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Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.

The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.

The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.

Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.

Data were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.

Roughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.

This study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.

Findings make a clear call for more research into online principal preparation program design and course delivery.

This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

Ask a group of mature graduate students what they remember about their early schooling, and you are likely to hear vivid memories of teachers or librarians reading aloud, sharing literature with children. Admittedly, this is a biased sample of adults who have been positively drawn to reading. However, the power of a teacher to influence a young student is clear in the strong memories, recalled years later. In the frenetic schedule of today's schools, with every minute planned, who is sharing the pleasure of literature with young students? Where can teachers and librarians learn about children's literature so that they are prepared to share it with children and provide them with encouragement to become lifelong readers? How can teachers and librarians intelligently teach a whole language or literature‐based curriculum unless they are familiar with the literature being taught? An AAP Reading Initiative survey found “a full quarter of the teachers said they learn abut new books mainly from other teachers. Only four percent indicated that they heard about new books from librarians.” Dillingofski describes the excitement generated by the AAP Reading Initiative Teachers as Readers Project. Adults who care for children‐parents, teachers, school board members and administrators, meet at least monthly to discuss children's books that they have read. The enthusiasm generated to the book discussions results in increased interaction of adults with children's reading.

The purpose of this article is to improve the use of evidence-based practice and research utilization in the offender profiling process. The use of offender profiling has been met with increasing resistance given its exaggerated accuracy. The “Investigative Journalist/Expert Field Micro Task Force” model, a collaborative method that incorporates offender profiling and is designed to address unresolved serial homicides, is introduced and evaluated alongside recommendations on attaining adherence.

The model was field tested in 17 instances. The measures used by the Federal Bureau of Investigation to gauge the usefulness of their case consultations, whether their input helped catch the offender, offer new leads, move the case forward, provide new avenues or give new ideas, were used to evaluate the model.

The model established likely patterns of serial murder activity among strangulations of women in Chicago, Cleveland, and Panama and resulted in convictions of suspects in Louisiana and Kansas City. This model is valuable when used to parse modern-day offenders from those who committed unresolved homicides as the latter display different behaviors that can make investigations difficult endeavors. Results from the field tests mirror those from the literature in that profiling alone did not result in the capture of serial killers. Instead, profiling was used in conjunction with other efforts and mainly as a means to keep the investigation moving forward.

Unresolved homicides are at a point of crisis and represent a significant but largely unaddressed societal problem. The success of this model may compel law enforcement to restore faith in offender profiling.

This paper describes an ethnographic study of the electronic community formed during an intensive summer school seminar on networking. The seminar, conducted in a mostly electronic environment, was comprised of master′s and doctoral students involved in various fields of study. Ethnographic research techniques facilitated the observation and description of the actions and events of this networked learning community, where events reflect both individual personalities and shared knowledge. This exploration of the cultural meanings of class pedagogical events led to an enhanced understanding of both the nature of the online educational environment and the applicability of ethnographic research techniques to networked communities.

Three programs of the Graduate School of Library and Information Science (GSLIS) at The University of Texas at Austin support education in library and information science in Latin America and present contrasts in goals, participants, and outcomes. We describe briefly the history and development of these programs, discuss obstacles faced by residents in Latin America, and suggest possible future directions.