Epilepsy is one of the most common neurological conditions affecting children and adolescence. Youth with epilepsy (YWE) are at greater risk for emotional, behavioral, and academic concern when compared with both healthy controls and youth with other chronic medical conditions. In addition, rates of nonadherence to antiepileptic medications are quite high, leading to less than optimal seizure control and negative impact on quality of life. Despite well documented need for behavioral health intervention, epilepsy has been underserved by pediatric psychologists in both clinical and research endeavors. This commentary posits that pediatric psychologists are uniquely qualified to join epilepsy treatment teams and contribute to scholarly activities related to YWE. Current research and clinical activities of pediatric psychologists within the epilepsy population are explored. We conclude with a call for increased training opportunities within the epilepsy population so that pediatric psychologists can impact the management of behavioral health needs with in this population.

Includes bibliographical references (leaves 84-86). / This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the development of a Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a comparative case study approach which lends itself to an in-depth analysis of practices in two contexts. My study found substantial differences between the management and leadership practices at the two schools. The following practices appear to be associated with the school producing better results: (1) They had systems and practices to support collaborative work, (2) they ensured that monitoring and moderation of planned and assessed work occurred, (3) they focused on improving the quality of teaching and learning, (4) they adapted practices in order to improve learner achievement, (5) there was evidence of mutual care, respect, and collective responsibility, (6) they visited schools producing better results to inform their practices, (7) they operated within a cluster of schools formed with the aim of improving teaching and learning, (8) problems were addressed and resolved as soon as they became apparent, and, (9) the School Management Team operated collaboratively. These practices created platforms for collaboration and nurtured a positive morale. In general, these practices were not present or well-developed in the school where learners achieved poorer results. Consequently, the potential positive contributions of staff were not utilised. There was limited collaboration and high levels of frustration were present.

In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-Ã -vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the creation of quality mathematics programs included equity, curriculum, teaching, learning, assessment, and technology. Seven teachers from around the country participated; all met the criteria of a graduate degree in education, at least 5 years of experience teaching adolescent learners, and at least 3 years teaching mathematics. Participants were surveyed about their perspectives using a modified Delphi method. In Round 1, they listed practices that they believed were helpful in all NCTM content standards. In Round 2, they ranked all of the practices and provided rationales. In Round 3, they viewed Round 2 rankings/rationale and then rated the practices a last time. Qualitative content analysis was used to analyze Round 1; descriptive analysis was used to analyze ranking data from Rounds 2 and 3. The results revealed the most effective instructional practices for middle school mathematics in each of the NCTM content standards. With that information, a training plan was developed to give local mathematics teachers a tool with which to analyze their instructional practices and then integrate the effective ones based on the modified Delphi study results to improve their students' achievement. Implications for positive social change include providing the local site with a research-based teacher training plan to improve mathematics instruction and potentially improve student achievement.

The problem for the study was the lack of research on the effect of the empirical replication technique on student closedmindedness. The replication technique requires the student to repeat, or replicate, studies originally conducted by social scientists. In this sense, replication is roughly analogous for the social sciences to what laboratory experiments are for the natural sciences. Additionally, the relationship between college student adjustment-maladjustment and open-closedmindedness were explored while controlling for sex and academic achievement. The control group (N•61) attended two lectures and a discussion section per week which dealt with introductory social science materials. The experimental group (N•BS) was exposed to the normal instruction plus performing empirical replications. The data were analyzed using three stages of statistical analysis; Pearson product-moment correlations, two-way analysis of variance, and covariance. The difference between the posttest dogmatism means of replication and control students was not significant at the .05 level. However, the null hypothesis preducting no difference between maladjusted and nonmaladjusted subjects mean posttest D-Scale scores was rejected at the .01 level of significance, Although the replication control group posttest difference was not significant at the .05 level, the reduction in mean pre to post D-Scale mean scores for the experimental group was twice the reduction for the control group and would have been significant with alpha set at .10. These findings lead to the conclusion that although its effect was not statistically significant in this study, the replication technique may still hold educational promise meriting further research.

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The purpose of this dissertation was to investigate the intersectional awareness of preservice general education teachers as experienced through an internship in an urban, Title 1 funded school. Intersectionality Theory (Boveda, 2016; Crenshaw, 1990; Dill & Zambrana, 2009; Jones & Wijeyesinghe, 2011) was used as a theoretical framework to inform this study. A descriptive phenomenological design (Creswell, 2013; Moustakas, 1994) was used to examine preservice teachers' (PSTs)lived experiences within their teacher preparation program courses and internship. Data were collected through individual semi-structured interviews with preservice general education teachers. Data analysis was completed using Colaizzi's (1978) seven-step process as outlined by Sanders (2003). Thematic analysis resulted in three primary themes around how participants experienced intersectionality in their internship experiences. The primary themes included: (a) Understanding my role and identity as an intern and teacher in an urban, Title 1 funded school; (b) Acknowledging the context of my students and my school; and (c) Serving all students through my knowledge, skills, and dispositions. Data and results from this study inform research, practice, and policy related to intersectionality and its application to teacher education to advance educational equity. This research builds upon the work of scholars committed to enhancing teacher education to develop teachers with the knowledge, skills, and dispositions needed to serve all students.

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