Milwaukee Public Schools

Educators face challenges in identifying and implementing pedagogies that affirm students’ cultural identities, foster inclusivity, and support multiple ways of knowing. This paper explores the potential of Two-Eyed Seeing (TES), a framework introduced by Mi’kmaw Elder Albert Marshall that braids Indigenous and Western knowledge systems (Hatcher et al., 2009), as a respectful and holistic pedagogical approach that moves beyond traditional cross-cultural code switching. While code switching often requires students to shift behaviors or language to adapt to dominant cultural norms, TES offers a model that values both knowledge systems equally without requiring one to subsume the other. Through a comparative analysis of TES and code switching, and case studies in both early childhood and elementary settings, we investigate how TES promotes student engagement, identity development, and inclusive classroom environments. Findings suggest that TES supports students, especially those from non-dominant cultures, by affirming their worldviews, reducing the need for adaptive cultural shifts, and fostering deeper relationships with land, community, and curriculum. We also discuss implications for educators, curriculum developers, and policymakers, highlighting the growing need for systemic educational support and ethical community partnerships. Limitations and areas for further research are identified, including the adaptation of TES in urban, multicultural contexts and the development of culturally responsive assessment models.

Purpose The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?Design/methodology/approach This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.Findings The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.Research limitations/implications Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.Practical implications Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.Originality/value Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

We report the gravity wave (GW) statistics accumulated over two Martian years from the second half of Martian Year 34 (MY34) to the middle of MY36 (May 2018 - February 2022). The observations were performed by the middle- and near-infrared (MIR and NIR, respectively) spectrometers of Atmospheric Chemistry Suite (ACS) on board ExoMars Trace Gas Orbiter (TGO). Temperature profiles obtained independently of both channels during simultaneous measurements show a good agreement, thus providing verification and additional confidence in the data. GW parameters such as temperature fluctuations, potential energy per unit mass, and wave drag are retrieved at altitudes up to 160 km from the MIR channel and up to 100 km from the NIR channel. We present seasonal, intraday and latitude distributions of the wave potential energy and drag, serving to represent the wave activity and impact on the dynamics. A comparison of data obtained during the global dust storm (GDS) of MY34 with the corresponding period of MY35 without a storm reveals a reduction of GW activity in mid-latitudes in agreement with previous observations, and enhancement in the polar regions of both hemispheres, which was predicted by theoretical studies using simulations with a high-resolution circulation model. Seasonal variations of the derived GW activity can be linked to changes in the solar tide.

Following the publication of the regulatory framework for the Fundamental Review of the Trading Book (FRTB) by both the Basel Committee (BCBS) and the EU Regulator, the Financial Institutions have started the mandatory actions to comply with the new regulatory requirements. This article aims to provide an overview of the key challenges that banks have had to face in recent years, with a particular focus on the most significant methodological key points and the main impacts on business from the technicalities of the new regulatory framework, in order to provide guidelines and best practices on Standardized Approach (SA) topics shared between Risk Management and Front Office

Whitepaper #098 submitted to the Planetary Science and Astrobiology Decadal Survey 2023-2032. Topics: interior evolution and volcanism; Mercury and/or the Moon; solar system formation, dynamics processes, and chronology

In order to be effective in today’s diverse American K-12 classrooms, teachers must teach all students – including immigrant, undocumented and mixed-status students. This article suggests three ways for teachers to become effective educators for all students: by gaining historical perspective on immigration law and policy in the United States; by becoming knowledgeable about undocumented and mixed-status students; and by adopting a cosmopolitan human rights stance regarding migration, membership and human belonging.

This article explored the transformation of an early childhood center from face-to-face instruction to online learning and examined how principles of effective online instruction design were related to community building, interactivity, and online presence. The case study is from an early head start institution in Milwaukee, Wisconsin. After creating an online program over the summer of 2020, teachers share their perspectives of teaching online with young learners. Results suggest benefits of technology integration in early learning classrooms.

Electronic student response systems have become common in institutions of higher education as a means to encourage student engagement, mainly in large lectures. Research has shown that such engagement increases student interest and subsequent learning of the material. To manage this interaction logistically, students use specialized, handheld electronic devices, similar to remote controls, to interact with the instructor.

The opportunity to encounter and appreciate the range of human variation in anatomic structures—and its potential impact on related structures, function, and treatment—is one of the chief benefits of cadaveric dissection for students in clinical preprofessional programs. The dissection lab is also where students can examine unusual anatomic variants that may not be included in their textbooks, lab manuals, or other course materials. For students specializing in physical medicine, awareness and understanding of muscle variants has a practical relevance to their preparations for clinical practice. In a routine dissection of the superficial chest muscles, graduate students in a human gross anatomy class exposed a large, well-developed sternalis muscle. The exposure of this muscle generated many student questions about M sternalis: its prevalence and appearance, its function, its development, and its evolutionary roots. Students used an inquiry protocol to guide their searches through relevant literature to gather this information. Instructors developed a decision tree to assist students in their inquiries, both by helping them to make analytic inferences and by highlighting areas of interest needing further investigation. Answering these questions enriches the understanding and promotes “habits of mind” for exploring musculoskeletal anatomy beyond simple descriptions of function and structure.

Context. Results from global magnetoconvection simulations of solar-like stars are at odds with observations in many respects: They show a surplus of energy in the kinetic power spectrum at large scales, anti-solar differential rotation profiles, with accelerated poles and a slow equator, for the solar rotation rate, and a transition from axi- to non-axisymmetric dynamos at a much lower rotation rate than what is observed. Even though the simulations reproduce the observed active longitudes in fast rotators, their motion in the rotational frame (the so-called azimuthal dynamo wave, ADW) is retrograde, in contrast to the prevalent prograde motion in observations. Aims. We study the effect of a more realistic treatment of heat conductivity in alleviating the discrepancies between observations and simulations. Methods. We use physically-motivated heat conduction, by applying Kramers opacity law, on a semi-global spherical setup describing convective envelopes of solar-like stars, instead of a prescribed heat conduction profile from mixing-length arguments. Results. We find that some aspects of the results now better correspond to observations: The axi- to non-axisymmetric transition point is shifted towards higher rotation rates. We also find a change in the propagation direction of ADWs so that also prograde waves are now found. The transition from anti-solar to solar-like rotation profile, however, is also shifted towards higher rotation rates, leaving the models into an even more unrealistic regime. Conclusions. Although a Kramers-based heat conduction does not help in reproducing the solar rotation profile, it does help in the faster rotation regime, where the dynamo solutions now match better with observations.