Abstract: While the COVID-19 pandemic occurred almost four years ago, many educators continue to face challenges in supporting the needs of youth who have experienced declines in their engagement in school. Studies have found that one critical way in which teachers can be supported is through professional development. However, these studies also indicate that for such professional learning opportunities to be most impactful, they must be responsive to the current experiences of teachers. In this qualitative study, 126 teachers’ perceptions regarding the long-term impact of the COVID-19 pandemic on their students were obtained and analyzed. Employing van Es and Sherin’s noticing framework, findings revealed that teachers identified declines in affective, behavioral, and cognitive engagement but needed guidance and support with the development of instructional strategies aimed at fostering student engagement. The implications of the findings for designing teacher professional development programs that focus on fostering student engagement are explored.

Abstract: The integration of digital technology in school-based mindfulness programs has gained attention as a potential means to enhance student well-being. This randomized controlled trial examined the effects of a digital mindfulness-based intervention implemented in a classroom setting. A total of 353 students (aged 8–10 years) from three randomly selected schools in Washington, U.S. participated in the study. The schools were assigned to one of three conditions: a structured, sequenced delivery of sessions (DMBI-Playlist, n= 208 students), an ad hoc implementation of sessions without a set order (DMBI-No Playlist, n= 101 students), and a waiting control group (n= 44 students). Results indicated no statistically significant differences between the intervention and control groups in overall behavioral and emotional outcomes. However, students in the DMBI-Playlist condition demonstrated fewer conduct problems and more prosocial behaviors compared to those in the DMBI-No Playlist condition. Several study and intervention conditions that may have contributed to the DMBI's lack of impact are discussed, including sample sizes, teacher training, dosage, students' developmental readiness, and follow-up assessments. While digital interventions hold promise as scalable, accessible and cost-saving tools, further studies on their effectiveness are needed.

Abstract: This paper focuses on a developed assignment for students who are taking a Communication Ethics course. The assignment could act as a guideline for assisting instructors in developing a case study that discusses specific health disparities as it relates to communication ethics in a healthcare setting. Instructors can develop a case study that encourages students to investigate and apply communication ethics concepts to research and healthcare exchanges. The assignment is designed to introduce undergraduates to ethical behavior in healthcare communications and research. The case study also informs students about illnesses that might affect specific communities.

Abstract: In this study, Bobly's (1969) attachment theory is discussed in detail. Four basic attachment styles are defined. These are secure attachments, anxious attachments, avoidant attachment, and disorganized attachment. Turks have an old and multicultural structure from Central Asia to Anatolia. How the traditional Anatolian family is understood by folk songs, tales, epics and stories. Especially Dede Korkut Stories tell us about the traditional Turkish family. In the study, 30 mothers were interviewed. The study was conducted with qualitative research methods. The study group of 30 mothers were asked three questions about attachment styles. There is a significant relationship between attachment and child rearing styles. Traditional child rearing styles in Anatolia are more similar to the authoritarian attitude where parents have a say and there are rules. It is likely that attachment styles in individuals who grow up with this attitude are different from children who grow up with other attitudes.