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University supervisors [US] serve as the liaison between student teachers, cooperating teachers, and relevant universities’ TEP – bridging the gap between theory and practical application for novice teachers through the use of formative and summative assessments. Current classroom teachers generally rank their own field experience – which included interactions with US – as “the single most influential factor in their TEP” (Steadman & Brown, 2011, 52) and say that it “has the potential to play a major role in helping novices learn to teach” (Borko & Mayfield, 1995, 502). Many clinical coordinators hire seasoned professionals for the role of US because they know how to teach and have taught well for many years. McCormack, et al, posit that “US suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is” (2019, 22). In addition, a preliminary look at existing role definition and selection criteria reveal widely varying practices across universities. According to McGarr & Gallchóir’s call for future research, we should “re-evaluate the university’s policy of employing a significant portion of retired teachers as field instructors, who despite their commitment and valuable experience in teaching, do not appear to be familiar with new and emerging technologies or their pedagogical affordances in the classroom” (2020, 10). Parties responsible for hiring US typically do not offer P.D. because they trust that the chosen mentor teachers will be able to evaluate novice teachers without the need for training.

BACKGROUND: Palm cooling proved beneficial to health and performance, yet an optimal temperature has not been identified. METHODS: To identify a palm cooling temperature to optimize ergogenic and cardiovascular responses, 12 women and 8 men did three multi-stage rowing ergometry workouts. In a randomized sequence, and as they wore fabricated palm cooling gloves equipped with a mesh pouch for workouts, gel packs at one of 3 average temperatures (10.6, 12.6, or 14.9o C) were inserted into the pouches. Per workout, distance rowed, heart rate (HR), systolic and diastolic blood pressures (SBP, DBP) were recorded before, during and after rowing. Distances rowed were compared with two-way (gender, condition) ANCOVAs, with repeated measures for condition. Cardiovascular variables were compared with three-way (condition, gender, time) ANCOVAs, with repeated measures for condition and time. Within-subject contrasts were our post-hoc, and  = 0.05 denoted significance. RESULTS: Distance rowed results yielded non-significant differences. DBP results had a significant time-by-gender interaction. Women had significantly higher values than men at 5- and 10-minutes post-exercise. HR results included a significant condition x time interaction, with 10.6 < 12.6 and 14.9o C after rowing stage four, as well as at 5-, 10- and 15-minutes post-exercise. SBP results included main effects for condition (10.6 < 12.6 and 14.9o C) and time. For time, post-bike and 5-minutes post-exercise values were significantly higher than all others measured. CONCLUSIONS: HR and SBP results imply 10.6o C, since it yielded lower values per variable despite a similar distance rowed as the other conditions, may be optimal since it imposed less cardiovascular demand.

When instructors provide structures that uphold and reinforce students’ cultural identities, students likely feel a greater sense of belonging (Gray et al., 2018). However, little research has addressed teachers’ beliefs about their capabilities to engage in these culturally affirming practices, particularly at the postsecondary level. Furthermore, instructors’ beliefs may not always translate into practices that are perceived by students of color as supportive, particularly among students attending predominantly White institutions (PWI; Stepp & Brown, 2021). The research questions for this study were: What is the relationship between instructor self-efficacy for meeting the needs of students of color and students’ sense of belonging? Does instructors’ self-efficacy for culturally relevant teaching practices align with students’ perception of such practices? Participants were White instructors (n = 50) and their students of color (n = 1,376) who took part in a larger investigation of undergraduate teaching and learning at a public, land grant PWI in the southeastern U.S. Instructor measures included self-efficacy for meeting the needs of students of color and self-efficacy for implementing culturally relevant teaching practices. Student measures were perceptions of instructor’s culturally relevant practices and sense of belonging. Student responses were aggregated (means) by instructor. Researchers found that instructor's’ self-efficacy for meeting the needs of diverse students was unrelated to students’ sense of belonging. On average, instructors reported high levels of self-efficacy. Instructors’ self-efficacy for culturally relevant teaching was positively related to students’ perceptions of inclusivity. This study provides support for the importance of confidence in inclusive practices for White instructors to promote positive student perceptions and academic outcomes.

Disproportionate outcomes for minoritized students, particularly Black, Latinx, and Indigenous students, remains a pervasive issue in schools. Teachers with insufficient classroom management techniques may unknowingly contribute to discipline disproportionality, highlighting the importance of providing teachers with feasible classroom management strategies. Behavior specific praise (BSP) is one of the most widespread and simple evidence-based classroom management techniques, anchored in feasibility and effectiveness. However, several studies have demonstrated inequity in delivering BSP to ethnic / racial minoritized students. Self-monitoring and performance feedback have been widely used to increase teachers’ implementation fidelity of behavioral interventions, and positive effects have been demonstrated specifically for interventions focused on increasing overall rates of praise. However, the literature on BSP, self-monitoring, and performance feedback have only recently begun to turn an eye towards equitable student outcomes. Therefore, the current study seeks to expand on this emerging literature to determine the effectiveness of a two-pronged (self-monitoring and performance feedback) intervention to increase teacher use of equitable BSP.

During this experience, your presenters will frame digital storytelling and photovoice through the unique lenses of pan-Africanism. Starting with the journey of the drum, we will explore African music, storytelling, community, poetry, and masking of all forms. We invite you to join this participatory action research presentation. We provide opportunities for rich discussion and reflection on this methodology. We are all the Pulse of the People.

Intent: To explore how the implementation of the district procedures outlined in the JCPS Student Support and Behavior Intervention Handbook affects the relationship between administrators and teachers. Generative Questions: 1. Whether or not the implementation of district procedures on student conduct fosters a positive, negative, or has no effect on the relationship between administrators and teachers? 2. How adequate is the training to support the relationships between administrators and teachers when learning about the implementation of district procedures on student conduct? 3. What perceptions do teachers and administrators have on their counterpart’s role in the implementation of district procedures on student conduct