Online gaming is becoming increasingly social and interconnected. Millions of players learn from each other in game-related communities on platforms like Reddit and Twitch.tv. However, few studies have been conducted to examine socially constructed learning in such environments. The purpose of this study was to explore learning in game-related communities using the Game Community of Inquiry Scale (GCoIS). GCoIS is a validated instrument inspired by the community of inquiry framework and developed for measuring constructed learning in these outlets. Over 1000 participants completed an online questionnaire that included the GCoIS and additional variables (e.g. demographics, gaming habits, and gaming metacognition) for measuring possible associations. Results pointed to gender, age, online participation, and metacognition about gaming as significant predictors of GCoIS. Findings suggest that gaming communities can serve as opportunities for meaningful learning when novice members are welcomed and assisted by experts and support is given to older and female gamers.

Teachers of incarcerated juveniles identify student behavior problems as one of the most significant barriers to the education and rehabilitation of these youth (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). Researchers, policy makers, and advocates have long voiced concern that professionals in the juvenile justice (JJ) system address youth problem behavior in a reactive and punitive manner that involves undue use of force, cruel and demeaning disciplinary practices, as well as youth segregation from the school environment (Leone, 2015). The situation is exacerbated for incarcerated youth with disabilities and African American youth by the disproportionate use of punitive disciplinary practices for these populations. In a recent study, Krezmien and colleagues (2015) noted that incarcerated youth are segregated about 30 hr per week and that the aforementioned student populations are disproportionally affected. In a climate that frequently favors punitive sanctions for misbehavior over teaching and supporting desired behavior (Read & Lampron, 2012), negative consequences, including increases in youth recidivism (Lipsey, 2009) and reductions in overall facility safety (Nelson, Sprague, Jolivette, Smith, & Tobin, 2009) commonly result. Fortunately, an increasing emphasis on rehabilitation and a concerted effort to integrate evidence-based practices for addressing youth behavior in JJ is underway (Howell et al., 2013). The recent Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings (U.S. Department of Education and U.S. Department of Justice, 2014) reaffirms a commitment to addressing youth behavior problems in a constructive manner, and asserts the importance of, "A safe, healthy facilitywide climate that. .. encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners" (p. iv). The Departments further advocate for the implementation of a multitiered system of behavior supports, for which there is increasing evidence of effectively improving youth behavior (e.g.,

Science teaching anxiety is negative emotion that inhibits a teacher's ability to start, proceed, or finish a science teaching task. Despite its detrimental effects on teachers' science teaching quality and practices, there is limited research on science teaching anxiety. To advance research in this area, there is a need for a psychometrically sound instrument assessing teachers' science teaching anxiety. This study presents the development and psychometric properties of the Science Teaching Anxiety Scale (STAS) in preservice elementary teachers (N = 191) using a Rasch analysis. In addition, it examines the relationships among science teaching anxiety, science interest, and science teaching efficacy (self‐efficacy and outcome expectancy). Results indicated that the STAS has promising validity and reliability for use in future research. Moreover, science teaching anxiety and science interest were significant predictors of teaching self‐efficacy in preservice elementary teachers. Implications for researchers, teacher educators, and individuals who work with new teachers are discussed.

This article introduces a new instrument called the game communities of inquiry scale (GCoIS). It was inspired by the community of inquiry framework and its related questionnaires. The purpose of the scale is to explore game communities from an educational perspective. It was validated with 1,275 players inhabiting digital outlets like Twitch.tv, Reddit, and Discord. Exploratory and confirmatory factor analyses were completed, leading to a final scale composed of 14 items subdivided in three subscales: 1) community attractiveness, 2) community receptiveness, and 3) community cognition. The paper describes the development and testing of the instrument. It concludes with implications for scholars and practitioners who can employ this instrument for understanding game communities and their traits.

This article introduces a new instrument called the game communities of inquiry scale (GCoIS). It was inspired by the community of inquiry framework and its related questionnaires. The purpose of the scale is to explore game communities from an educational perspective. It was validated with 1,275 players inhabiting digital outlets like Twitch.tv, Reddit, and Discord. Exploratory and confirmatory factor analyses were completed, leading to a final scale composed of 14 items subdivided in three subscales: 1) community attractiveness, 2) community receptiveness, and 3) community cognition. The paper describes the development and testing of the instrument. It concludes with implications for scholars and practitioners who can employ this instrument for understanding game communities and their traits.