High ability learners are students with outstanding abilities in one domain or more and have varying learning abilities, interests, and needs. Due to their diversity, these students require curriculum and instruction that can address their needs and facilitate them to reach their full potential. In Indonesia, high ability education is rare to be found as the curriculum is oriented to meet the needs of students of all abilities. However, Indonesia's current national curriculum, Curriculum 2013, has the potential to address the needs of high ability learners in the regular classroom. Using the qualitative literature review method, this study analyzed the content of Curriculum 2013 and its ability to address the needs of high ability learners. It also examined the strengths and weaknesses of Curriculum 2013. The results revealed that this curriculum has the ability to meet the needs of high-ability learners in the regular classroom. All four critical components (objectives, learning materials, instructional strategies, and learning assessments) of Curriculum 2013 contain essential aspects to educating high ability learners, such as 21st century skills, higher order thinking skills, differentiation, and mastery of cognitive and non-cognitive skills. Its ability to address the needs of high-ability learners demonstrates that this curriculum has several strengths in terms of its objectives, learning materials, instructional strategies, and learning assessments. This curriculum also has weaknesses that inhibit it from addressing the needs of high ability learners, such as the provision for high ability learners is not clearly stated in the objectives, there is no acceleration at all grades, differentiation only occurs at higher grades (11 and 12), limited learning time, and orientation of high-stakes examinations.

A reoccurring topic in the TPC (technical/ professional communication) field has been the exclusion and marginalization of some audience members, especially those who are African American/ Black, Asian, Hispanic or Latino, LGBTQIA, and those with physical or mental disabilities. Throughout this thesis, I make connections between what has happened in the past and how it has contributed to the kairos of the TPC social justice turn. I explore the term "kairos" which is the timing and space in which something occurs and, depending on someone's delivery, they can create a persuasive and opportunist moment. The subject of including audiences into the designing and decision-making process has been defined by authors like Grabill and Simmons (1998), Jones, Moore, and Walton (Jones et al 2016; Walton et al 2019), Cecilia Shelton (2019), Agboka and Dorpenyo (2021), and many others. Jones, Moore, and Walton write about ways for technical communicators to be more inclusive, like when they write about understanding our positionality, privilege, and power (The 3Ps). They also lay out a framework to help address social issues (the 4Rs). Technical communicators are, as Melody Bowdon says, "public intellectuals," which means we must remain civically engaged and responsible for our work. The subject of social justice has evolved through social unrest and modern issues, like the Black Lives Matter movement, recorded evidence of violence against the African American/ Black community, Covid-19, LGBTQIA communities receiving poor health care, etc. The social justice turn is important now because it has become the time and space, or kairos, to discuss any issues that audiences may face when it comes to communications.

In order for democracies to survive, citizens need to be knowledgeable, active members of society. Schools in the United States, more importantly teachers, are often tasked with the responsibility to pass on the knowledge and skills to future generations. The purpose of this research study was to examine and describe how civics teachers' personal experiences, perceptions and ideas influence their pedagogical approaches. While past research has examined the attitudes and dispositions of students, as well as self-report measures of what teachers indicate they are doing in their classroom, no studies have actually observed civics teachers' pedagogical approaches. Five participants were selected to participate in interviews and observations. Lesson plans and student work samples were also collected to supplement the findings of the interviews and observations. Based on the outcome of the analysis, it was determined that the participants implemented their perception of the purpose of civics education, their perception of democratic education and their idea of a good citizen in their instructional practices.

Teacher efficacy often declines for beginning teachers and is frequently accompanied by feelings of burnout. Additionally, beginning teachers have not yet perfected the craft of teaching reading as they require more experiences with diverse learners and time to apply what they learned in college. Even after decades of studies examining self-efficacy beliefs, reading pedagogical knowledge, and feelings of burnout for educators, these trends continue. Self-efficacy has been studied from numerous perspectives, including motivation, emotions, mathematics instruction, and setting goals. The present study is beneficial to educational leaders to help them better understand the ways to support beginning teachers as they apply guided reading instructional practices. Additionally, this research provides a glimpse into beginning teachers' beliefs regarding self-efficacy and feelings of burnout. The mentoring program in this study was designed to focus on best practices for supporting teacher efficacy beliefs, strengthening reading pedagogy, providing opportunities to apply guided reading instructional practices in diverse learning settings, and time for reflection on personal beliefs, philosophies, and reading pedagogy.

This study investigates the relationship between professional identity and professional status by exploring the quest for professionalization within technical communication. An established professional identity is crucial to an occupation's professionalization process, as it enables members of a given field to create a common sense of being and facilitates a recognizable personal and collective identity. Such recognition is vital to an occupation's rise to professional status, as it creates a distilled image of the ideal practitioner for outsiders and forms the basis upon which claims of expertise may be made. By constructing the meaning surrounding their profession, members are able to portray an image which designates their knowledge as a scarce expertise and their profession as the appropriate source for the services they provide. A lack of professional identity constitutes the primary factor hindering technical communication from realizing the professionalization process, as it prevents the formation of practitioners' common sense of being, promotes the absence of identifiability and precludes the possibility of recognition by larger society. Without an established professional identity, the field cannot formulate a culturally-relevant perception of its role, claim professional expertise or jurisdiction over their work, or achieve the social and cultural legitimacy necessary in order to increase its professional status. By implementing processes of occupational branding within the professional project, efforts involving the construction of collective professional identity will increase professional status by enabling a group's management of professional meaning, facilitating the creation of an occupational brand and assisting in value production.

This thesis examines how technical communicators can look to free, successful mobile games for mobile User Interface (UI) and User Assistance (UA) inspiration and design techniques. The purpose of this thesis is to provide an overview of major game studies theories and situate them within technical communication theory and practices. Technical communicators can leverage game studies theories to augment existing technical communication theories and practices. Specifically, I examine cognitive learning theory in game design, game usability, playability, and user-centered design, and how these theories relate to technical communication, rhetorical, mobile UI/UA, and general usability theories and methods. Additionally, I also note technical communicators can provide depth and fill in existing gaps in game design theory relating to language and textual presentation within games. I demonstrate this value by synthesizing and applying these methods to two successful free mobile games: Supercell's Clash of Clans and Blizzard Entertainment's Hearthstone. In a highly competitive and lucrative environment, top free mobile games provide effective user experiences to engage and retain users. Examining mobile game design provides a creative way for technical communicators to improve their own approaches for user engagement and mobile design.

Women's technical writing achievements often go unrecognized, both due to the invisibility of technical writing professionals in general, and a lack of famous technical communication role models in particular. The purpose of this thesis is to analyze and present an early major work in the technical writing of Rear Admiral "Amazing" Grace Hopper, inventor of the compiler and an important figure in computer science history. Although Hopper is arguably best known for popularizing the idea of the "computer bug," her achievements in computer science extend from invention of the software compiler to tireless promotion of the programming language COBOL. Her work A Manual of Operation for the Automatic Sequence Controlled Calculator, written for the first digital computer in America, is analyzed here according to Mike Markel's eight criteria of excellent technical writing: honesty, clarity, accuracy, comprehensiveness, accessibility, conciseness, professional appearance, and correctness. I also cover other specific strengths of Grace's approach, including how she establishes sufficient context, highlights multiple uses for information, and provides numerous well-chosen examples for audience needs. However, I also discuss how modern research principles for improving technical writing, including task-orientation, attention to cognitive load, and minimalism, help explain the manual's shortcomings. I conclude my study with a discussion of Hopper's later work, "The Education of a Computer," to demonstrate her growth as a writer. The conclusion also highlights areas awaiting further research and cements my recommendation that study of Grace Hopper's work be incorporated into our historical understanding of the discipline. Hopper's technical writing deserves to be more widely understood and appreciated as a vital contribution to early software documentation.

The Internet and the World Wide Web have supplanted many paper-based information systems. People turn to the web to locate local services in the same way they find ecommerce sites such as Amazon. Churches of all sizes must develop effective and attractive websites to attract new members and inform existing members. These two groups form distinct audiences that must be correctly targeted by the website content. Other churches may visit to gather ideas for their programs; they are a third group of site visitors. Organization of hypertext on the web requires skills that are different than writing for print. Technical communicators possess those skills and can help others write better hypertext. This research examines eight churches that cross three categories: denomination, size, and location. The websites of the churches are analyzed from the standpoint of the reader and the technical communicator to determine their effectiveness in content, organization, and underlying structure of the webpages, and then consider if geography, size, or denomination account for the observed differences. Audience and message are lesser issues than organization of information and navigational guidance for the reader. No remarkable differences were observed based on size, geography, or denomination. The technical communicator can assist non-technical content producers in developing skills in organization and classification.

This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.

This parallel qualitative case study explored a potential outcome of California CTC Teacher Induction Program Standards (California Commission on Teacher Credentialing [California CTC], 2020) as one that develops a beginning teacher’s disposition of courage in addressing numerous inequities in education. This study employed qualitative interviewing techniques to elicit new teachers’ ability to identify induction standards and related experiences to develop an understanding of equity in education and the ability to advocate for student needs. The research design engaged three teachers and one mentor in year two of the induction program offered through the University of California Los Angeles’ extension program as well as two teachers in year one and one coordinator from an induction program offered through the New Teacher Center at the University of California Santa Cruz.