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Classroom management is a prerequisite for effective instruction, yet research indicates that not all teachers implement evidence-based classroom management skills (CMS) in their classroom. Therefore, efficient professional development models are necessary to increase teachers’ use of CMS, but those models are predicated on valid and reliable screening tools to identify teachers CMS performance. This study is a psychometric evaluation of a direct observation CMS screening tool for elementary school teachers that can be used as part of a targeted CMS professional development model. Based on a three-facet generalizability study, the primary source of variance across observations was differences among teachers and differences across observations. A decision study was conducted and indicates that a generalizable estimate from the CMS screening tool requires four 30-min observations. These results are compared with prior research and recommendations for future research are discussed.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

A confluence of events has created an opportunity to rethink special education, including the lingering effects of the COVID-19 global pandemic, advances in technology, and changes in how special education is conceptualized and delivered. In this chapter, I discuss each of these in turn and then describe three possible futures for special education: maintain the status quo, revolutionize and revitalize special education, or abandon special education completely. The possibilities and implication of these alterative futures for students with disabilities are then considered.

This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change.

Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach.

At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity.

This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

Twin to Twin Transfusion Syndrome (TTTS) is a well understood, yet under-recognized, placental disease affecting any given pregnancy at a rate of 1 in 1,000. There is no clustering of TTTS; instead the threat remains pathologically distinctive due to its pervasiveness. However, while incidence rates are random, survival rates are not. Despite compliant acceptance of “routine prenatal care,” sadly, there are many women who for currently unknown reasons are not receiving the advanced prenatal care needed to appropriately screen for, diagnosis and treat TTTS. And these women are paying the ultimate price for such obstetrical oversight.

This study hypothesizes that differential care being given by primary obstetricians of TTTS patients is resulting in experienced inequalities. Utilizing social reproduction theory, and through ethnographic and quantitative analyses of primary data, this study seeks to divulge the complex social processes taking place (or failing to take place) within the world of American obstetrics, and begin to understand how they are affecting TTTS mortality and morbidity rates.

Findings illuminate a profound imbalance of power and influence amongst the following entities: American Congress of Obstetricians and Gynecologists and Society of Maternal Fetal Medicine; obstetrical training and practice; and levels of patient awareness and advocacy.

This study argues that the current social relations being reproduced by these entities are perpetuating a climate that allows for disregard of proper TTTS management. Specifically, this study theoretically explores what social relations and subsequent (in)actions are being reproduced prior to TTTS diagnoses, and applies the effects of those observations.

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.