With the recent promotion of learner-centered philosophies, educators are beginning to accept the idea that learning is a constructive process. But this philosophical shift has been met with some resistance from both students and faculty. This case study examines the development of a student-designed experiential course from both student and faculty perspectives. Seven undergraduate students developed and implemented a 12-day experiential learning course with eight learning outcomes. Discussion revolves around faculty and student hesitation, student motivation, faculty selection, course evaluation, and interpersonal development.

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Background: In the 40th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools, Americans rated student discipline as the second largest problem facing public education. This poses a substantial problem for administrators striving to employ school reform policies, address public demands, and meet the needs of contemporary students. Purpose: A review of the literature revealed a large body of research that examines disciplinary practice; however, it also showcased a literary gap regarding administrative disciplinary philosophies. Research Design: This multiple case study highlights disciplinary philosophies possessed by five secondary school administrators. Analysis includes utilizing the administrator discipline facilitation continuum, an adapted discipline continuum developed to analyze administrator disciplinary philosophies. Conclusions: The versatility of the continuum as well as implications for its use and future development are discussed.

This study focuses on student emotional reactions toward new events or stimuli within a learnercentered, international education course. Using the primary tenets of appraisal theory, researchers analyzed novel stimuli, as identified by the students, and students' emotional reactions toward each stimulus. Participants were immersed into two separate Scottish island communities for a 22-day period. The primary course objective included students developing leadership skills associated with community development while working with rural Scottish communities. Results indicated that students experienced a wide range of emotions associated with multiple stimuli. Identified stimuli were dichotomized into two categories, the international immersion process as well as the shift in educational responsibility from instructor to student. Emotional magnitude and coping mechanisms differed from student to student. Post international study reflections indicated that students experienced a deeper learning experience when using a learner-centered approach to international education.

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Current legislation, theory and concepts build the framework for this study in understanding how quality instruction is defined in education in general. In particular, the Fenstermacher and Richardson (2005) definitions of good, quality and successful teaching were used as the lens to interpret the findings. The study takes an exploratory approach at answering "what are specific indicators of quality instruction in a school based agricultural education program?" by using the consensus-building Delphi technique. The study found that experts in the field of agricultural education agreed upon 37 quality indicators. These indicators fell within a range of teaching aspects as defined by Fenstermacher and Richardson. Approximately 50 items from the open-ended round of the Delphi did not reach consensus among the expert panel.

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This qualitative case study examines one faculty member's approach toward instilling culturally immersive experiences into graduate curriculum. Participants completed course assignments designed to enhance their multicultural understanding and competence. Course assignments culminated in an immersive experience where students embodied an alter-identity representative of a culture, sub-culture, or group either foreign to the student or opposite themselves. Results indicated that the designed cultural immersion did assist students in transitioning their cultural knowledge from a basic understanding to a greater cultural competence.