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This paper provides a research-based approach for evaluating resources for transitioning to teaching online.

This paper uses Davies’ (2011) discussion of technological literacy; Koehler and Mishra’s (2009) Technology, Pedagogy and Content Knowledge (TPACK); Leacock and Nesbit’s (2011) Learning Object Review Instrument; and Reynolds and Leeder’s (2018) expanded notion of “technology stewardship” to underpin an approach that educators can use to evaluate educational resources for transitioning to teaching online.

This paper introduces and applies an approach focused on evaluating the source of a given educational resource, as well as how it can be implemented.

This paper synthesizes frameworks relating to qualities of educational technologies and frameworks relating to qualities of educators, and introduces two criteria for evaluating resources for transitioning to distance learning.

This paper provides readily applicable criteria for evaluating resources in a time of emergency distance learning.

This approach enables educators to evaluate resources in a time of emergency distance learning.

The synthesis of four approaches to evaluating educational technologies, and applying the approach to four resources that have emerged to address COVID-19-related instructional needs.

This paper aims to provide a targeted overview of relevant digital equity gap literature that serves to contextualize the current crisis brought on by the COVID-19 pandemic. Following this review of the literature, the author introduces five guidelines that educators can use to guide their decisions about how to adapt to remote learning. It concludes with an overview and full text of two tools educators and researchers can use to better understand the challenges faced by students: the Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument.

This conceptual paper is grounded on the theoretical framework of Martha Nussbaum's “Capability Approach,” which outlines core human capabilities that (if fostered) enable individuals to generate valuable outcomes for themselves.

It is suggested that it is important to attend to human capabilities when addressing digital equity gaps exacerbated by the pandemic. The author provides two tools that are intended to help individuals gather important information about the communities they serve and/or study.

Both tools provide descriptive information that will contextualize digital equity gaps, should they be present.

This paper provides concrete tools for educators who wish to understand digital equity gaps within the communities they serve.

In time of unprecedented distance learning, it is important for both K-12 educators and higher education instructors to understand the technological capabilities of their students. The Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument give them a place to start.

This paper fulfills an identified need to study and address digital equity gaps.

This chapter discusses issues and strategies on engaging first generation immigrant parents of young children with exceptionalities. It describes challenges and obstacles faced by immigrant families and the professionals who serve them with a focus on Latino and Chinese immigrant families, given that Latino and Chinese are two largest immigrant groups to the United States. Available literature in early childhood education and nursing suggests that communication, financial stress, and cultural values are critical issues faced by immigrant families of young children with exceptionalities, regardless their immigrant status. Effective engagement with these families can only be achieved through positive attitudes, care, empathy, and sincere communication. Building the cultural competence, collaboration skills, and repertoire of early childhood professionals on assisting these parents access school and community resources will make the work of engaging these parents more fruitful. Most importantly, early childhood professionals must recognize and capitalize on the strengths of immigrant parents of young children with exceptionalities and encourage their participation as an equal partner to support their child’s education. The chapter is concluded with a list of practical strategies for early childhood educators to better collaborate with immigrant parents of young children with disabilities.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.

The world economy has developed significantly causing increase in greenhouse gases emissions level resulting in the global warming and related natural disasters. Women are more vulnerable to these disasters and global warming compared to men especially with respect to mortality rate and increase in the workload. For example, especially in developing countries women’s workload increased due to the global warming and water scarcity, as they spend more time to carry water to their homes as they get water from longer distances. This example reveals opportunity cost of climate change for females as their increased workload can obstacle their education affecting their entire life and their contribution to their countries’ sustainable development. Women are underrepresented in the workforce and politics all over the world. This situation prevents humanity to get benefit from their potential in and contribution to the climate change fight. Women encouragement in economics and political life can support their participation in the climate change fight. Empowerment of women and enabling them to take more active role in decision-making process especially in the climate change fight can contribute to mitigate the climate change’s effects and support sustainable growth. Based on literature review, this chapter aims to investigate women’s role in the climate change fight and ways for empowering women to mitigate climate change’s adverse consequences. This chapter is expected to be beneficial to politicians, academics, and economists as well as to all stakeholders of nature.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.