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The Klein Gordon equation–which describes mesons–can be reformulated to suit students who have no calculus background. The method is arrived at from a review and a reinterpretation of the mechanics of small oscillations. It may serve as a model for the design of new instructions for other areas of particle physics.

While information literacy in undergraduate programs has received considerable attention, few studies have explored graduate programs, with even fewer focusing specifically on library and information studies (LIS) programs. Accordingly, this study aims to assess the information literacy skills and knowledge of incoming students in an information studies graduate program at Kuwait University. By assessing students before and after they receive information literacy instruction, the study also aims to map a plan for developing graduate-level information literacy education. The study’s rationale is to provide empirical evidence of graduate students’ information literacy and research capabilities on commencing their studies, which are expected to be low, thereby encouraging educators and policymakers to engage in meaningful, informed discourse on investing in information literacy education. To collect data, the author administered a pre-test at the beginning of the semester, followed by a post-test at the end of the semester after students had attended a series of information literacy sessions. In addition, a faculty focus group was conducted to gain insight into their perceptions of students’ skills and their views and beliefs on information literacy education. Students’ overall mean score increased by almost 18% in the post-test. They performed better on questions related to knowledge of databases, search strategies, accessing sources, and some legal and ethical issues surrounding the information ecosystem. They also showed moderate improvement in critically evaluating information. However, they continued to perform poorly in defining an information need and understanding the nature and scope of the information paradigm. The findings informed the development of an information literacy education model. The study’s research design provides a format for other institutions interested in identifying students’ information and research needs with the aim of integrating information literacy instruction into graduate programs. The information literacy education model is dynamic and can be adapted to different learning environments.

Persistent differences in mathematics performance between general and special education students underscore the need for improving teachers’ preparation to better serve the needs of students with different strengths and needs. Math for All is a research-based, intensive professional learning program designed to help K–5th grade teachers provide accessible, high-quality mathematics instruction to ALL students, including students with disabilities. Using a neurodevelopmental framework (NDF), we analyze the lesson, understand the strengths and challenges of a student, and build adaptations that support the student’s access to the lesson. Multiple research studies have demonstrated the efficacy of the Math for All approach.

In my work, I seek to understand how interactions between instructors, students, and resources — both inside and outside of the classroom, create opportunities for mathematics learning in post-secondary settings. Various methodological decisions have advanced this work. I showcase the evolution of two inter-dependent research strands that together have helped me understand the centrality of resource use by instructors and students and its implications for student learning.