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The purpose of this study was to examine hidden prejudice in two groups of adult students, international and American, against black compared to white teachers. Social desirability in the minds of participants may affect the result of a study involving racial bias (Mullins, 1982). For this reason, the researchers created a computer protocol using the standard Implicit Association Test (IAT) to measure the implicit attitudes of participants. The IAT relies on the idea of automatic information process within the mind that is not impacted by social desirability. A clear concern in education is that the racial bias toward minority students will let those implicit biases affect the way they teach those students, creating a self-fulfilling prophesy of poor student performance. But the implicit bias can work both ways and can impact a teacher's effectiveness. Traditional racial prejudice theories usually looked at white's attitudes toward blacks and other groups. This study had a significant directional shift by focusing on the international students' racial attitudes toward black and white teachers. The implicit racial attitudes of international students were also compared to those of American students. The result and evaluation of this study may be a valuable tool to improve student services and teacher professional development in higher education. Suggestions for future research are also provided.[For full proceedings, see ED570489.]

Send this e-mail to Rica and Travis: Rica and Travis, I wish you could have been at the duoethnography panel. The first presentation had some uneasy conversations. The second, Dr. Colomer's presentation, was cool: A performance with guest actors had some sad moments with death, health issues, and attrition. The next presentation was about miscarriage and grief counseling. I wondered if our paper is frivolous in comparison to the others. I think not. Our episodes of cultural starvation and indifference are there and painful, but our comebacks are so quick (nourishment as resistance), and therefore so is the celebration. Written by Agosto while flying home after presenting at the 2014 International Congress of Qualitative Inquiry.

In this study, we investigated (1) whether adoptive parents suspected their children might have been victims of abduction for adoption in China and (2) for parents who were uncertain if their own children might be victims of child abduction for adoption, how they coped with the possibility. A total of 342 adoptive parents (representing 529 adopted Chinese children) completed an anonymous online survey on their experiences. Of the 342 parents, 154 (45%) described how they coped with the possibility that their children might be the victims of child abduction for adoption. In terms of suspicion, we found that for about 70% of the children, the parents responded Never; for 18.5% of the children, the parents responded Rarely; for 11.7% of the children, the parents responded Sometimes; and for about 1% of the children, the parents responded that they Always suspected that their children might be victims of abduction for adoption. In terms of coping with the possibility that their children might have been victims of child abduction for adoption, thematic analysis on the 154 parents’ descriptions revealed that parents experienced one or more of seven emotional reactions: sadness, frustration/helplessness, complicity/guilt, anger, fear/worry, hypervigilance, resolve, as well as the belief that they were not affected. Finally, we discussed contributing factors to child abduction for adoption and to adoptive parents’ suspicion of such a practice.

In this paper, we investigated adoptive parent–child relationship quality as a function of the adopted children's country of origin, pre-adoption adversity, age at placement, age, gender, and special healthcare needs status. From the 2007 National Survey of Adoptive Parents (NSAP; N=2089), we identified 1906 families that had adopted children from the US foster care system, US private agencies, China, Guatemala, Russia and South Korea. Regression analysis showed that when country of origin was the sole predictor, adoption from the US private agencies (β=.18, p<.001), China (β=.21, p<.001), Russia (β=.06, p<.05) and South Korea (β=.07, p<.05) predicted higher parent–child relationship quality score than adoption from the US foster care system (referent) (R2=5.59%). Adoption from Guatemala was not different from adoption from the US foster care system in parent–child relationship quality (β=−.01, p>.10). In the absence of country of origin, being a boy (β=−.10, p<.05), older age at placement (β=−.20, p<.001), older age (β=−.11, p<.001), having special healthcare needs (β=−.19, p<.001), and more pre-adoption adversity (β=−.08, p<.05) all significantly predicted lower parent–child relationship quality scores (R2=17.56%). When country of origin and the above variables were entered into the regression model simultaneously, being a boy, age at placement, age, and special healthcare needs status remained significant. However, none of the countries of origin except China (β=.07, p<.05) remained significant in predicting higher parent–child relationship score. Our findings showed that the unique circumstances that fueled the availability of children from different countries to become available for adoption played some role in parent–child relationship quality. However, the adopted children's gender, age at placement, age, and special healthcare needs were more predictive of post-adoption parent–child relationship quality.

In this article, we explore transformative interviewing through the lens of new materialism. Rather than viewing transformation through a humanist perspective that centralizes a transcendent self, we draw upon Barad’s agential realism to reconsider transformation following the ontological turn. Thinking with agential realism, we engaged two interview studies, one on biracialism and one on masculinity, to demonstrate how the materiality of our interviews (e.g., research bodies, computer programs, questionnaires) intra-acted with our participants to both facilitate and hinder our attempts at transformation. We conclude by theorizing transformation as a type of purposeful entanglement that proceeds from the material-discursive intra-actions of our inquiries.

Inspired by work/think/play in qualitative research, we centered the idea of “play” in a qualitative research project to explore what proceeding from the idea of work/think/play might look like and accomplish. We pursued play in an experimental qualitative inquiry over dinner one night at the 2016 Annual Meeting of the American Educational Research Association. Our article centers on one work/think/play inquiry three of us conducted. Through a playful account of how play unfolded in our work/think/play inquiry that evening, we explore research play as generative, deadly, and censored in the context of neoliberalism and other terrors. We reflect on what (good) play does in qualitative research, what our work/think/play/birth/death/terror/qualitative/research accomplished, if anything. Maybe research play is vital, what keeps us fit to do critical qualitative research. Yet research play moves (well) beyond normative rules of much qualitative research. Is it worth the risk? Can we know? Even after?

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as "other" because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers' teaching practices. Data sources include transcripts of group discussions and reflective writing completed six months, eighteen months, and two years after the completion of the first cycle of cooperative inquiry. Findings suggest that as a result of engagement in cooperative inquiry, the teacher/researchers established practices to decrease isolation, build unity, and understand students' backgrounds. Teacher/researchers viewed themselves as advocates for diversity within the classroom, took a collaborative approach to teaching, and came to see research as an essential element of effective teaching.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133834255.Treating Those with Mental Disorders: A Comprehensive Approach to Case Conceptualization and Treatment is the authoritative reference on selecting and applying treatments for use in counseling and treating those with mental disorders. In it, students and new counselors don’t just learn about the clinical issues, the DSM-5 system of diagnosis, and interventions that can be used in counseling and treating those with mental disorders, they see clearly how to proceed in treatment planning and how to implement treatment approaches and interventions. The authors present a conceptual framework model, I CAN START, which consists of case conceptualization components and addresses treatment planning from a strength-based, contextually sensitive perspective. Case studies; creative Clinical Toolboxes; Voices from the Trenches; a comfortable presentation of the material; and a comprehensive, rigorous assimilation of the current treatment literature combine to empower counselors to thoughtfully and deliberately help their clients tackle their complex issues and difficulties. The Enhanced Pearson eText features Case studies, creative Clinical Toolboxes, and Voices from the Trenches which present real-life examples of critical counseling concepts and approaches.Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Purpose Schools provide high priorities to offer innovative curricular and cocurricular programs, and leaders make necessary efforts to promote enablers and overcome disablers for sustaining their innovativeness. With the background of quality management and stakeholder theories, the present study examines the interplay of hindrances to quality between empowering leadership, stakeholder involvement and organizational innovativeness. Design/methodology/approach Responses of 157 American school principals collected through the Teaching and Learning International Survey 2018 by the Organization for Economic Cooperation and Development were used and analyzed to test the proposed hypotheses. Findings Results show that empowering leadership behaviors of school principals support promoting organizational innovativeness, and involvement of stakeholders with the school activities also promotes organizational innovativeness. Interestingly, when American schools faced a high level of hindrance to providing quality education to their students, principals’ high level of empowering leadership behaviors promoted organizational innovativeness. Originality/value This is the first time in the literature that the interplay between empowering leadership, stakeholder involvement and hindrance of quality education has been examined to promote organizational innovativeness.

In the context of globalization and migration, individuals may experience language loss or first language (L1) attrition. While migrant language loss is well documented and researched, its impact on bilingual autobiographical memory remains underexplored. Existing research indicates that bilingual speakers encode memories in either their L1 or second language (L2), depending on the language context of the event. Language’s pivotal role in autobiographical memory has also been confirmed by bilingual psychotherapy research. This paper investigates whether L1 attrition can impair memories encoded in that language. Focusing on Russian-English speakers with various degrees of L1 attrition, this study examines the phenomenological characteristics of memories (vividness, emotional valence, accessibility, significance, and confidence in the event). Results from partial correlation and linear regression analyses demonstrated that language loss significantly compromises vividness and confidence, underscoring language’s integral function in maintaining bilingual autobiographical memory. © 2024 De Gruyter Mouton. All rights reserved.

Scheduling periodic real-time tasks on multiple periodic resources is an emerging research issue in the real-time scheduling community and has drawn increased attention over the last few years. This paper studies a sub-category of the scheduling problem which focuses on scheduling a periodic task on multiple periodic resources where none of these resources have sufficient capacity to support the task. Instead of splitting the task into sub-tasks, which is not always practical in real systems, we integrate resources together to jointly support the task. First, we develop a method to integrate two fixed but arbitrary pattern periodic resources into an equivalent periodic resource. Second, for two periodic resources with unknown but fixed resource occurrence patterns, we give the lower and upper bounds of the available time provided by an integrated periodic resource within a period. Third, we present theoretical and empirical analysis on the schedulability of a non-splittable periodic task on two periodic resources and their integrated periodic resource.

In this paper, we address the resource and virtual machine instance hour minimization problem for directed-acyclic-graph based deadline constrained applications deployed on computer clouds. The allocated resources and instance hours on computer clouds must: (1) guarantee the satisfaction of a deadline constrained application's end-to-end deadline; (2) ensure that the number of virtual machine (VM) instances allocated to the application is minimized; (3) under the allocated number of VM instances, determine application execution schedule that minimizes the application's makespan; and (4) under the decided application execution schedule, determine a VM operation schedule, i.e., when a VM should be turned on or off, that minimizes total VM instance hours needed to execute the application. We first give lower and upper bounds for the number of VM instances needed to guarantee the satisfaction of a deadline constrained application's end-to-end deadline. Based on the bounds, we develop a heuristic algorithm called minimal slack time and minimal distance (MSMD) algorithm that finds the minimum number of VM instances needed to guarantee the application's deadline and schedules tasks on the allocated VM instances so that the application's makespan is minimized. Once the application execution schedule and the number of VM instances needed are determined, the proposed VM instance hour minimization (IHM) algorithm is applied to further reduce the instance hours needed by VMs to complete the application's execution. Our experimental results show that the MSMD algorithm can guarantee applications' end-to-end deadlines with less resources than the HEFT [32], MOHEFT [16], DBUS [9], QoS-base [40] and Auto-Scaling [25] heuristic scheduling algorithms in the literature. Furthermore, under allocated resources, the MSMD algorithm can, on average, reduce an application's makespan by 3.4 percent of its deadline. In addition, with the IHM algorithm we can effectively reduce the application's execution instance hours compared with when IHM is not applied.

The periodic task set assignment problem in the context of multiple processors has been studied for decades. Different heuristic approaches have been proposed, such as the Best-Fit (BF), the First-Fit (FF), and the Worst-Fit (WF) task assignment algorithms. However, when processors are not dedicated but only periodically available to the task set, whether existing approaches still provide good performance or if there is a better task assignment approach in the new context are research problems which, to our best knowledge, have not been studied by the real-time research community. In this paper, we present the Best-Harmonically-Fit (BHF) task assignment algorithm to assign periodic tasks on multiple periodic resources. By periodic resource we mean that for every fixed time interval, i.e., the period, the resource always provides the same amount of processing capacity to a given task set. Our formal analysis indicates that if a harmonic task set is also harmonic with a resource's period, the resource capacity can be fully utilized by the task set. Based on this analysis, we present the Best-Harmonically-Fit task assignment algorithm. The experimental results show that, on average, the BHF algorithm results in 53.26 , 42.54 , and 27.79 percent higher resource utilization rate than the Best-Fit Decreasing (BFD), the First-Fit Decreasing (FFD), and the Worst-Fit Decreasing (WFD) task assignment algorithms, respectively; but comparing to the optimal resource utilization rate found by exhaustive search, it is about 11.63 percent lower.

Cloud bursting is one of the key research topics in the cloud computing communities. A well designed cloud bursting module enables private clouds to automatically launch virtual machines (VMs) to public clouds when more resources are needed. One of the main challenges in developing a cloud bursting module is to decide when and where to launch a VM so that all resources are most effectively and efficiently utilized and the system performance is optimized. However, based on system operational data obtained from FermiCloud, a private cloud developed by the Fermi National Accelerator Laboratory for scientific workflows, the VM launching overhead is not a constant. It varies with physical resource utilization, such as CPU and I/O device utilizations, at the time when a VM is launched. Hence, to make judicious decisions as to when and where a VM should be launched, a VM launching overhead reference model is needed. In this paper, we first develop a VM launching overhead reference model based on operational data we have obtained on FermiCloud. Second, we apply the developed reference model on FermiCloud and compare calculated VM launching overhead values based on the model with measured overhead values on FermiCloud. Our empirical results on FermiCloud indicate that the developed reference model is accurate. We believe, with the guidance of the developed reference model, efficient resource allocation algorithms can be developed for cloud bursting process to minimize the operational cost and resource waste.

In this age of technology, building quality software is essential to competing in the business market. One of the major principles required for any quality and business software product for value fulfillment is reliability. Estimating software reliability early during the software development life cycle saves time and money as it prevents spending larger sums fixing a defective software product after deployment. The Software Reliability Growth Model (SRGM) can be used to predict the number of failures that may be encountered during the software testing process. In this paper we explore the advantages of the Grey Wolf Optimization (GWO) algorithm in estimating the SRGM’s parameters with the objective of minimizing the difference between the estimated and the actual number of failures of the software system. We evaluated three different software reliability growth models: the Exponential Model (EXPM), the Power Model (POWM) and the Delayed S-Shaped Model (DSSM). In addition, we used three different datasets to conduct an experimental study in order to show the effectiveness of our approach.