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In this paper, the effects of spring soil moisture (SM) anomalies in the mid‐latitudes on the atmospheric circulation in summer over the Northern Hemisphere (NH) are investigated. The results show that there are two regions of maximum interannual variability of the spring SM in the mid‐latitudes, which are located in central North America (CNA) and Europe and central Asia (ECA). In addition, the interannual variation of spring SM anomalies between CNA and ECA exhibits a seesaw pattern. The CNA–ECA seesaw pattern of the spring SM anomalies leads to the surface heat anomalies having opposite phases in CNA and ECA from spring to summer, which subsequently cause the opposite phase of baroclinicity anomalies in spring. The anomalous meridional temperature advections in spring cause the baroclinicity anomalies to have the same phase around CNA and ECA in summer. Corresponded with the same phase of baroclinicity anomalies, the anomalous centers of the stationary Rossby wave train (RWT) and Rossby wave source (RWS) have the same phase in CNA and ECA in summer. Through analysis of the vorticity budgets, the maintenance mechanism of the RWT in summer is considered as a positive feedback that anomalous meridional winds characterized by a RWT, transport the mean absolute vorticity and subsequently lead to an anomalous RWS, which in turn maintains the stationary RWT. Numerical experiments further demonstrate the effects of CNA–ECA seesaw pattern of spring SM anomalies on stationary RWT and RWS in summer. Plain Language Summary: The interannual variation of soil moisture (SM) anomalies in mid‐latitudes exhibits a seesaw pattern in central North America (CNA) and Europe and central Asia (ECA). When spring SM anomalies are negative in CNA and positive in ECA, positive (negative) sensible heat flux anomalies are observed in CNA (ECA) while negative (positive) latent heat flux anomalies are observed in CNA (ECA) from spring to summer, or vice versa. Influenced by surface heat anomalies, baroclinicity anomalies exhibit a seesaw pattern in CNA and ECA in spring, and have same phase in CNA and ECA in summer due to anomalous meridional temperature advections. The baroclinicity anomalies in CNA and ECA in summer contribute to the same variation of wave‐flow interactions. The Rossby wave train (RWT) induced and maintained by CNA–ECA seesaw pattern of spring SM anomalies in spring can be maintained by its meridional transportation of the mean absolute vorticity in summer. Apparently, spring SM anomalies in the middle latitudes can persistently influence the large‐scale atmospheric circulations over the Northern Hemisphere by maintaining RWT. Key Points: Seesaw pattern of spring soil moisture anomalies in central North America (CNA) and Europe and central Asia (ECA)Baroclinicity anomalies change from opposite to same phase in CNA and ECA during the transition from spring to summerRossby wave train induced by spring CNA–ECA seesaw pattern is maintained by its meridional mean absolute vorticity transportation in summer [ABSTRACT FROM AUTHOR]

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" "Educational Management Administration & Leadership" 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." "Educational Review" 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." "Management in Education" 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." "Review of Education" 5 (3): 267-307).

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.