Explore the vast range of titles available.

People who practice engineering can make a difference through designing products, procedures, and systems that improve people's quality of life. Literacy, including the interpretation, evaluation, critique, and production of texts and representations, is important throughout the engineering design process. In this commentary, the authors outline texts and interpretive frameworks that are common to each stage of the engineering design process as it is defined by the Next Generation Science Standards. The authors describe how disciplinary literacy can also account for students’ home languages and local bodies of knowledge, in addition to these engineering design standards. Finally, they conclude with a vision of disciplinary literacy as a tool to promote equity by rigorously supporting diverse students through the process of critiquing designs in society and creating ethical and equitable designs.

As politics has become more divisive, many clients want to be able to talk about how the political landscape may affect them. However, many therapists are uncomfortable discussing politics and have not had much training in navigating political differences. This article presents the case of a client who needed to discuss politics as part of the session, both to clarify her own values and to be able to address conflict within the family setting. Suggestions for talking with clients about political beliefs are offered.

As politics has become more divisive, many clients want to be able to talk about how the political landscape may affect them. However, many therapists are uncomfortable discussing politics and have not had much training in navigating political differences. This article presents the case of a client who needed to discuss politics as part of the session, both to clarify her own values and to be able to address conflict within the family setting. Suggestions for talking with clients about political beliefs are offered.

According to recently published national standards, elementary students should engage in engineering design activities. This article outlines ways that teachers can use literacy instruction to support young students’ engineering design activity, such as by selecting texts in which characters face problems that can be solved through engineering, providing students with opportunities to practice comprehension strategies while reading those texts, and modeling for them how to write a variety of texts that are relevant to engineers’ practices. The authors describe how they integrated this type of literacy instruction into engineering units in third‐ and fifth‐grade classrooms.

Multilingual students should have opportunities to learn and do engineering in learning environments that foreground and sustain their cultural and linguistic practices. However, little is known about how middle school engineering teachers enact these environments. To address this gap in research and practice, this comparative case study describes the different ways in which two middle school technology and engineering teachers enacted pedagogies rooted in funds of knowledge and translanguaging. The teachers and research team engaged in a professional learning community, which focused on funds of knowledge and language-based pedagogies, for over one year. The teachers enacted pedagogies that incorporated principles of funds of knowledge and translanguaging, reflected on their teaching, and sought to improve their pedagogy in subsequent iterations of teaching. In this context, the research team analyzed the following data sources: (a) transcripts from classroom observations during a minimum of four engineering design challenges per teacher; (b) teacher artifacts (e.g., lesson plans, curriculum materials); and (c) monthly reflection sessions and interviews with each teacher. Thematic analyses of these data were used to answer the following research question: How did the teachers enact funds of knowledge and translanguaging pedagogies? Analyses indicated similarities and differences in how the teachers enacted funds of knowledge and translanguaging pedagogies. Similarities included (a) providing students with bilingual materials; (b) grounding engineering design challenges in the context of students’ communities; and (c) positioning parents as core intellectual resources. While the two teachers enacted pedagogies in similar ways, they also demonstrated differences. Alex, a bilingual teacher who had lived in Peru, enacted funds of knowledge pedagogies through sharing narratives and explaining how they mapped onto the engineering design challenges. He also frequently spoke to students in Spanish. Andrew, a white monolingual teacher who had lived and taught in his community for decades, enacted funds of knowledge pedagogies through experiential and place-based learning, and through incorporating popular culture. Despite his efforts to sustain bilingualism through providing bilingual curriculum materials, English remained the primary medium of instruction within his class, consistent with his school’s de facto English-only policy. This study indicates that funds of knowledge and translanguaging pedagogies may be fostered through community-oriented engineering design challenges and through school-level policies and practices that explicitly encourage multilingualism.

Many youth do not pursue engineering because they do not see how it connects to their lives and interests. Concerned about this problem, the National Research Council (2012) suggested ways that teachers can make engineering more relevant and accessible to youth who have not traditionally pursued careers in this field. According to the National Research Council, children develop their own ideas about how the world works based on their personal experiences, and \"by listening to and taking these ideas seriously, educators can build on what children already know and can do\" (pp. 24-25). One way that technology teachers can connect students' interests and experiences to engineering is through drawing from their funds of knowledge. Funds of knowledge include knowledge, skills, and practices that students develop through interactions with family members, neighbors, and peers (Moll, Amanti, Neff, & González, 1992). Doing chores around the house, visiting relatives in other countries, or holding jobs all provide students with useful knowledge and skills. Technology and engineering (TE) teachers who take advantage of these extracurricular funds of knowledge will find that their students already have valuable experiences that are relevant to the curricula they teach.

As the use of multiple methods of communication have become more common experiences in everyday therapeutic practice, the use of Information and Communication Technology (ICT) has emerged as a supportive tactic to strengthen the social presence involved in therapeutic alliance. Traditionally, mental health therapists have had little preparation involving the use of ICT as a part of their practice; the focus has remained on face-to-face interactions. This has led to a belief among many practitioners that the therapeutic alliance cannot be built or maintained in any manner other than face-to-face contact. Investigations have found that relationships can be built and maintained through many varieties of ICT supported affordances that promote social presence. To better understand the role of Internet-based resources as an adjunct to traditional therapy services in the context of therapeutic alliance, fifteen therapists at a community mental health center were offered the opportunity to use a dialect behavior therapy website with their clients to intentionally vary and expand the opportunities for social presence. Qualitative data was collected from clients and therapists to explore how the website was used to support the therapeutic relationship. In this study, the use of the website was found to be a positive influence on therapeutic alliance. Implications from this study indicate that variations in social presence as an adjunct to traditional treatment services may benefit the therapeutic alliance.

Purpose of Review Telemental health, which is treatment mediated by technology, is an increasingly common method of delivering mental health care. However, its impact on the therapeutic alliance is unclear. This review examines studies of telemental health and its impact on therapeutic alliance. Recent Findings Findings indicate that a therapeutic alliance can be maintained through a variety of communication technologies, with some caveats. Considerations on maintaining a successful therapeutic alliance include using technology as an adjunct to treatment and ensuring patients and providers have back-up plans for continuing communication in the event of technical difficulties. Summary Overall, the studies found that clinicians often have more concerns about alliance than patients do, suggesting that clinicians could make some changes to feel more comfortable. Recommendations are offered for implementing techniques into practice that will help clinicians increase their awareness of ways to support the therapeutic alliance when using telemental health.

Due to economic inequality in society, millions of Latinx high school youth work after-school jobs and summer jobs in order to provide additional income for their families. The purpose of this qualitative study, conducted with transnational Latinx youth, was to identify the engineering-related skills and bodies of knowledge they developed and applied while in different workplaces. This study is framed in complementary theories of funds of knowledge, Vygotskian theories of mediated action, and theories of resistant capital. Specifically, this study is based in the premise that youth can develop engineering-related funds of knowledge through tool-mediated, goal-directed activities jointly conducted with family members and others, and that workplaces can be important sites for the development of funds of knowledge. Workplace activities are situated within sociohistorical contexts in which Latinx workers are often exploited and thus mobilize forms of resistance. A multiple case study was conducted with 20 transnational Latinx youth who currently or previously worked one or more jobs to supplement family income. Data sources included workplace observations, occupational interviews, and semi-structured interviews. We first divided the data by category of business ownership (family-owned businesses versus corporate-owned businesses) to explore whether different types of workplaces, characterized by different hierarchical relations, fostered different types of skills and bodies of knowledge. Constant comparative analytic methods were used to describe the engineering-related bodies of knowledge and skills, including critical resistant skills, that the youths applied in the context of workplace activities. Across different occupations, all youth developed and applied knowledge and skills related to industrial and operations engineering, including the iterative development of processes designed to maximize efficiency and to promote health and safety. While applying funds of knowledge toward their employers' goals, they also applied these funds of knowledge to make counter-spaces that were more humane, and they expanded technical processes to include a deep consideration of the emotions and well-being of people and animals. Ultimately, the youth mobilized and hoped to mobilize these funds of knowledge and forms of resistance toward more humane workplaces, better living conditions in their homes and communities, and more economically secure futures for themselves and their families. This study does not romanticize exploitative economic conditions experienced by suggesting that Latinx youths' workplace experiences are positive, but it offers better understandings of the wide range of complex and rich engineering-related funds of knowledge developed in the context of different workplace activities. Educators who understand and recognize these funds of knowledge as assets may be able to design more equitable learning environments that position working youth as experts and core contributors. Educational implications include recognizing youths' workplace experiences as epistemological resources, and critiquing and transforming systems through expanded visions of engineering. These visions of engineering can include but extend beyond the design of physical technologies, to encompass the design of interacting processes, technologies, and systems. Ultimately this type of education could repurpose workplace-derived funds of knowledge (from serving employers or corporations) toward more equitable futures (serving youths' personal trajectories and communities).

The effect of nonresidential father relationship characteristics on delinquency trajectories among low-income youth (N = 799) was examined using data from the Three Cities Study, a longitudinal study of mothers and their children eligible for Temporary Assistance for Needy Families in Boston, Chicago, and San Antonio. Growth curve models were employed to track delinquency trajectories and their rate of growth. Characteristics of father—child relationships (anger—alienation, trust—communication) were specified as predictors of delinquency while controlling for father involvement and family structure. Trust—communication influenced delinquency growth, but the rate of growth slowed as youth aged. Implications for programs, interventions, and policy are explored.