of Education or Offices within it. NCEO Core Staff

assessment: Results of a comparative study (Technical Report 64). Minneapolis, MN: University of Minnesota, National Center on Educationa

Are we ready to track climate-driven shifts in marine species across international boundaries? - A global survey of scientific bottom trawl data

Marine biota are redistributing at a rapid pace in response to climate change and shifting seascapes. While changes in fish populations and community structure threaten the sustainability of fisheries, our capacity to adapt by tracking and projecting marine species remains a challenge due to data discontinuities in biological observations, lack of data availability, and mismatch between data and real species distributions. To assess the extent of this challenge, we review the global status and accessibility of ongoing scientific bottom trawl surveys. In total, we gathered metadata for 283,925 samples from 95 surveys conducted regularly from 2001 to 2019. We identified that 59% of the metadata collected are not publicly available, highlighting that the availability of data is the most important challenge to assess species redistributions under global climate change. Given that the primary purpose of surveys is to provide independent data to inform stock assessment of commercially important populations, we further highlight that single surveys do not cover the full range of the main commercial demersal fish species. An average of 18 surveys is needed to cover at least 50% of species ranges, demonstrating the importance of combining multiple surveys to evaluate species range shifts. We assess the potential for combining surveys to track transboundary species redistributions and show that differences in sampling schemes and inconsistency in sampling can be overcome with spatio-temporal modeling to follow species density redistributions. In light of our global assessment, we establish a framework for improving the management and conservation of transboundary and migrating marine demersal species. We provide directions to improve data availability and encourage countries to share survey data, to assess species vulnerabilities, and to support management adaptation in a time of climate-driven ocean changes.En prensa6,86

Writing in the Contact Zone: Three Portraits of Reflexivity and Transformation

Culture is at the core of language teaching. Because classrooms are contact zones (Pratt 1991), teachers must have a well-developed sense of their own intercultural competence so that they may better facilitate the cross-cultural discovery inherent in language teaching. Teacher preparation programs need to provide opportunities for new teachers to increase their intercultural awareness. The purpose of this research was to qualitatively understand the experiences of pre-service teachers in a required culture-learning class at a large urban university. Specifically, the focus of this study was the completion of a mini-ethnography project designed to give the students a cross-cultural exchange. Since such contact zones can be the site of reflexivity and transformation, this study sought to understand the contexts in which reflexivity and transformation might occur, as well as how these changes might influence a person\u27s intercultural competence. This research used student writing as a primary source for illustrating change. Writing samples from all course assignments were collected from the class. Intercultural Development Inventory (IDI) Profiles were collected from three individuals who also agreed to extensive interviews. This data was used to create case study portraits of the class as well as the three individuals, illustrating a variety of experiences with the ethnography project. Change in intercultural competence was measured according to the Developmental Model of Intercultural Sensitivity (Bennett 1993) and the IDI. Each person had a markedly different experience with the project, and each person experienced some kind of intercultural change. Overall, the results suggest that ethnography is a useful classroom tool. When used at an appropriate stage of a student\u27s intercultural development, reflexivity and perspective transformation can occur, thus leading to intercultural competence

NCEO Core Staff

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Albus, D., & Thurlow, M. L., (2013). Accommodation policies for states’ alternate assessments based on alternate achievement standards (AA-AAS

or Offices within it. NCEO Core Staff

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Albus, D. A., & Thurlow, M. L. (2007). English language learners with disabilities in state English language proficiency assessments: A review of state accommodatio

of Education or Offices within it. NCEO Core Staff

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Johnstone, C., Liu, K., Altman, J., & Thurlow, M. (2007). Student think aloud reflections on comprehensible and readable assessment items: Perspectives on what does and does not make an item readable (Technical Report 48). Minneapolis

or Offices within it. NCEO Core Staff

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 201