In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

Research suggests that instructional coaching enhances a teacher's instructional quality, thereby improving students' chances for academic success. Instructional Lead Teachers (ILTs) are positioned within a Northeastern school district to improve instructional quality via a coaching paradigm; however, it is unclear how ILTs influence teachers' instructional practices. The purpose of this bounded multi-site qualitative case study was to explore the perspectives of ILTs regarding their instructional support responsibilities and practices in improving instructional quality. Grounded in Bandura's social cognitive theory, the research questions addressed ILT perspectives of their influence on teachers' instructional practices and identified supports ILTs need to increase their effectiveness. Ten ILTs, who served in middle schools, participated in semi-structured interviews and 4 were selected for observations. Data were thematically analyzed using open and axial coding. ILTs believed they served as an authority to provide instructional support, their work was essential to improve student achievement, coaching strategies changed teachers' classroom management skills, and no instructional duties interfered with their coaching responsibilities. They identified support from administration, structure for the position, and more training are needed to be effective ILTs. The results of the study were used to create a coaching structure and 3-day professional development designed to address the specific needs of ILTs. These endeavors may contribute to positive social change by helping district administrators provide ILTs with the structure and training needed to effectively influence teacher practice, thus improving the educational outcomes of students.

African American women, especially those residing in the Southern United States (U.S.), are impacted by multiple socioeconomic, behavioral, physical, and personal factors increasing their risk of contracting HIV. Pre-exposure prophylaxis (PrEP) is a novel, effective, individual-controlled pharmacological approach to prevent HIV. Although some African American women have expressed a desire to use PrEP, this method has been underutilized in this population. There is a lack of research examining factors that affect African American women's willingness to use PrEP. The present study evaluated factors to predict African American collegiate women's willingness to initiate PrEP. Results indicated that marital status, history of trauma, and intimate and partner violence were significant predictors of PrEP acceptability for African American collegiate women. Most participants did not know about PrEP and reported a willingness to use PrEP, especially if they thought they were at high risk or had a HIV-positive partner. Participants with a history of intimate partner violence were at higher risk for HIV and expressed more willingness to use PrEP. When optimizing PrEP implementation for women at risk for HIV, it is important to incorporate traumainformed care, safety planning, and psychological interventions within HIV prevention initiatives.

Fuller Hamilton et al. (2015) review provided a suggested model to improve Career and Technical Education (CTE) equity so that this study could be replicated systematically. National resources examining CTE educational equity components did not exist. The problem addressed in the replication study was the need to explore educational inequity within the South Carolina CTE Health Science career cluster. No CTE educational equity research exists in South Carolina, so the purpose of the replication study was to explore educational inequity within the South Carolina CTE Health Science career cluster. Cultural Replication Theory was the conceptual framework used for this replication study. Four research questions were formulated to examine the CTE enrollment patterns in South Carolina concerning four demographic characteristics, namely sex, race/ethnicity, region, and socioeconomic status. Students enrolled in CTE within South Carolina during the 2018-19 school year was the population selected. Secondary data was collected from a sample of 196,318 CTE enrollees and examined using descriptive analysis procedures. Overall results were not uniform. Inconsistent levels of inequity existed within race, ethnicity, and sex. In addition, inequity was present regarding regional effects and socioeconomic status. Future recommendations for research include conducting a qualitative or mixed-method study to further explain the enrollment patterns of CTE programs in South Carolina. Implications for practice to address the inequities in South Carolina include improving the underrepresentation of educators by sex and race/ethnicity, recommending equity audits, examination of access and availability of opportunities within CTE programs, and encouragement of all educators actively adopting and advancing an equity agenda from the original study.

In the Midwestern state, there are 164,000 of the 1,064,000 children enrolled in Head Start programs are dual language learners. Although the number of dual language learners is increasing in the United States, there is a gap in educational practice about challenges Head Start teachers and education coordinators face in working with this population. An exploration of Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges working with dual language learners is presented. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners’ benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with a purposeful sample of 8 Head Start teachers, 1 Head Start education coordinator, and 1 Head Start site manager. Using semi- structured interviews, results revealed that Head Start teachers realized they need additional support to meet the challenges of working with dual language learners. Three themes emerged from the data: (a) participants had a positive outlook on using native language both in the classroom and at home, (b) perspectives on support needed to meet the challenges of working with dual language learners varied from teacher to teacher and from teachers to education coordinators, and (c) participants had a positive outlook on teaching dual language learners while recognizing the need for support in working with these learners.