Connections among theta rhythm, long-term potentiation (LTP) and memory in hippocampus are suggested by previous research, but definitive links are yet to be established. We investigated the hypothesis that resetting of local hippocampal theta to relevant stimuli in a working memory task produces optimal conditions for induction of LTP. The timings of the peak and trough of the first wave of reset theta were determined in initial sessions and used to time stimulation (4 pulses, 200 Hz) during subsequent performance. Stimulation on the peak of stimulus-reset theta produced LTP while stimulation on the trough did not. These results suggest that a memory-relevant stimulus produces a phase shift of ongoing theta rhythm that induces optimal conditions for the stimulus to undergo potentiation.

International experiences offer new settings for revisiting, revising, and reconstructing currently held images of the child. Specifically, international practicum experiences can provide preservice teachers with opportunities to reflect on their views about children by positioning themselves as "the other." The purpose of this qualitative study was to explore the impact of international experiences on preservice teachers' currently held images of the child through their photographs, journal entries, and seminar discussions. Specific research questions included how preservice teacher's images of the child were challenged or affirmed in international settings and how the preservice teachers saw their own teaching practices informed by this experience. Our results describe the changing images the preservice teachers developed of children and themselves as teachers.

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In summer of 2016, members of the Harrisonburg,VA (USA) refugee community, Harrisonburg City Schools, James Madison University's Department of Early, Elementary, and Reading Education, and Church World Service Refugee Resettlement Agency, implemented a three week summer program for refugee children and parents that integrated literacy, creativity, and community-based field trips. College pre-service teachers earned 6 graduate credits for organizing, implementing, and facilitating integrated lessons, morning meetings, rituals, and routines to help ease the transition of newly arrived children ages 4-9 into our community and schools. This presentation will provide an overview of how this program started and illuminate the challenges and opportunities of sustaining a partnership between universities, local schools, community agencies, and leaders in the refugee community who wish to support and advocate for refugees in their community. Findings from our empirical investigation into the pilot CARE (Creativity and Reading Education) program will be discussed. Initial findings from the second implementation of this program (Summer 2017) will also be shared.