, significantly predicted mean reading and math performance. Findings enhance the limited literature on PE policy associations with academic achievement.

Abstract: Educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based teacher performance assessment (TPA) that centers program values and goals along with state and professional standards when their state removed the edTPA as a certification requirement in 2022. This study describes the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation. Findings support use of a portfolio-based TPA as a promising component of teacher certification with the potential to advance inclusive, culturally-sustaining, evidence-based practices that create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities.

Abstract: Historically, there has been a notable lack of representation of disability in western art history. Where disabilities are displayed, the artists’ intentions were often to convey moral corruption, religious infidelity, and the faults of society. Other times, the representations functioned scientifically as medical records. In fact, one of the most anatomically accurate representations of physical disability is credited to the early modern artist Hieronymous Bosch, who was known for his unfiltered commentary on the flaws of human society. Contrary to his typical surreal, vibrant, and sarcastic style, Cripples and Beggars (after 1570) (Fig. 1), a naturalistic and observational piece, offers a rare lens into how disability was portrayed during the early modern period. In contrast, Rachel Gadsden, a contemporary, disabled artist, foregrounds her identity as a disabled artist in her work Ubuntu (2012) (Fig. 2) and utilizes an expressive, abstract style to convey the fluidity of the disabled human form. Cripples and Beggars and Ubuntu, separated by centuries, provide a captivating shared subject for comparative analysis that transcends temporal boundaries. Cripples and Beggars provides an early explicit and moralizing depiction of physical disability as an isolating scourge while Rachel Gadsden focuses on abstract, yet recognizable human bodies in optimistic motion and community. Analysis of the varying style, medium, and intention reveals the evolved reception and, thus, depiction of disability. The evolution of the reception and depiction of disability from Hieronymous Bosch's Cripples and Beggars to Rachel Gadsden's "Ubuntu" signifies a shift from viewing disability as a symbol of moral corruption and societal decay to an expression of identity, resilience, and community.

Abstract: This meta-analysis aims to evaluate the impact of U.S. education policy reforms on financial literacy outcomes through the implementation of financial education initiatives in schools. A comprehensive search was conducted across multiple databases, identifying relevant studies published between 2000 and 2023. After removing duplicates and screening based on pre-defined inclusion criteria, 35 studies were included in the final analysis. Data were extracted on key variables such as policy intervention types, student demographics, curriculum content, and assessment methods. The results were synthesized using random-effects meta-analysis, revealing significant improvements in financial literacy scores following policy reforms. However, variations in effectiveness were observed based on socioeconomic status and geographic regions. The findings highlight the critical role of well-structured education policies in enhancing financial literacy among students and offer recommendations for future policy directions to ensure equitable access and outcomes across diverse student populations. There was no financial support for this study.

Abstract: This mixed-methods, sequential explanatory case study was designed to assess the effects of a Restorative practices intervention curriculum on student behavior at a disciplinary alternative secondary campus, and to assess the effects of this curriculum on teacher and administrator decisions regarding student discipline, through the lenses of Social Justice Theory. There is currently no data available on the effects of Restorative practices among students who are already receiving the impact of exclusionary discipline in schools in the United States. Quantitative data was extrapolated using campus disciplinary data over the course of two academic school years. Qualitative data was extrapolated through a 42-question survey protocol and an eight-question interview protocol. The results assert Restorative practices curricula appear to have a positive impact on student’s behavior, teacher’s classroom management decisions, and administrator’s disciplinary decisions at the disciplinary alternative school.