This volume contains nine chapters that detail progress in education. Chapter One discusses teachers’ experiences working with traumatized students. Chapter Two presents models for classroom management. Highlighted in Chapter Three are four missing links in language teaching approaches methodologies as a result due to globalization are highlighted. Chapter Four investigates the degree to which there were differences were present in the percentages of students who completed dual-credit courses based as a function of on their ethnicity/race and economic status. Chapter Five reveals the results of a study conducted to determine the degree to which differences were present in the distribution of Social Work Services dollars spent per student at the elementary, middle, and high school levels in Texas. Chapter Six investigates the impact of flipped classrooms with learning communities on both novice and experienced university instructors’ Technological Pedagogical Content Knowledge (TPACK). During two 5-year spans in Texas, Chapter Seven studies the breakdown of student demographic characteristics and teacher demographic characteristics by ethnicity/race, student economic status, and teacher gender in Texas during two, 5-year spans. Chapter Eight determines if using the Sail App to practice speaking Japanese with native speakers will enhance their speaking and listening ability. Lastly, Chapter Nine discusses virtually teaching motivational interviewing to kinesiology students.

This volume contains nine chapters that detail progress in education. Chapter One discusses teachers’ experiences working with traumatized students. Chapter Two presents models for classroom management. Highlighted in Chapter Three are four missing links in language teaching approaches methodologies as a result due to globalization are highlighted. Chapter Four investigates the degree to which there were differences were present in the percentages of students who completed dual-credit courses based as a function of on their ethnicity/race and economic status. Chapter Five reveals the results of a study conducted to determine the degree to which differences were present in the distribution of Social Work Services dollars spent per student at the elementary, middle, and high school levels in Texas. Chapter Six investigates the impact of flipped classrooms with learning communities on both novice and experienced university instructors’ Technological Pedagogical Content Knowledge (TPACK). During two 5-year spans in Texas, Chapter Seven studies the breakdown of student demographic characteristics and teacher demographic characteristics by ethnicity/race, student economic status, and teacher gender in Texas during two, 5-year spans. Chapter Eight determines if using the Sail App to practice speaking Japanese with native speakers will enhance their speaking and listening ability. Lastly, Chapter Nine discusses virtually teaching motivational interviewing to kinesiology students.