We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K-12 content social studies…

Despite being faced with major barriers to overcome, local school districts and teachers must work to align their instructional practices in science and their assessment practices to the Next Generation Science Standards (NGSS) and the New Jersey Student Learning Standards for Science (NJSLS-Science). As described in the literature, a…

Preschoolers receive inadequate science instruction despite preschool science benefits and adopting early learning science standards in New Jersey. This qualitative exploratory case study explored 17 preschool teachers of 4-year-old students' perceptions of using the New Jersey Preschool Teaching and Learning Standards for science and how they…

This exploratory sequential mixed methods study aimed to understand teachers' perceptions of the impact of Social Emotional Learning (SEL) on school climate and student engagement, which is an area of study lacking in current literature. The research questions which guided the study were: What are teachers' perceptions of the connection between a…

This issue represents one of the first objective, collaborative pieces addressing Social Emotional Learning (SEL) across all arts content areas in diverse areas of policy. The results justify further investigation into the congruence of the arts and SEL, exploring examples of SEL instruction in the arts, and the development of consistent messages…