Articles

The COVID-19 pandemic impacted the schooling processes in K-12 systems. Principals navigated many challenges both during remote online learning and after returning to in-person education. This study explored the processes that 11 charter high school principals experienced during the pandemic. Using thematic analysis of interview data from 11 school principals, researchers aimed to understand how urban school principals’ perceptions towards online education practices in underprivileged communities have changed towards both online learning and schooling in general during the covid-19 pandemic. The goal of this examination is to then make recommendations for systemic reform. Five themes emerged: 1) school principals’ differing experiences with online learning during the pandemic, 2) challenges and opportunities in transitioning to online learning during the pandemic, 3) equity problems, 4) perspectives of school principals on online learning during the pandemic, and 5) shifts in school principals’ perceptions of online learning. Findings suggest important implications for principals, district leaders, policymakers, and researchers.

While right-wing extremism and related hate crimes, and anti-Semitism rise, Holocaust education for law enforcement provides crucial historical awareness and strengthens competence in decision-making and ethical judgment. In Berlin, law enforcement officers participate in Holocaust education programs at the Wannsee Conference Memorial and the Topography of Terror on the grounds of the former Reich Security Main Office (Reichsicherheitshauptamt). While the law enforcement officers participating in the programs possess basic pre-knowledge of the Holocaust and Nazi-era crimes, the programs help them deepen their understanding of Nazi history. However, they demonstrate limited awareness of perpetrator research and the role of the German Order Police (Ordnungspolizei) in the Nazi era, with little improvement in this area after the Holocaust Education programs at memorials based in Berlin. This highlights the need for more comprehensive educational efforts to address these gaps and foster a more thorough understanding of their institutional history.

This study examines immersive community learning during a student trip to the United States-Mexico border, with nine students documenting their experiences through journals and evaluations. Using innovative techniques from statistical network science, we analyzed commonalities and differences in students' experiences, quantitatively assessing sentiment variations and exploring their first-hand observations. Novel methods using cluster centrality and community detection were deployed to identify broad areas of observation and concern. Emotion fluctuations, recorded with the National Research Council (American English) dictionary, are placed on a firm numerical basis, and thematic currents are unearthed with the presence or absence of topical diversity. Students reported strong emotional engagement with their experiences, reflecting on challenged worldviews through phrases like "border dynamics," "strong stories" from immigrant narratives, and "emotional farewell." These findings demonstrate that community-based learning curricula, which extend beyond traditional classroom limits, can effectively address and overcome misinformation regarding border issues. The study spotlights the transformative potential of education focused on community engagement, empathy, and solidarity, providing a framework for future community-based educational projects and emphasizing their substantial benefits to student learning experience. Four pedagogical contributions and actionable insights to take from this research: (1) preparation and design, (2) emphasis on “communal living,” (3) reflection, and (4) establishing trust.

In the last two decade, it has become clear that retention methods must utilize polychoric correlation instead of Pearson correlation to eliminate drawbacks such as underestimation of the magnitude of the relationship between latent variables that result in spurious findings (Bernstein & Teng, 1989). In the present study, the literature review will be examined and compared using Monte Carlo simulation to determine the most parsimonious method of retention for categorical data. With continuous variables, the majority of researchers still implement Cattell’s scree test (Henson & Roberts, 2006) and Kaiser-Guttman-1 rule (Velicer et al., 2000), because these procedures are the default in popular statistical packages, such as SPSS and SAS. The present study will examine two of the most accurate methods: MAP (Minimum Average Partial) and PA (Parallel Analysis) along with Very Simple Structure (VSS) with categorical variables.

This article explores the need to humanize online learning environments while simultaneously developing students' AI literacies and essential academic skills. Fostering meaningful student engagement by integrating AI tools within the #DigitalPowerups strategy for online discussions, educators can enhance both social presence and collaborative knowledge co-construction, creating a more dynamic and interactive learning experience for students. This approach not only supports creativity, critical thinking, and interdependent thinking, but also ensures that students are equipped with the technological competencies required for success in this digital-age. Remixing these elements—humanized learning, AI literacy, and #DigitalPowerups—provides a comprehensive strategy for engaging students more deeply with course content while preparing them to navigate and thrive in modern educational and professional contexts.