This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the principals' descriptions of themselves as social justice leaders in their respective school and community contexts through their conversations (Creswell, 2007;Marshall & Rossman, 2016). The investigators drew from Theoharis ' (2007, 2009) and Bishop's (2012) studies to serve as the theoretical framework guiding this study. The results indicated that the principals in this case study struggled with recognizingLGBTQ students' needs and well-being. The findings in this study contain implications for preservice preparation and in-service professional development programs to draw upon social justice leadership theory and research to inform leadership practices when addressing external and internal resistance. Moreover, this study recognizes the need for leadership preparation programs to integrate critical self-consciousness (Freire, 2000) with purposeful reflection (Webster-Smith, 2011) as essential to the development of the social justice leader.

Psychology texts often cite the work of Marian and Keller Breland and their business, Animal Behavior Enterprises (ABE), Figure 1). Earlier, the Brelands had studied operant behavior under B. F. Skinner at the University of Minnesota and in his Project Pigeon lab, where they taught pigeons to guide bombs during World War II (Skinner, 1960). After the war, the Brelands parlayed the reinforcement of behavior via the automatic feeder into a remarkable display of the effectiveness of positive reinforcement (Breland & Breland, 1951, 1961Gillaspy & Bihm, 2002;Skinner, 1979Skinner, , 1983.In 1947, the Brelands incorporated their business, Animal Behavior Enterprises (ABE), and based it upon the promise of operant conditioning and positive reinforcement. ABE worked with companies, amusement parks, and entertainment venues to provide a Funding for this project was made possible in part by a National Science Foundation grant, Award #0322431 ("Marian Breland Bailey and the History of Behavioral Psychology").We wish to thank William Lassiter for help in organizing materials and Brent Passmore for technical assistance.Correspondence concerning this article should be addressed to Elson M. Bihm, Department of Psychology and Counseling, University of Central Arkansas, Conway, AR 72035. E-mail: elsonb@ uca.edu

As online education continues to grow in both K-12 and higher education environments, teachers are becoming more attentive to the presence and power of their classroom assessments via mobile technology to enhance their self-efficacy. In online education, classroom assessments change both the role of the teacher and the function of the assessments. Mobile technology offers more choices for conducting assessments and providing feedback, accommodating learners' lives and locations, and increasing democratic participation and social inclusion. However, prevalent across online education are ethics and equity: two essential elements that can be difficult to guarantee with many approaches to classroom assessment via mobile technology. This chapter examines the essential elements of ethics and equity with classroom assessments via mobile technology in online education with recommended guidelines for teachers to enhance their self-efficacy.

This chapter will focus on how faculty can effectively determine their technological needs as they move from the traditional classroom to an online teaching environment through strategic planning. SIMPLE is a technology planning model, which can be used by faculty and administrators to stair-step themselves through this transition period. SIMPLE is an acronym representing six areas which should be addressed when developing and implementing technology strategies – 1) student/instructor assessment, 2) inventory, 3) measurement, 4) planning, 5) leadership, and 6) evaluation. These six components represent common threads throughout the literature on the subject of technology planning, which were utilized to develop the SIMPLE model, and can be easily utilized to guide faculty.

Many of the projects and assignments we have our students complete for our classes include a multimedia presentation. Why are we not teaching our students how to cite their sources for these presentations? Writing style (APA, MLA, or Chicago) does not matter. Regardless of whether it is a paper or multimedia presentation students should always cite their sources, otherwise plagiarism is occurring. This is a skill we must teach and demand that our students take responsibility for when completing multimedia presentations. This article covers a brief overview of copyright law, provides helpful resources for students and teachers, and outlines a model that can be used in citing sources in multimedia presentations. This model goes beyond the producer required credit slide to argue for the inclusion of "in product/text" citations for multimedia presentations.