Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explored with 14 pre-service teachers and 14 matched in-service mentor teachers at four schools and contrasted with eight in-service teachers at four demographically matched schools not receiving PD and their 680 students. Results showed statistically significant growth and differences on evidence-based language and literacy strategies for teachers receiving the PD compared to teachers not receiving the PD as well as statistically significant growth in student performance for classrooms with PD receiving teachers. The current study provides promise for the potential of this approach and promotes porousness in university-school partnerships.
In many species experiencing range expansion resulting from human activity, individuals at the range boundary may be phenotypically distinct from individuals of that species living in longer-established parts of their range. Despite a handful of cases suggesting these differences occur, little is known about how widespread this variation is across diverse invasive species, or whether and how such variation might facilitate the success of introduced species. In the present study, we identified subpopulations of the western mosquitofish, Gambusia affinis, in the lower Susquehanna River watershed in the eastern United States. We collected fish from three sites believed to differ in the time since their establishment. We introduced these fish to a series of behavioral tests to investigate variation in exploratory behavior, boldness, activity level, and sociality to determine (1) whether these subpopulations differed in these behaviors, (2) whether variation in any of these behaviors correlated with one another, and (3) whether subpopulations may differ in variation in these correlated behaviors. We found that fish collected from the longest established subpopulation were more active than fish in more recently established subpopulations. We found that high boldness, activity levels, and sociality correlated across subpopulations, but did not differ between them. Collectively, our results indicate that while subpopulations do differ in one behavioral measure, we did not find evidence of variation in correlated behaviors depending on the estimated time since establishment.
Despite repeated attempts to democratize, Thailand has yet to consolidate a stable democratic system. In the twenty-first century alone, the military has overthrown elected governments twice, encountering limited public resistance. This raises important questions about the depth of political interest among Thai citizens, even after decades of economic development. Several theoretical frameworks seek to explain political interest: modernization theory argues that economic growth fosters greater political interest, while alternative perspectives emphasize the role of the working class or individual personality traits. This study examines these proposed determinants of political interest in Thailand using cross-sectional data from Wave 6 of the World Values Survey. Employing ordered logistic regression, this study tests competing hypotheses drawn from these theories. The results provide partial support for both modernization and personality-based explanations, though no single framework fully accounts for variations in political interest. These findings underscore the complex and multifaceted nature of political interest in Thailand and contribute to broader debates about state - society relations in authoritarian and semi-authoritarian contexts.
ABSTRACT Objective This qualitative study explores African American mothers' experiences coparenting with a nonresidential father. Background Literature often frames coparenting in African American families with a deficit orientation. Using the strengths‐based perspective of the sociocultural family stress model, this study counters this view to underscore how African American mothers perceive their coparenting realities and use resources to navigate related stressors in their family system. Methods Across five focus groups, 20 African American, predominantly middle‐class, college‐educated mothers discussed coparenting and the resources that contribute to their resilience. Results Consensual qualitative research strategies revealed two primary domains (emotional realities and village resources), representing eight themes. Participants' emotional realities encompassed emotional awareness and emotional evolution in their coparenting relationships. Village resources, including social networks and mental health support, were resources central to mothers' ability to navigate coparenting stress. Conclusions Participants navigated intersecting identities as they demonstrated commitment to managing the emotional complexities of coparenting. Village resources were diverse and significant in supporting mothers' coparenting efforts. Implications Findings can inform parenting interventions and policies. Disseminating findings can help destigmatize stereotypical notions of African American parenting and support the development of new strength‐oriented parenting paradigms to inform research, policy, interventions, and family well‐being.
Although associated with desirable student and teacher outcomes, many educators lack sufficient training in evidence-based, effective classroom management practices. The Direct Behavior Rating-Classroom Management (DBR-CM) is a low-inference, flexible, and feasible observational assessment tool developed to support professional development in classroom management. Validation efforts have yielded strong psychometric evidence in support of DBR-CM use thus far; however, early validation work was conducted with participants who received only brief, familiarization training. Given the positive influence of training on the reliability and accuracy of observational assessment, this study evaluated the impact of brief, comprehensive training on the accuracy of DBR-CM ratings. Results indicated that training significantly improved DBR-CM rating accuracy. The impact of training on the perceived social validity of the DBR-CM was also examined. Training predicted higher levels of understanding and acceptability, but not other dimensions of social validity (e.g., feasibility, system climate, system support). Findings support the efficacy of comprehensive training, which included modeling, guided practice, performance feedback, and calibration, in improving DBR-CM rating accuracy.
