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Language, Life, And Indigenous Knowledge: Cultural Contexts In Advanced Kaqchikel Maya Language Education Approaches To Indigenous Language Revitalization In Kik'aslemal Ri Kaqchikela': An Advanced Kaqchikel Maya Language Textbook, José Israel Herrera

Journal of Maya Heritage

Abstract. This article examines the relationship between Indigenous language revitalization and the continuity of socially embedded systems of knowledge through the case of advanced Kaqchikel Maya language education. Drawing upon scholarship on Indigenous pedagogies, linguistic anthropology, and Indigenous epistemologies, the article explores how culturally grounded approaches to language learning contribute not only to the development of linguistic competence but also to the reproduction of memories, values, and intellectual traditions. Particular attention is devoted to Kik'aslemal ri Kaqchikela': An Advanced Kaqchikel Maya Language Textbook, whose thematic organization and collaborative development illustrate broader processes of knowledge production and cultural continuity. Rather than …

‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt

Teaching/Writing: The Journal of Writing Teacher Education

This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment …

A Systematic Review Of Writing Interventions For Elementary Pre-Service Teachers, Lindsey Wiggins, Hannah Carter, Katherine L. Wright

Teaching/Writing: The Journal of Writing Teacher Education

Effective writing instruction in elementary classrooms depends on teachers who are prepared as both writers and instructors. Yet, writing methods courses remain limited in teacher preparation programs (TPPs), leaving many pre-service teachers (PSTs) underprepared to teach writing. This systematic literature review synthesized 20 U.S.-based studies (2011–2024) on writing and writing instruction interventions with elementary PSTs. Two questions guided the review: (a) How have researchers measured the effects of interventions? and (b) What are the characteristics of effective interventions? Findings show that most studies relied on self-reported measures, with limited use of validated or observational tools, raising concerns about consistency and …

Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci

Teaching/Writing: The Journal of Writing Teacher Education

This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.

Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander

Teaching/Writing: The Journal of Writing Teacher Education

The journal submission guidelines stated not to include an abstract.

Cognitive Autonomy In The Age Of Ai: A First-Year University Writing Teacher’S Case For Embodied Learning, Rachel M. Terry

Essays in Education

Cognitive autonomy in the age of AI is becoming an urgent concern in higher education. This article argues that first-year writing instruction should recover cognitive autonomy and embodied learning as correctives to technocratic habits shaped by generative AI, digital convenience, and an overreliance on optimization. Drawing on the author’s positionality as a first-year university writing teacher, it examines how students increasingly treat knowledge as detachable information rather than as something formed through disciplined engagement. The article includes examples of handwritten note-taking and annotation as embodied learning that slows thought, deepens synthesis, and supports student agency. It concludes that education should …

Leadership Challenges With Multilingual Education Programs Implementation For English Language Learners In K–5 Public Schools, Suzanne Youveup

Walden Dissertations and Doctoral Studies

No abstract provided.

Class Of 2026 Graduates Elected To Order Of The Coif, Benjamin N. Cardozo School Of Law

Cardozo Law News Archive

Cardozo School of Law recognized 31 members of the Class of 2026 who were elected to the Order of the Coif, a national honorary scholastic society recognizing the top 10 percent of each graduating law school class for academic excellence.

Cardozo Celebrates Class Of 2026 At 48th Commencement, Benjamin N. Cardozo School Of Law

Cardozo Law News Archive

Cardozo School of Law celebrated its 48th Commencement, honoring 304 J.D. graduates and 64 LL.M. graduates of the Class of 2026. The ceremony featured remarks by Dean Melanie Leslie, keynote speaker Chief Judge Rowan D. Wilson, and Yeshiva University President Rabbi Dr. Ari Berman, while recognizing student achievements, faculty excellence, and the resilience, leadership, and service of the graduating class.

Voces Rurales: Understanding The Latina Rural College Student Experience, April Mazón

The Rural Educator

This article integrates research with lived experiences to explore the educational and career transitions of Latina rural college students and the unique challenges they encounter in navigating higher education and the workforce. Drawing on the phenomenological study “Voces Rurales: Examining Latina Rural College Student Experiences in Navigating Transitions from College to Career or Post-Baccalaureate Studies,” which coupled semi-structured interviews and photo elicitation methodology, this article highlights the critical intersection of rurality, gender, and ethnicity in higher education. The study focused on Latina undergraduate students in a rural border county with two institutions of higher education: a community college and a …

Bullying Prevalence And Persistence In Rural And Urban Settings, Eric Landers, Juliann Sergi Mcbrayer, Monika Krah, Meredith A. Rausch

The Rural Educator

Bullying is a serious issue in schools, affecting students’ physical health, academic performance, and mental well-being. It involves repeated, intentional aggression—physical, verbal, social, or online—that creates a power imbalance between the bully and the victim. Over time, it can lead to depression, low self-esteem, substance abuse, and even criminal behavior. Bullying varies by environment. Urban schools may see more peer aggression due to social instability, while rural schools face challenges like social isolation and unique power dynamics. Rural students face higher and more persistent bullying and repeated incidents at a higher rate than their urban peers. A growing concern is …

Redefining Rural: A Strengths-Based Framework For Enhancing Educational Policy And Practice, Dawn A. Rowe, Michele A. Schutz, Hilary E. Travers, Jon Borland

The Rural Educator

The lack of a consistent definition of “rural” in education research and policy limits equitable decision making and resource allocation for rural schools. This exploratory study used a Policy Delphi approach to elicit expert and practitioner perspectives on how rural can be conceptualized through the rural cultural wealth framework. Twenty participants across 13 states identified and refined factors shaping educational decision making in rural contexts. Results revealed strong agreement that socioeconomic status, rural culture, and community engagement are central to defining rurality. Participants’ preferred definitions emphasized familial, social, and aspirational capital, highlighting how community cohesion and resilience shape educational opportunities. …

Barriers And Solutions To Effective Mental Health Services In Rural Schools: A Delphi Study, Rawn Boulden, Anna Simmons

The Rural Educator

In response to a gap in the literature, this study examined barriers and solutions to effective school-based mental health services and supports in schools. Using a Delphi methodology with a panel of 30 rural educators (i.e., school counselors, teachers, and administrators), the study identified 126 consensus statements across multiple domains. Findings highlight systemic challenges such as workforce shortages, stigma, limited access to services, and structural inequities. Participants also proposed actionable strategies, including expanding school-based mental health staffing, fostering community partnerships, and integrating social-emotional learning into classroom practices. These results offer practical, research-informed guidance for strengthening mental health infrastructure in rural …

Resourcefulness, Ingenuity, And Community Strengths In Meeting Rural Youth Mental Health Needs: A Multiple Case Study, Aaron Leo, Jessie Tobin, Paul Guay, Kristen Campbell Wilcox

The Rural Educator

This study investigated how 133 educators in six rural schools experience and address youth mental health challenges and the adaptations they use to meet students’ needs. Interview and focus group data were examined through the lens of rural community wealth to draw attention to the ways educators support their students and the resources on which they draw in their efforts. Findings illustrate that rural educators shift to providing as many services to students as possible on their school campuses; increase the capacity of staff members to address students’ mental health through targeted professional development and training; and integrate social-emotional learning …

Challenges And Opportunities In Rural Education: The Case Of La Araucanía, Chile, Katerin Arias-Ortega, Viviana Villarroel

The Rural Educator

The article reports on the challenges that rural education has been facing in La Araucanía, Chile, from the perspective of Mapuche parents. The study’s methodology was qualitative and involved Mapuche families who sent their children to rural, single-teacher schools located in an Indigenous context. The findings indicate that Mapuche mothers perceive the education that their children receive in rural schools to be of lower academic quality. Furthermore, they acknowledge that rural education receives less economic support than education in urban settings, which creates a disadvantage for Indigenous and peasant children. This disparity limits their ability to acquire the same resources …

Who Gets Closed? Twenty Years Of Access-Restricting School Closures In Arkansas, Mara C. Tieken, Christine Murray

The Rural Educator

Many states are facing dropping enrollments, budget shortfalls, and pandemic-era learning loss, and, looking to maximize efficiency and strengthen academics, they are considering district consolidation and school closure. Yet school closure is a highly contested issue, and research suggests that closure can harm students and communities. This study used discrete time survival analysis to investigate the demographic and institutional factors associated with access-restricting closures of rural schools in Arkansas from the 2003–2004 school year to the 2022–2023 school year. We looked at these closures—nearly all of them preceded by district consolidation due to under-enrollment or academic or fiscal sanction—to explore …

Updates To The Definition Of Rural, Daniel Showalter

The Rural Educator

First appearing in “Why Rural Matters 2025: People, Place, and Possibility,” this essay explains how changes to U.S. Census Bureau definitions of “urban” after the 2020 census have significantly reshaped which school districts and schools are classified as rural. These updates—such as raising population thresholds and redefining density—have led to many districts shifting classifications, with far more becoming newly rural than leaving that category. As a result, rural student counts have increased substantially, although this increase mostly reflects reclassification rather than demographic change. These shifts have important implications for funding, research, and policy decisions related to rural education.

Lesson 1. Growing Food In Winter On Rosebud Reservation? Comparing Traditional Agriculture And Hydroponics, Jaysel Magno, Genesis Barbon, Madhav P. Nepal

iLEARN Teaching Resources

Students investigate how climate influences food production by comparing traditional agriculture and hydroponic growing systems. Through discussion, visual analysis, and comparative reasoning, students examine how environmental conditions such as frost, short growing seasons, and frozen soil affect agricultural productivity in cold climate regions. Students analyze the advantages and limitations of both traditional planting and hydroponics while exploring the relationship between food sovereignty, environmental adaptation, and community sustainability. This lesson serves as the foundation for a hydroponics unit and prepares students to understand how controlled-environment agriculture can support year-round food production.

Problem-Based Learning (PBL) Scenario: The local community experiences long winters, …

Lesson 2. Food Systems, Climate Risk, And Food Sovereignty, Jaysel Magno, Genesis Barbon, Madhav P. Nepal

iLEARN Teaching Resources

Students examine how food moves through a food system and investigate how climate disruptions can affect food access in rural and tribal communities. Through analysis of food supply chains, transportation networks, and weather-related challenges, students explore the concept of food sovereignty and its connection to community resilience. Students evaluate how hydroponics can reduce vulnerability within local food systems by increasing year-round food production and local control. This lesson builds upon students’ understanding of hydroponics from Lesson 1 and prepares them to view hydroponics as a community-based solution to environmental and food access challenges.

Problem-Based Learning (PBL) Scenario: A severe winter …

Lesson 3. Hydroponics System Implementation And Community Resilience, Jaysel Magno, Genesis Barbon, Madhav P. Nepal

iLEARN Teaching Resources

Students apply their understanding of climate limitations, food systems, and food sovereignty by launching and maintaining a 42-pod hydroponics system. Through hands-on participation, students learn the functions of hydroponic system components, establish maintenance procedures, and assume responsibility for long-term system management. This experiential learning lesson emphasizes community resilience, sustainability, self-determination, and practical problem-solving. Students connect scientific concepts to real-world community needs while recognizing hydroponics as a strategy for strengthening local food production and reducing food system vulnerability.

Problem-Based Learning (PBL) Scenario. The community faces long winters, transportation challenges, and limited opportunities for year-round food production. Students have learned that climate …

Juntos 4-H: Clinton County Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos: Together: Annual Report, Ay 21-22, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Indiana Juntos 4-H: Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos 4-H: Lake County: Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos 4-H: St. Joseph County: Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos 4-H: Jackson County: Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

4-H De Indiana: 2022-2023 Reporte Annual, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos 4-H: Daviess County Annual Report: 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Juntos 4-H: Elkhart County: Annual Report 2024-25, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.

Indiana 4-H Annual Report 2022-2023, Lindley Mcdavid

Evaluation and Learning Research Center Reports

No abstract provided.