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Background: Many studies have been done in the past to compare country-specific curricula to international standards. However, there is an apparent lack of literature that focusses on evaluating the alignment of country-specific early grade mathematics curriculum to the Global Proficiency Framework (GPF) for mathematics. Aim: This study aims to investigate how the domains of the national early grade mathematics curriculum and the Bachelor of Education curriculum for pre-service early grade teachers in the Colleges of Education (CoE) in Ghana align with the GPF for mathematics. Setting: The study was conducted in Ghana using the national early grade and Colleges of Education (CoE) curricula. Method: Document analysis was employed to compare the list of domains in the GPF to the lists of domains in the Ghanaian national early grade mathematics curriculum and the Bachelor of Education curriculum. Results: The results showed an alignment in the list of domains in GPF and the two curricula. The Bachelor of Education curriculum included theories of early-grade numeracy development which was absent in the GPF. The indicators in the two curricula were found to have exceeded the global minimum proficiency levels in the GPF. Conclusion: The results showed an alignment between the GPF and the two curricula signifies that the mathematics curriculum used for teaching early grade learners in Ghana meets international standards and can help learners compete on a global scale in mathematics learning. Contribution: The study provided valuable insights for policy-makers to consider while making decisions about curriculum standards and teacher training programmes. This is a significant step towards enhancing the quality of early grade mathematics education in Ghana.

Throughout the world, schools are visited by students with different native languages. Therefore, the linguistic competencies of the students are diverse. Dealing with this diversity is a great challenge for teachers in general, including in science subjects. To face this challenge, all institutions involved in education should adapt their teaching and learning to linguistic diversity to foster student's language competencies. Non-formal education, such as student laboratories, could enhance formal chemistry education and support students in learning the subject's contents and acquiring language competencies. To this purpose, language-sensitive and language-supportive learning settings for different chemical topics and contexts are developed to enable all students to participate actively and foster language competencies. The learning settings are implemented and evaluated at the Ludwigsburg University of Education (Germany) using a cyclical approach based on Participatory Action Research. Data from 147 students from seven learning groups of various grade levels and school types were collected before and after they experienced the work in student laboratories. The focus was on students' situational interests and their views on offered language-sensitive and language-supportive methods, tools, and activities. The data shows that the approach has a positive effect on students' situational interest. Methods that were especially helpful for the students are filtered. On this basis, implications are drawn for the application to other non-formal education offers

The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study methodology, and draws upon staff's interviews, meeting protocols, programmes' documents, and course syllabi. The findings reveal how these programs' content, structure, guiding principles, mode of operation, and the professional community of the staff collectively contribute to equipping teachers with the skills and mindset necessary for their socio-educational mission. The article presents a transition from a traditional worldview emphasising content-teaching skills to a holistic one where the teacher is a change leader. The study may offer a path for the designers of teacher education programs who wish their programs to lead to socio-educational change.

Effective school leadership calls for the sharing of leadership responsibility in the area of supervision of instruction and other related activities of an educational institution. Such leadership styles and practices ensure high curriculum coverage and tend to offer better learning opportunities for students. This study employed a concurrent mixed- method design to explore the influence of Colleges of Education (CoE) authorities' leadership styles and practices on school effectiveness of the two teacher education colleges in the Upper East Region of Ghana. The study comprised second-year and third-year students, tutors and leadership of the colleges. A sample size of three hundred and eight (308) was utilised. A simple random sampling technique was used to draw both second year students and tutors. A cluster sampling technique was also used to cluster the population of the third- year students and a simple random sampling technique was then subsequently used to draw the students who were out in the field for their internship. Intensity case sampling technique was used in sampling school leadership. Two instruments namely an in-depth interview guide and a questionnaire were used to elicit responses to address the research question. The interview guide gathered responses from college leadership and the questionnaire was administered to both students and staff. The study revealed that college authorities use human-centred approaches in the management and governance architecture of the colleges, delegate responsibility to subordinates and adopt participatory decision-making mechanisms that bring on board internal publics to the decision-making table. The study largely disconfirmed Douglas Mc Gregor theory X assumptions. The study recommends that college authorities should continue to engage students and staff in the governance and management of their respective colleges and also expand the frontiers of the existing collaborations among internal publics of the colleges. In light of the foregone, authorities should continue to utilise democratic, shared and transformational leadership styles.

Staff members in academia are expected to meet a diverse range of simultaneous expectations: responding to students' scholastic needs, pursuing high-quality, ongoing research and being involved in their institutions. Those who successfully bear this multifaceted burden are found worthy of promotion. This 5-year study followed the activity of two parallel staff promotion committees in a large Israeli teachers' college: a "researcher track" and an "'other' track." The findings show two opposing trends, which continued until reaching an equilibrium: a decrease in portfolios presented and an increase of portfolios approved for promotion in the "researcher track", and--in the "'other' track"--an increase in the submitted and a decline in the approved. These tendencies signal a gradual establishment of the new "'other' track's" status and speak to a distinctive added value for high-quality academic innovation in the new era--lecturers' involvement in teamwork and partnership on the campus.

The fourth revolution of industrialization has enormously influenced the education sector and needs to be dynamic and sensible in light of the changeable requirements of employers. Specifically, higher education institutions (HEIs) must focus on the global labor market to offer an innovative curriculum and attract prospective students. One of the current trends in the higher education sector is to design interdisciplinary degree programs. The interdisciplinary master's degree program is relatively new in Mongolian tertiary education. Therefore, we aimed to identify the need for a master's degree program in interdisciplinary studies in education from the perspective of prospective students and also determine the areas of studies that have been preferred in the field of education. In this study, two online surveys and a focused-group interview were conducted. Three hundred ten educators were involved in the online surveys and focused-group interviews. The research questions were created on Google form, data was collected electronically, and focused group interviews were conducted simultaneously. The findings indicated that 52% of the prospective students preferred a master's degree program in interdisciplinary studies in education, and a diverse combination of areas has been demanded, in particular, education and modern teaching methodology (26.4%); teaching and linguistics (25.5%); education and international studies (23%) and, teaching and psychology (19.4%). The other important finding was that interdisciplinary studies would be able to provide the necessary knowledge and skills that make graduates competitive in the labor market.

This study aimed to determine whether the self-confidence levels and decision-making skills of the students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education differed in terms of demographic characteristics and to make recommendations in line with the results. The population consisted of a total of 2,626 students studying at Kocaeli University's Faculties of Sport Sciences and Education, and the sample consisted of 316 students who participated in the study voluntarily in the 2020- 2021 academic year. The "Self-Confidence Scale" developed by Akin (2007) and the "Decision-Making Skills" scale were used to collect data. While examining the distribution normality, the normal distribution curves and skewness-kurtosis values were examined through histograms, the Kolmogorov-Smirnov test values used in cases where the number of participants was greater than 50 were examined, and it was determined that the data did not show a normal distribution and non-parametric tests were applied. The data do not show a normal distribution. For data analysis, frequency analysis was used to examine the demographic characteristics of the participants, skewness-kurtosis values to determine whether the data showed a normal distribution, and correlation analysis to determine the correlations. The analysis results revealed that the self-confidence levels and decision-making skills of students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education were significantly high in all dimensions (p < 0.05). According to the study results, the decision-making skills of the students of the Faculty of Sport Sciences and the Faculty of Education have a direct and positive effect on their self-confidence levels.

Since its inclusion as a qualitative research approach in 1993, self-study has offered an opportunity for faculty members to merge two components of their position involved in tenure and promotion decisions: scholarship and teaching. This paper portrays a yearlong self-study of four probationary faculty members, in the same college of education department at a comprehensive regional university, all completed during the COVID-19 pandemic. Findings include the incorporation of engaging pedagogy in coursework, the impacts of COVID-19 on faculty and students, the importance of relationships with faculty colleagues and students, the incorporation of observation, feedback, and reflection as an avenue to improve faculty confidence and practice, and the frustrations and excitement around the tenure and promotion process. Finally, the authors offer pedagogical practices discovered and utilized during the self-study, in addition to recommendations for those who wish to undertake their own self-study.

This study investigated factors affecting the teaching of creativity in Colleges of Education (CoE) in Ghana. A descriptive survey design was used by developing a questionnaire containing closed and open-ended questions to collect the data. The data were collected from 188 participants. The participants were selected by using a multistage sampling technique. The sample involved fashion design instructors (18) and principals (5) students (165) from five CoEs. Descriptive statistics like frequencies and percentages were used to analyze the data collected. The results revealed some challenges such as time and large class sizes, inability to cover the curriculum, lack of resources, acquisition of objectives, heavy workload and staff inadequacy and lack of in-service training. Based on the findings, the researcher made recommendations to improve the teaching and learning of creativity in colleges.

Occupational stress has been the subject of numerous research studies conducted across the globe due to its impact on our daily life. For instance, it can have a negative impact on teachers' psychological and normal functioning of the body at all levels as well as their performance. It can even impact adversely on their marriage and social lives as well. This study explored the relationships between occupational stress and marital contentment in the COVID-19 era. The current COVID-19 pandemic, which shook the foundations of labour, industries, and economies worldwide, has exacerbated the crisis of occupational stress among many people, including teachers. The demises, national lockdowns, and general unpredictability caused by the virus have disrupted workflow and made marriages more stressful. As a consequence, this study was based on the numerous sources of occupational stress and the association between occupational stress and marital contentment. With a sample size of 100 out of 132 married tutors from selected Ghanaian colleges of education, the research used a correlational descriptive research approach. The findings revealed that during COVID-19 married tutors faced stressful situations as a result of their expertise and talents not being fully exploited at work. Occupational stress and marital contentment were also found to be somewhat positively related (r=0.28). The study also found that there were no gender variations in occupational stress (P=0.156) and marital contentment (P=0.108) among married tutors.

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman's concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as 'knowledge-first' or 'people-first', to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.

The main aim of this study is to evaluate the effectiveness of the course designed by the author, which focuses on practical application, in improving students' pedagogical skills. Furthermore, the research aims to identify the challenges faced by teacher education institutions in this context and examine the mechanisms involved in improving pedagogical capabilities. The evaluation of students' instructional capacity is conducted through the utilization of both quantitative and qualitative methodologies. The Mann-Whitney U-test statistical test was used to confirm that the data conformed to the normal distribution law. The research encompassed a sample of 51 students from Zhetysu University, specifically named after I. Zhansugurov, located in Kazakhstan. The results showed that the conditions for supporting the pedagogical potential of students are not sufficiently created at the university. This demonstrated the necessity of the upcoming tasks, which included the introduction of the author's practice-oriented course and the development of pedagogical environments for the preparation of future educators to enhance their pedagogical potential. Finally, higher education policy experts in Kazakhstan might employ "practice-oriented courses" and pedagogical settings to improve the pedagogical expertise of future educators in pedagogical universities.

This study aimed to evaluate the Online Flipped Classroom (OFC) instruction process in the context of Transactional Distance (TD) and Cognitive Load (CL). The study was conducted using a mixed-methods design. The participants were nine graduate students. One of them participated in the process asynchronously and seven of them participated synchronously, and the one member was irregular. Transactional Distance Scale and Subjective Rating Scale were used to collect quantitative data. Interviews were conducted to gather qualitative data related to OFC instruction process. All of the TD measurements for the asynchronous and irregular students were low. The synchronous students' TD measurements were low when OFC began, becoming very low later on. The asynchronous student felt cognitive load during some of the OFC activities. Synchronous and irregular students felt the cognitive load during almost all the OFC stages. The future studies may focus on measuring the types of CL and collecting qualitative data to determine the CL type may contribute to the literature.

Teachers must be prepared to make informed choices about which technologies to adopt and how to implement those technologies in judicious ways. To support those choices, they need a critical "technoskeptical" perspective attentive to both the benefits and unintended effects of educational technologies. This study presents our effort to help elementary pre-service teachers (PSTs) develop a technoskeptical stance during an undergraduate educational technology course. A group of 45 elementary PSTs participated in ongoing learning activities designed to foster technoskeptical inquiries of educational technologies. Using a mixed methods approach, we analyzed PSTs' responses to those learning activities and their pre-and post-course philosophies of educational technology. We found that the inquiries did lead PSTs to adopt more technoskeptical views in their philosophies of educational technologies. Those changes were most substantial for the PSTs who demonstrated deeper critical analyses during those learning activities. However, changes in PSTs' thinking were not always what we intended or expected, pointing to a complex learning process. These nuanced findings imply a reevaluation of conventional perspectives on educational technologies and reinforce the urgency of cultivating technoskepticism in future educators.

Maker-based education holds promise as a method to support students' development of essential skills and content knowledge across the curriculum. Over a five-year period, the authors developed and iterated on an experiential instructional design specifically designed to afford educators with diverse academic backgrounds and divergent career goals not only the opportunity to learn about maker-based teaching and learning but also to experience a maker-based learning environment. This design case begins by outlining the challenges the designers faced. Then, it describes in detail the instructional design and concludes with reflections on the process, which have informed us as a team of designers.

Researchers used a qualitative research method of inquiry with a phenomenological approach to explore the lived experiences among faculty mentors and Graduate Research Assistants (GRA) who participated in a GRA training program. Following data analysis, several factors were identified that were consistent with a positive research training environment: faculty modeled positive and appropriate scientific attitudes; faculty helped students get involved in research in a non-threatening manner; and faculty helped students understand that research studies are not perfect. Several factors were also consistent with Community Cultural Wealth: linguistic, social, navigational, resistant, and aspirational capital. Several implications from this study are that institutions of higher education should continue to explore programs to support research training environments and community cultural wealth among culturally diverse students.

Purpose: The methods and procedures in which teachers are trained and supported are rapidly changing. While the COVID-19 pandemic undoubtedly disrupted education and exacerbated a growing teacher shortage, these problems are not new, they stretch back decades and are the result of underfunding and political machinations among many other factors. This paper is a case study of a small private university and how it transitioned to supporting employed interns and providing on-the-job-training and support for these types of interns in this volatile time for teacher education and preparation. Design/methodology/approach: This paper is a case study. The paper chronicles how the initial certification department within a larger school of education was able to transition to meeting the needs of employed interns and supporting them. Findings: The most important findings for this case study/examination of practice, while not necessarily generalizable, were the creation of a culture, attention to implementation and the fostering of a learning organization. Originality/value: The teacher shortage forced the university in this paper to change its offerings, assumptions and culture with regard to interns and their needs. While this was unique to one institution, other institutions are most likely in similar situations.

Purpose: The article discusses the development and growth of a newly established Noyce Scholarship Program at a Hispanic Serving Institution and the collaborative efforts of the School of Education (SOE) and its partners during the recruitment and retention process. Design/methodology/approach: The author will explore and answer questions: (1) What were the articulated agreements implemented during the recruitment and application process? (2) In what ways did the scholar's professional growth benefit from the dedicated and shared resources of the SOE's partners? (3) How did the process of mentoring transform into a collaborative research effort resulting in presentation experiences? Findings: The balance of triumphs, challenges and success in the program allows room for growth and reflection. Once scholars were admitted and accepted into the program, various supports were implemented to ensure scholars would be given tools needed to become highly effective educators in high-needs schools. In an informal discussion with scholars, they indicated the program taught them the necessary tools and dispositions needed to effectively teach the curriculum in STEM-based classrooms. However, they believed the issues of the program could be solved through constant communication and consideration of scholar input. Scholars also expressed appreciation for experiences encountered for scholar success. Originality/value: The Noyce Scholars Program has provided opportunities for STEM majors to demonstrate hope and vision regarding the teacher shortage, particularly in STEM areas. The story of a professional development school's unpredictable journey in addressing the teacher pipeline will hopefully be a source of valuable information for other Professional Development School (PDS) partnerships. Recruitment, clinical preparation and continuous support of partners will continue to be integral factors in shaping future efforts to address the STEM teacher shortage creating a better world, locally and globally.

Purpose: This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators. Design/methodology/approach: This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program. Findings: Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district's organizational structure influence the initiation of the coaching relationship. Research limitations/implications: Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation. Originality/value: This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

Social-justice teacher education literature is widespread, but research highlighting the perspectives and insights from those who lead is far less common. This interview-based case-study of 20 deans from the Schools of Education across the United States addresses this gap and explores insights that pertain to the leadership and implementation of teacher education programs that advance social justice and teacher agency. Using conceptualisations of thin and strong equity, we identify, explain, and discuss three themes which emerged from the data. The first involves addressing barriers and access issues for prospective teacher candidates. The second includes programmatic actions taken by deans in attempts to further social justice goals and the third highlights an understanding that social justice work inevitably includes working to change systems and structures at the societal scale. We explore the extent to which these patterns reflect strong equity and provide ideas for deepening this work through the development and reframing of teacher agency.

Situated on the broad landscape of international education and informed by theories of language, culture, and identity trajectory, this longitudinal narrative study unravels an Asian international doctoral student's story of living and learning in the United States. Using narrative as the research method and form of representation, the paper unfolds her early struggles, agency, and professional growth in her doctoral journey of examining and reexamining language and culture in her life and research. It illustrates how this former EFL teacher constantly negotiates her inner conflicts concerning language and culture and gradually considers herself a legitimate English speaker and an emerging scholar in international education. The discussion highlights the importance of personal agency and collective identity in an international doctoral student's professional identity construction. It also emphasizes the significance of embracing cultural and linguistic diversity in international education.

The purpose of this study is to expand our knowledge of how academic faculty members in schools of education view their careers by exploring occupational commitment. Ninety-one academic faculty members from 11 U.S. research institutions volunteered to participate in this quantitative survey study. Confirmatory factor analyses were conducted to determine if occupational commitment for this sample was modelled better by four or three factors. Results indicated that the data better fit a four-factor model of occupational commitment, with the following four factors: affective occupational commitment, normative occupational commitment, accumulated costs, and limited alternatives. Further, means comparison found that faculty members in higher education scored higher than workers in other fields on three of the four factors, with the most striking difference apparent for the limited alternatives factor. These results indicate that academic faculty members perceive they have few options for alternative careers and thus may feel more trapped in their careers than workers in other fields. Potential implications for teacher education administrators, research productivity, and doctoral education are discussed.

This paper is an exploration of the pedagogic challenges experienced in teaching emerging Jewish educational leaders about how to lead with a diversity mindset and create inclusive spaces for teaching and learning. Employing elements of self-study and phenomenology, we identify felt difficulties, examining how those were evident in our planning and teaching of the course and in student work. From those challenges we name lessons to be learned and questions for further study about the professional development of Jewish educational leaders who are responsible for creating cultures of belonging in their institutions.

Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aimed to investigate their understandings of feedback, its enactment within the doctoral process, and broader feedback inputs beyond the supervisor. Data were analyzed through reflexive thematic analysis and trustworthiness was enhanced through a member checking focus group with a sub-set of four of the interviewees. The analysis is informed by sociocultural theory with emphasis on co-construction of insights between supervisors and doctoral students. The findings highlight supervisors' understandings of feedback as comments, interaction and follow-up; and authentic feedback generated from presenting at conferences or submitting to journals. A contribution of the paper lies in bringing to bear conceptual insights from feedback research in undergraduate education to inform feedback in doctoral supervision. We deploy the concept of authentic feedback, practices that resemble those of the relevant workplace, to demonstrate how journal peer review facilitates the socialization of doctoral students into academic publishing norms. Key supervisor roles lie in guiding the enactment of responses to peer review, and supporting the development of resilience. Proposed features of supervisors' feedback literacy include sociocultural-based dialogue and co-construction, emphasis on the enactment of feedback and working with authentic feedback of different forms.

This study focuses on three essential concepts -- collaboration, action, and research. It was initiated by three former teacher educators (TEs) at Asmara Community College of Education (ACCE), Eritrea (now defunct), and data was drawn from their written accounts and rigorous reflective discussions. It illuminates the lines of development while attempting to improve practices, the tensions this created among individuals, collective agencies, and institutional transformations. It reveals "realities" about the perpetual and unpredictable challenges the TEs encountered and the outcome of the actions they attempted to execute. Along the way, they uncovered evidence on why and how they could enrich their professional values when they come together and collaborate in exploring the essence of their practices. The findings reveal that TEs who systematize their practices through collaborative action research (CAR) can significantly develop their professional effectiveness. They have established that TEs should "collaborate, act, and engage" in research to develop enduring professional identities which can adapt to changing educational situations.

Translanguaging effectively affirms international students' diverse language practices and linguistic and cultural identities. Although it may appear evident that their multilingual and multicultural identities and experiences inevitably influence their translanguaging experiences, few studies have examined how their identities affect their perspectives and practices toward translanguaging in the Canadian higher education context. Because the impact of identities on the linguistic decision-making process is often manifested in the positions individuals assign to themselves and others in social interactions, this study drew on positioning theory to investigate how the positions assigned by 17 international graduate students from the faculty of education during their studies in Canada shaped their translanguaging experiences. Analysis of the interview data indicated that the participants assigned multiple, fluid, and sometimes conflicting positions to themselves and others when participating in higher education discourses. Their evaluation of linguistic and cultural affinity with interlocutors, positioning in relation to the English language, and varied considerations as (future) teachers complicated their perspectives and performances of translanguaging. This report concluded with implications for Canadian higher education to implement an effective translanguaging-oriented pedagogy that is linguistically and culturally responsive to the increasingly diversified international student population.

This study aimed to assess the degree of openness to change among the faculties of educational sciences in Jordanian universities and its correlation with academic freedom, as perceived by faculty members. Additionally, it sought to identify whether there were statistically significant differences in the levels of openness to change and academic freedom based on variables such as gender, academic rank, university, and country of graduation. The study employed a descriptive correlational approach, involving 407 faculty members from the faculties of educational sciences in Jordanian universities during the first semester of the academic year 2021/2022. The study found a moderate level of openness to change and academic freedom, with a strong correlation between the two. No significant gender-based differences were identified, but Arab university graduates displayed higher levels. Hashemite University professors and associate professors emphasized these aspects more than counterparts at other Jordanian universities and different academic ranks. The results highlight the need for increased societal awareness, particularly within the educational community, about the importance of various freedoms. Additionally, the study recommends heightened awareness of the role of unions and institutions for Jordanian university faculty members, aiming to improve their scientific and social conditions.

This article explores how teacher education operates within market-organized environments. We argue that the forces of the market have acted "against institutional isomorphism" in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and membership in powerful networks that set this population apart from others within the organizational field of teacher education. We also argue that there is remarkable variation and diversification "among" nGSEs, which has resulted in highly specialized "teacher preparation niches" that distinguish each nGSE from other members within the same population through mission-specific branding, publicity, and funding, which in turn prompts increased demand for specialized programs. Finally, we suggest that although nGSEs have been shaped in many ways by the forces of the market, most of them are "not completely dominated by market logics." Rather, most combine elements of the logic of markets with elements of other powerful logics, forming "hybrids" that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations, and new partnerships.

This case study examined how the academic advising (hence, advising) component of a Grow Your Own (GYO) teacher program can be tailored to honor bilingual/bicultural paraprofessionals' (hence, BL/BC paras) assets and differential needs. Data collection strategies included participant observation, interviews, a focus group, field notes, and documentation. Thematic data analysis suggested that socioculturally mediated advising involves some aspects of mentoring and includes (a) taking the time to know and value paraprofessionals' biographies, (b) personalizing and attending to paraprofessionals' psychosocial needs, (c) building supportive relationships through the GYO seminar, and (d) advocating for institutional accommodations. Implications for future research consider how socioculturally mediated advising including aspects of mentoring needs to be better understood in BL/BC paras teacher pipeline programs and the field of teacher development.

Background: Self-efficacy in the use of ICT refers to a person's belief in their ability to succeed in the use of ICT in the teaching, learning and assessment process as well as research purposes. Purpose: The incorporation of ICT into teaching, learning and assessment, and for research purposes is a powerful tool that promotes the teaching-learning environment in several ways. This study was aimed at investigating Physics Tutors' self-efficacy (PTSE) level towards ICT integration into teaching, learning, assessment and research in the various Colleges of Education (CoE) in Ghana. Methods: A Four-point Likert Scale Questionnaire was used to obtain quantitative data from 16 physics tutors sampled from the 16 Science and Mathematics Colleges of Education in Ghana. The data obtained was analyzed based on a number of factors such as historical inclination towards the use of ICT among other things. Results: The findings from the study however reveled that most physics tutors accept and believe that the use of ICT in teaching physics significantly improves on teaching and learning. However, many of the Physics Tutors believe that there isn't enough support in terms of logistics and training from the various stakeholders such as institutional heads, supervisors and even colleagues in the usage of ICT in teaching and learning physics Conclusions: It is concluded that the overall PTSE towards ICT integration in the CoE is above average (2.6 on a scale of 4).

Project Citizen is a civic education curriculum used across the US and internationally in 75 countries, but research centers' roles on Project Citizen lack literature. This paper examines the findings of a preliminary study designed to answer the "How does citizenship education occur through project-based learning via a research center at a university in the US?" question. In this case study, which is one of the qualitative research methods, the study group comprises faculty members, teaching assistants, teachers, and administrators working in the College of Education and research center with Project Citizen's applications. The great majority of the participants were from the field of social studies education The data were collected through semi-structured interview forms, audiotaping, and observation. The transcription of the data set is done by using Dragon Professional software. Findings revealed that the mission of the research center's structure, studies, personnel, and budget is an essential factor; the research center plays an active role in addressing the problems of its practice by providing the teachers with the necessary in-service training support and student guidance. Besides, there are suggestions to be taken into account in the study of establishing a similar research center. The results show that research centers will have an essential role in extending project-based civics education.

Employers value soft skills and often report a "skills gap," resulting in calls on higher education to teach these skills more widely. However, few studies have examined faculty perspectives on soft skills. The researchers conducted a nationwide survey of faculty in the fields of business, education, engineering, library science, nursing, and social work to explore whether and how they are teaching soft skills. Most faculty believe soft skills are important and are integrating them into their courses, although there are variations by discipline. Methods for teaching soft skills are varied, but "passive" approaches like readings and lectures are most prominent. The results have implications for curriculum development and will be of interest to faculty across these disciplines as well as employers in the associated industries.

This case study analyzed a unique doctoral program in education at Dowling College, Long Island, New York that had an 88% graduation rate within seven years that included 60% of students of color in contrast with doctoral graduation rates in the United States that are an average of 38% within seven years with only 24% students of color graduating. This study used a qualitative analysis to learn about their retention. It included documents analyses, pre-survey to alumni, in-depth interviews with thirty-two alumni and three faculty/administrators. Three major themes emerged: a sense of belonging, cooperative learning, faculty-administration support, and students' purpose, and competence. Recommendations to make a graduate program successful are presented.

The perception of students in six (6) Southern Colleges of Education in Ghana on the use of web-based technology software for teaching and learning of biology was studied using 120 students. A questionnaire was used to collect data from the students on the perception they have about the use of web-based technology. The data from the questionnaire were analyzed using descriptive statistics. The findings revealed that the use of web-based technology instructional approach during lessons delivery and accessing the internet to search for information during instructional hours provided opportunities for students to access internet information at their own pace. It also came to light that the use of web-based instruction improved students' understanding in biology concepts, stimulated students' interest and thinking, and was not a waste of instructional time. The study revealed that students could use web-based software without any difficulties, the use of web-based instruction was not boring, the use of web-based instructions individualized learning and finally, the use of web-based technology for biology instruction was not time-consuming. Therefore, science tutors especially biology tutors should use web-based technology software for teaching and learning of biology concepts to make learning meaningful to students.

Global Literacy Engagement, a collaboration between the School of Education at Buffalo State College and its school and community partners, has grown in new and exciting ways since its inception in 2010. With an overarching mission to promote literacy and global awareness, Global Literacy Engagement has served as a unique platform to bring together all Professional Development Schools (PDS) stakeholders: teacher candidates, faculty, children, families, teachers, and school and community partners. The goal of this article is to explain how Global Literacy Engagement has embraced a boundary-spanning role to include new PDS sites, locally and internationally, as well as in digital spaces, to meet changing needs. Specifically, in this article the authors describe the origins of the program, its development and expansion, and future plans that hold promise to move in new and important directions while building upon existing PDS structures and frameworks (National Association for Professional Development Schools, 2021).

School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney's School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children's literature to enhance learners' English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney's inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson's (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.

Intellectual security is one of the most important challenges facing the world in light of the rapid repercussions of globalization. Achieving it has become among the most important issues at all levels due to the radical change that globalization has brought about in the patterns of thinking in society. Also, the process of teacher preparation has gained increasing attention in light of the impact of the information and technological revolutions. Hence, teacher preparation processes must be reviewed in light of the information and technological revolutions, which qualify him to adapt to the requirements and challenges of this age. Therefore, the research aimed to identify the competencies necessary for the future teacher in light of the requirements of intellectual security and knowledge economy. To achieve this objective, a questionnaire was prepared that includes the competencies required for the teacher to qualify him to achieve the requirements of intellectual security and knowledge economy. It was administered to (77) male and female teachers in the schools of Najran, and (41) members of the teaching staff at the College of Education at Najran University. The final version of the questionnaire included a list of (27) competencies, divided into (15) competencies on intellectual security, and (12) competencies on knowledge economy. The results showed high importance and need for these competencies from the teachers and faculty members' perspectives. Also, there were no differences in the teachers and faculty members' responses to the degree of need for these competencies.

This paper will examine the findings of a survey on the job roles and responsibilities of Education librarians (academic librarians with liaison responsibilities for the field of Education). Existing literature on Education librarianship has focused on particular facets of the job role, including the unique instructional needs of Education students and specific instruction and outreach initiatives. However, the literature lacks a comprehensive picture of the full spectrum of contemporary Education librarianship. This article provides a snapshot of the diverse educational backgrounds and varied responsibilities of Education librarians related to instruction and instructional design, reference, embedded librarianship, outreach, collaboration, and collection development.

As part of efforts to become more interdisciplinary, socially embedded, and innovative, leaders of a large college of education reimagined a program originally designed to retain struggling students to target students interested in nontraditional educational careers (e.g., nonprofits). Researchers in this study explore reasons why this program has increasingly become a program of choice through both quantitative and qualitative analyses of institutional data across the program's history and surveys of current students and instructors. Findings about shifting demographics of students enrolled in the program toward nontraditional students who appreciate the accessibility and flexibility of the online modality, as well as shifts in program focus on preparation for a broader range of educational career options are presented. Findings also highlight the possibilities of this type of program to prepare students for further educational opportunities, including graduate programs, to also facilitate university-business partnerships. Implications for continued improvement and growth of this program and the design of similar programs targeting the preparation of students for non-traditional teaching positions are also discussed.

This study assessed tutors' level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers' Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents' level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors' competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.

The Johns Hopkins University Doctor of Education program was developed with the expressed program outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice using a social justice lens. The purpose of this article is to describe how improvement science principles depicted by Bryk et al. (2015) served as a frame for our Applied Dissertation to support scholar-practitioners to partner with their colleagues in educational institutions and to independently take on the challenges and opportunities they will encounter in their future work. We outline the dissertation through a discussion of these principles and provide four examples of the resulting dissertations and their impact on the scholar-practitioner's context of professional practice and on them as educational leaders.

Delivery of instructions on line (e-learning) is trending globally especially in areas with security challenges like the North East, Nigeria. Teachers and students can no longer stay in the classrooms without fear of being attacked or kidnapped with attendant consequences on attrition rate and quality of products. This study investigated the e-learning readiness of lecturers and students in Federal Colleges of Education in the North East, Nigeria. The design of the study is descriptive survey. Four research questions and two hypotheses guided the study. The population comprised of 2100 lecturers and students from three accessible federal colleges of education in the North East, Nigeria. Taro Yamen sampling formula was used to determine the sample size of 336. Two instruments were used for data collection. They were Checklist and Questionnaire. Descriptive statistics and t-test were used for data analysis. The study found that e-learning facilities are available and the lecturers and students are ready but faced by many constrains. Recommendations were made based on the findings of the study.

The purpose of this study was to investigate the effectiveness of using word clouds in brainstorming on developing design thinking skills through the web environment among Taibah University students in Saudi Arabia, and the degree of design thinking skills among students. The lesson of E-learning course was developed in two different modes, brainstorming via the web and virtual classes. Quasi experimental factorial design was adopted in this research. The independent variables were the two modes of courseware (the mode brainstorming through a word cloud, and the second mode virtual classes). The dependent variables were the design thinking skills. The study sample consisted of 72 students and were randomly (simple random sample) selected from ten classrooms. Descriptive and inferential statistics were conducted to analyse the collected data through the SPSS software. Analyses of covariance (MANCOVA) were performed to examine the main effects of the independent variables (Brainstorming) on the dependent variables (Design thinking skills). The findings of this study showed that students using the brainstorming via the web mode performed significantly better than those in the virtual classes mode. And that the students have a moderate degree of design thinking.

The reward systems typically found in colleges and universities often serve as a barrier rather than a catalyst for improving teaching. As such, an increasing number of university faculty members are using their own classrooms as a site of inquiry and reflective practice (e.g. self-study) to concurrently advance their own research and teaching. This paper portrays a yearlong self-study of two former practitioners turned probationary faculty members within a college of education at a comprehensive regional university. Findings include tensions within relationships, the influence of our past positions, the engagement of students, and how scholarship requirements influence our professional lives. Finally, the authors suggest five reasons tenure-track faculty ought to consider participating in a self-study.

Like other states, South Carolina has experienced a shortage of educators at all organizational levels within its school districts. Given this dynamic and the relatively limited opportunities for practitioners to earn advanced degrees, several South Carolina institutions of higher education banded together to form a consortium that would provide additional opportunities for educators to earn the degree of Educational Specialist (EdS) with the potential to seamlessly complete doctoral studies. This consortium partnership resulted in a new doctoral program and new EdS programs, all based on the principles of the Carnegie Project on the Education Doctorate (CPED). The synergy that unfolded between institutions resulted in inter-institutional planning, the co-teaching of classes, shared professional development, and collaborative grant writing. This manuscript, which specifically focuses on the partnership between Clemson University and Winthrop University, provides an overview of the goals of the partnership as well as program themes and outcomes.

The Australian regional university where this pilot study was completed is confronted with a number of demographic factors that challenge the delivery of effective student support and engagement. In 2020, the teacher education student cohort comprised of approximately 5,100 students, with 82.6% 25 years of age or older, 20.3% identified as having a low SES background, 43.7% being first-in-family, and 96.1% studying off-campus. Student demographic characteristics such as these are commonly cited as factors that contribute to increased challenge in completing tertiary study (Grebennikov & Shah, 2012; Li & Carroll, 2020). The attrition rate for commencing students for the period from 2010 to 2018 ranged between 24.6% and 36.2%. While these demographic characteristics are largely objective in character and may not be able to be addressed by university-based intervention, the nature and quality of the learning environment students? experience is able to provide the best opportunity for them to successfully complete their tertiary study endeavours, despite their personal context and backgrounds. One factor that has been identified as critical to the success of commencing students, particularly those from non-traditional backgrounds, is the nature of their relationships with, and the academic environment established by the academics teaching first-year units (Farr-Wharton, Charles, Keast, Woolcott, & Chamberlain, 2017).