This study explores the sense of belonging of rural middle and high school Latinx science students in Wisconsin. Between 2000 and 2015, the Latinx population was the fastest growing ethnic group in Wisconsin and increased by 95%. Yet, little is known about the experiences of these students in rural schools or their engagement in science learning.…

This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: (1) What do teaching conditions look like during the COVID-19 pandemic? (2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices,…

This technical appendix provides additional information about the sample, data, and estimation strategy used for a series of American Educator Panels (AEP) Data Notes published by the RAND Corporation in 2019. The Data Note series is intended to provide brief but incisive analyses of teacher and school leader survey results that may be of…

The examination of belonging in schools, connecting school belonging to a plethora of academic and psychosocial outcomes, has been well established in the literature. Researchers have measured school belonging most frequently with the Psychological Sense of School Membership, but its psychometric properties have been called into question by…

Across the United States, immigrant enrollments in the public schools have rapidly increased, particularly in locales with little tradition of immigration, known as "new immigrant destinations." Despite the widespread nature of this trend, there is much to be learned about how schools are responding to this influx of immigrant students.…

Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills…

Although technology is common in our society, it has not universally become an expected practice in our schools. The problem that was addressed by the qualitative, case study design is that teachers and administrators do not share an understanding of educational technology leadership. School leaders that do not understand the needs of classroom…