Schools are increasingly challenged to respond to educational initiatives, implement accountability measures, and incorporate standards-driven curriculum changes introduced by laws such as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. IDEIA signified a shift in the field of education and intensified practitioners’ concerns about the identification and instruction of students with learning disabilities (LD). The revisions to IDEIA proposed alternative models for the evaluation and identification of students with LD, such as response to intervention (RTI). RTI is an educational framework that supports students at-risk for academic failure by focusing on preventative measures. As teachers’ roles evolve in response to innovations such as RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A parallel mixed-methods design was used to explore 100 general education pre-service teachers’ levels of concern regarding the implementation of RTI based on the concerns based adoption model. The sample for the study integrated general education pre-service teachers enrolled in professional development schools (PDS) at two levels of candidacy, PDS1 and PDS2. Data collected was analyzed utilizing canonical correlation analysis (CCA), multivariate analysis of variance (MANOVA), descriptive statistics, and thematic analysis. Results explain general education pre-service teachers’ levels of knowledge had a negative relationship with the levels of concern, as these appeared to be higher due to teacher candidates’ lack of knowledge. Qualitative findings supported this statement. Contributions to the literature are presented and may guide teacher preparation programs as they assess the readiness of their pre-service teachers to effectively implement RTI.

GC×GC is an efficient tool for the analysis of volatile compound. However, improvements are still required on VOC extraction, GC×GC setup and data processing. Different sample preparation techniques and GC×GC setup were compared based on the literature study and experimental results. Each VOC extraction technology has its own drawbacks and needs new developments. There wasn’t an ideal sample preparation technique to recover all the VOCs from the beverage sample. Furthermore, the VOCs recovered by different techniques were very different. The discussion of the pros and cons of the different techniques in our study can serve as a guide for the further development and improvement of these techniques. Combining the results from different sample preparation techniques is necessary to achieve a higher coverage of global VOC profiling. For the known fermentative aromatic compounds, the best coverage can be reached by using SPME together with SPE for beer, and VALLME for wine and cider. A fine GC×GC method development involves modulator selection, column combination and parameter optimization. Thermal modulator provides high detection sensitivity and allow exceptional trace analysis. Since the analytes coverage is the most important factor of in beverage VOC profiling, thermal modulation is a better choice. In fermented beverages, there are more polar compounds than non-polar compounds. The most suitable column combination is polar-semipolar. Same column diameters shall be used to minimize the column overloading. GC×GC parameters must be optimized. These parameters interact with each other therefore statistical prediction model is required. Response surface model is capable of doing this job while using a small number of experimental tests. The nearest neighbor distance was a suitable measurement for peak dispersion. Column and detector saturations are unavoidable if the metabolic sample is measured at one dilution level, incorrect peak deconvolution and mass spectrum construction may happen. Data processing results can be improved by a two-stage data processing strategy that will incorporate a targeted data processing and cleaning approach upstream of the “standard” untargeted analysis. Our experiments show a significant improvement in annotation and quantification results for targeted compounds causing instrumental saturation. After subtracting the saturate signal of targeted compounds, the MS construction was improved for co-eluted compounds. Incomplete signal subtraction may occur. It leads to the detection of false positive peaks or to interferences with the construction of mass spectra of co-diluted peaks. High-resolution MS libraries and more accurate peak area detection methods should be tested for further improvement.

Most research in music education using the Communities of Practice (CoP) framework (Wenger, 1998) has focused on analyzing the creation or existence of a CoP. In contrast, this study used the CoP framework as a means to analyze and explore the potential of music education field experiences as boundary encounters—experiences where an individual engages with an unfamiliar CoP. The purpose of this descriptive collective case study was to investigate the tensions that occur at the boundary between music student and music teacher practices. Research questions explored (a) how undergraduate field experiences served as productive encounters for negotiating and exploring the boundary between music student and music teacher practices, (b) the tensions that occur at the boundary between music student and music teacher practices, (c) which boundary objects helped coordinate music student practices with music teacher practices, and (d) who acts as brokers at the periphery of music teacher practice, and how. Three undergraduate music education majors enrolled in a secondary music education methods course participated in this semester-long study. Analysis of interview transcripts, participant journals, course assignments, and observations revealed how undergraduate field experiences in this course served as productive encounters for negotiating the boundary between music student and music teacher practices. Practicum encounters and attendance at a professional arts conference provided the strongest opportunities to engage with the music teaching practice, whereas observations were less productive. Pursuant to Wenger-Trayner and Wenger-Trayner (2015), tensions were explored as learning assets. Findings highlight how the school check-in process, relationship with cooperating teachers, opportunities to participate, and lack of brokering generated tension for the participants. Further analysis revealed a general lack of boundary objects between practices and an absence of brokers beyond the university supervisor. Findings support the need for authentic field experiences, with sustained access to the CoP. Moreover, the identification of brokers to facilitate and coordinate these experiences emerged as paramount. Given the unique positionality of university supervisors, they appear ideally positioned to serve as brokers. Finally, results also offer insights into how the timing, type, and student placement in field experiences may impact their productiveness.

Extant research focusing on rural teacher education programs emphasizes the urgency of teacher preparation investigation and professional development which is needed to successfully work with ELs (e.g. Fry & Anderson, 2011; Hansen Thomas et al., 2014; Manner & Rodriguez, 2012; O’Neal et al., 2008). However, little research has included preservice teachers’ perspectives related to their own preparatory programs. This study fills the gap in previous research by investigating preservice teachers’ perceptions of how their teacher education programs are preparing them to teach ELs in poor rural areas. This study was conducted in Mississippi, a state in which over 50% of schools are located at poor rural areas. At the time of data collection, 3 preservice teacher participants of this study were studying secondary math education at a university in Mississippi and conducting their intern teaching at poor rural schools. Data related to EL teaching and learning in Mississippi were also collected from teacher educators of this university and other stakeholders. The data revealed that preservice teachers who possessed different levels of satisfaction with the preparation received to teach ELs interpreted their coursework and field experiences in diverse ways. The post-secondary teacher educators who participated in the study provided reasons why courses specifically related to EL teaching and learning were not included. Other stakeholders described the sources and development of the EL students in their school districts, indicating a low incidence of ELs in rural schools and providing reasons for why there existed a slim chance for preservice teachers to have EL students in their intern-teaching classrooms. This study extends the previous research by exploring preservice teachers’ perspectives on how their current teacher education programs prepared them for teaching ELs in poor rural areas. Data suggest that preservice teachers possessing greater solid subject knowledge felt more prepared to teach ELs. Other suggestions related to strengthening EL teaching preparation included adding explicit instruction related to teaching ELs within methods courses and offering a course related to SLA as an elective; providing preservice teachers with the opportunities to practice teaching EL students; and affording teacher educators regular professional development sessions related to EL teaching.

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