The purpose of the present study was to examine the effectiveness of a strategic training program for improving students’ performance in solving multiplication problems. The participants were 3 third graders with math difficulties. In this teaching experiment, microgenetic analysis was used to analyze improvement in students’ strategic development and problem-solving accuracy. The instructional components included selective task assignment and OFSD (encouraging students to use Own strategy to solve problems, providing Feedback, asking for students’ Self-explanations, and explicit Demonstration of strategies when needed). The results showed that the three participants began the intervention at different strategic developmental levels and consequently were given differentiated tasks to promote their strategic development during the intervention. In response to the intervention, the three participants improved their problem-solving accuracy, use of advanced strategies, and flexibility in choosing backup strategies.

Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom technology needs is still a critical factor in the implementation of these changes. Our study conducted a needs and preparedness assessment using online surveys on public K-12 teachers before the implementation phase. The data collected for this study comprised 214 responses from schools in 16 states across the US. The study indicates that most of the teachers were not knowledgably equipped to fuse the proposed changes in standards with the current curricula and their teaching plans. The teachers made several suggestions, based on their views regarding the level of preparedness of their students. The implications of these findings and suggestions for further adjustments are presented and discussed.

This literature review explores the sociocultural experiences of international graduate students in universities in the United States. In addition to the typical challenges faced by students going to universities in America, international graduate students undergo extra stress. Research has shown that students face issues such as negotiating the U.S. health care system, the pressures of competency in American English, balancing financial concerns, social connectivity, and anxiety due to isolation from family and friends. These factors place students at risk for developing health problems. Significant findings have indicated that institutions and students’ age play important roles in impacting students’ successful adjusting experiences even though the struggle for acculturation is a personal task. We organized our analysis and discussion around how to help graduate students to obtain sociocultural support and concluded with some suggestions on ways to address inadequacies within the institutional systems to make the schools welcoming for international students.

Trauma-informed care has been considered for high schools since 2010. Both teachers and support staff realize that it is important to make sure to meet students' basic needs for any learning to occur. This information rings true for all college students, especially since the pandemic. The trauma-informed care model has been presented to faculty and staff at Central State University to engage them and allow them to learn new strategies that will help them work with a traumatized student population. This chapter addresses how the model of trauma-informed care training on the website starr.org will help students to complete their college courses more effectively. The small mid-western college in the United States pulls from a few models that were used at the lighthouse community school and the St Leo Burundi refugee resettlement programs. School challenges can be from, according to previous research, being bored with school programs, missing too many days, and being unable to catch up. The chapter will consider how these issues can be combated using the TIC model.

The purpose of this chapter is to provide insights into asylum refugees and the challenges they face. The interventions used with asylum refugees who experience post-traumatic stress disorder (PTSD) are explained. This chapter uses theory-based evaluation (TBE) to explore the efficacy of refugee resettlement used by clergy, staff, and volunteers. Additionally, this chapter highlighted Catholic charities, acculturation, acculturation stress with refugees, and explained the Burundi refugee population in Cincinnati, United States. Refugees have been displaced and experience stress in society. Therefore, having a clear understanding of who refugees are is important, especially when assisting them with the resettlement process.