Digital High Five: Virtual Co-Teaching Strategies within Teacher Residency Programs

A growing number of teacher education programs are adopting teacher residency models in preparing future teacher candidates to meet the needs of local partnering school districts. Coursework in teacher preparation may, therefore, include co-taught models of instruction where representatives from both local school districts and university-based teacher preparation programs collaborate to deliver instruction. Due to the physical distance that may stem from institutes of higher education (IHE) in comparison to localized school districts, however, virtual instructional settings are increasingly necessary for these co-taught models to be successful. It is the purpose of this practitioner-based article to provide teacher educators with a step-by-step guide to co-teaching within synchronous (live) classroom settings

The Rending of the Veil: Tarrying with the Technological Sublime

The potentially philosophically problematic aspects of modern technology have been the subject of much discourse in recent times. The new kinds of incorporeal online spaces that are available to engage with have untold consequences on the formation of subjectivity. When phenomenological arguments about the nature of being are considered, the way that we display ourselves online becomes in need of exploration. This paper hypothesizes an exploration of what new relations toward the world have arisen through our relation to the sublime in technology. To this end, we must examine how deeply the feeling of the sublime in technology has affected subjectivity and intelligence.

Games of the Greenwood: Archery, Pluck-Buffet, and Violence in A Lytell Geste of Robyn Hode

This essay argues that the unique game of pluck-buffet which features A Lytell Geste of Robyn Hode complicates a literary gaming paradigm that usually equates noble birth with quality of character or skill. Though chivalric narratives tend to prioritize noble heroes as worthy winners, a reader of the Geste cannot presuppose the winner when a pluck-buffet challenge between Robin Hood and the disguised King begins. The reader knows that Robin is the more skilled player—and that a win against the King would symbolically undermine the medieval understanding of divine order. Robin does eventually lose the game to the King; however, the outlaw’s violent interactions with the monarch create a space in which yeomen, specifically, can navigate both status and economic reward alongside their social betters, at least while all the players inhabit a fantastical greenwood space. Though the physical violence of the game manages and deflects metaphorically revolutionary violence against the monarchy, pluck-buffet here creates a site of social instability that mirrors shifts in the social hierarchy of late medieval England

Reframing Behavior: Understanding and Responding to Behavioral Messages of Neurodivergent Students Meaningfully

Neurodivergent students experience the world differently from normative societal standards. Preservice teachers will have neurodivergent students in their classrooms and misinterpretations of behavior may occur. Including the neurodivergent individual’s perspective and voice is imperative in creating inclusive, affirming learning environments. The Neurodivergent student Informed Behavior Support (NIBS) plan provides a systematic, collaborative approach that can help preservice teachers to (a) recognize if a behavior needs to be addressed, (b) identify strategies to support student success, and (c) empower students to be actively involved in the process. This article presents details on using the NIBS plan to bridge the gap between neurodivergent students and their teachers

Imagining the Past: Generative AI Prompting, Source Sets, and the TAP(E) Protocol

This paper explores the potential of AI image generation as a creative learning tool to enhance traditional source analysis in history education. By integrating AI generated visualizations into the interpretive process, students can unlock new narratives and perspectives, furthering their understanding of historical dispositions. The proposed assignment and protocol guide students in crafting prompts that synthesize descriptive details from source materials, critically evaluating AI capabilities and limitations, and iteratively refining their outputs. This process fosters the development of essential skills such as contextual analysis, ethical reasoning, and an understanding of how data inputs shape AI-generated outcomes. Furthermore, the assignment encourages students to interrogate the credibility and responsible production of AI images, situating these visualizations within broader discourses on innovation ethics, human experience, and desirable technological change. By engaging with shared readings and reflecting on AI's societal impacts, students contribute to the training of algorithms that produce more equitable representations of humanity's diversity while respecting educational objectives and cultural sensitivities. The intersection of AI image generation and history education cultivates an invaluable combination of interpretive analysis, creative expression, and critical thinking about society and progress. This approach positions students as both creators and critics of AI imagination, fostering digital literacies and equipping them to become ethical, innovative AI citizens. As AI capabilities rapidly evolve, exercises like this keep humans in the loop and contribute to the ongoing exploration of whether AI-generated images can challenge colonial or neocolonial biases by incorporating diverse perspectives and imagining an inclusive past

Implementation of Community-Based Service Learning in Special Education Teacher Preparation Programs

Community-based service learning (CBSL) is a powerful pedagogical approach for teacher education and other service-oriented training programs that integrates meaningful community engagement with academic learning. Benefits of CBSL include enhancing teacher candidates’ ability to connect theory with practice, cultivating reflective practitioners, and strengthening relationships between universities and communities. This article explores how CBSL can be effectively implemented in teacher education programs through three case studies from different institutions. The first case highlights collaboration with community-based partners to offer teacher candidates service-learning experiences that enhance teacher identity development, strengthen awareness of community resources, and allow for collaboration with the community to serve the whole child. The second case illustrates how a teacher education program, along with other service career programs, works with the local special education collaborative to provide space and physical activities for students with high support needs. The third case is a collaborative community-based program hosted by local recreational partners and staffed by graduate special education teacher candidates that provides activities to individuals with autism spectrum disorder, their families, and invited guests in a welcoming and sensory-friendly setting. The article concludes with recommendations for integrating CBSL into teacher education curricula to maximize its benefits

Catalan Number Sequences and Generalized Action Graphs

Action graphs emerged from work of Bergner and Hackney on category actions in the context of Reedy categories. Alvarez, Bergner, and Lopez showed that action graphs could be inductively generated without reference to category actions, and they proved that the number of vertices added to An is the n-th Catalan number

Examination of the Impact of Substance Use on Sport Training and Competition in Collegiate Athletes

Objectives: There is a need to psychometrically develop self-report measures of substance use in athletes, particularly those that assess the impact substance use has on sport performance. Method: In this study, a four-item measure assessing the extent to which alcohol and illicit drug use interfere with sport performance in training and competition, validated measures of psychiatric symptomology and substance use frequency, and a structured clinical interview assessing substance use diagnostic criteria were administered (N=285 athletes). Results: One-week test-retest reliability of the four-item measure was good, and positive relationships between this set of items and validated measures of psychiatric symptomology, substance use frequency, and age were found. Males demonstrated higher scores on the four-item measure, and its scores were not influenced by ethnicity and athlete type (NCAA, club, intramural). In a sub-sample of 74 participants who reported substance use and interest in pursuing psychological intervention, there was a non-significant trend for participants who were diagnosed with a substance use disorder to demonstrate higher scores on the four-item measure of substance use interference with sport performance than participants who were not diagnosed with a current substance use disorder (p = .08). Conclusion: Results suggest the developed four-item measure may be helpful in determining the extent to which substance use impacts sport training and competition in collegiate athletes

Strengthening Special Educator Preparation through Global Partnerships

Global partnerships offer a unique opportunity to strengthen special educator preparation by transforming perspectives of teacher candidates and building skilled teacher scholars who are knowledgeable global citizens. This article spotlights two models of international collaboration designed to enhance special education teacher preparation: (a) faculty-led short-term study abroad and (b) global student teaching. Both models foster the development of skills critical to special educators’ success, including flexibility, leadership, intercultural competencies, as well as high-leverage practice use. Stakeholder efforts, benefits, and potential barriers in implementing international collaboration within special education teacher preparation are highlighted. By drawing attention to challenges and insights from teacher candidates, faculty, and staff, we aim to provide practical and replicable strategies for teacher educators seeking to internationalize aspects of their special education teacher preparation programs

Introduction: Teaching History in the Time of Generative AI

Introduction to the Special Section: Teaching History in the Time of Generative AI