Recently, there has been a push within engineering curricula to adopt more learner‐centered pedagogies, such as case‐based instruction. Case‐based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study examined the influence of case‐based instruction when compared to traditional lecture‐based instruction within a mechanical engineering course on student performance in terms of learning, conceptual understanding, and student perceptions towards the two approaches. Seventy students from one systems course in a mechanical engineering program participated in this study. The study utilized within subjects posttest only experimental research design to assess student learning and engagement from cases. Participants completed posttests and a survey. We found that students' conceptual understanding was significantly higher when learning from case‐based instruction as compared to traditional lecture. Additionally, the survey results exhibited that cases allowed for significantly more engagement and connections to the real world. However, students reported that cases were not better in improving their learning. Given limited research on the effectiveness of case‐based instruction in engineering, this study provides empirical support for the use of cases in engineering. We also argue that student perceptions are not accurate predictors for their actual learning outcomes. Implications for engineering educators and directions for future research are offered. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 659–677, 2014

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This article describes the efforts funded by the state of Colorado to address unacceptably high rates of expulsion from child care. Based on the results of a 2006 survey, the state of Colorado launched two complementary policy initiatives in 2009 to impact expulsion rates and to improve the use of evidence-based practices related to challenging behavior. The primary policy initiative involved the funding of a center to develop model sites, a state-level planning team, ongoing practitioner training, and certification of coaches and trainers all built around the Pyramid Model. The secondary initiative involved expanding the number of early childhood mental health consultants and modifying their reimbursement/payment formula such that direct preventative work with adult providers, consistent with the Pyramid Model, was reimbursable. A follow-up survey in 2011 showed a dramatic reduction in expulsion rates and a corollary increase in providers’ teaching of prosocial skills to children with challenging behavior.

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The importance of early science, technology, engineering, and math (STEM) learning opportunities for all young children has become increasingly documented by research and recommended practices. In addition, high quality inclusive settings where all children can access and benefit from learning activities continues to demonstrate optimal outcomes for all children. This manuscript reports findings from a survey broadly disseminated related to early childhood practitioners’ and directors’ perceptions related to STEM and inclusion and explores what practices related to STEM and inclusion are currently being used by early childhood practitioners and directors. While the majority of respondents supported the importance of both STEM and inclusion, there were varied responses related to relevance for infants and toddlers and inconsistent reports of specific practices being used. The findings suggest the need to emphasize and provide professional development opportunities focused on STEM and inclusion for our early childhood workforce more explicitly. Additional implications for research and practice are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-023-01476-w.

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