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This phenomenological investigation examined teacher leadership within the context of higher education among novice faculty members with a specialization in educational leadership. These newcomers received informal guidance and support from specific faculty members whom they identified as exemplifying teacher leadership. The core methodology involved in-depth interviews complemented by bridling journal entries, capturing the lived experiences and perceptions of the six participants from six Arab States. Data analysis employed a whole-part-whole approach. Findings suggest three manifestations or themes for teacher leadership, including social enculturation, expertise diffusion, and emotional fitness. The insights gleaned from this study provide a foundation for fostering discourse on teacher leadership development in higher education contexts.

Accreditation has witnessed a surge in popularity within K-12 settings, being perceived as a pathway to excellence and a testament to the pursuit of quality education. This study explored the perceptions of 423 educators (teachers, subject coordinators, and school leaders) from 10 Arab Sates focusing on the value of accreditation and its impact on school improvement, through their lenses. A survey with an open-ended question, was used to collect data. Quantitative data underwent statistical analysis using SPSS 25.0, while qualitative data from the open-ended question were analyzed using theme-based analysis. Findings reveal that participants expressed positive views toward accreditation, recognizing its role in ensuring compliance with standards related to safety, resource allocation, and infrastructure provisions. However, participants, particularly teachers, displayed more reserved perspectives on accreditation’s potential to enhance school improvement, expressing concerns that it may lead to cloned schools and diminish teachers’ creativity and autonomy. This study highlights the complexities and divergent perceptions surrounding accreditation’s impact on K-12 education, urging further reflection and dialogue to better align accreditation practices with the genuine pursuit of school improvement and educational excellence.

Scholars persistently explore the enormous effects of the COVID-19 epidemic on schooling, striving to comprehend its intricacies and derive significant perspectives for forthcoming endeavors. The research-based conclusions and suggestions are deemed potentially effective in closing the gap between theory and practice in literature. This is one of the few studies that connects problems with remedies as proposed by teachers. This national teacher-centric study uses a mixed-method methodology with a random sample of teachers from public and private schools in the State of Qatar to look extensively into the problems faced during the pandemic. In the sample, there were 45 instructors who participated in semi-structured online interviews and 1,553 teachers who answered an online questionnaire. The study points out a number of issues, such as teachers’ deficiency in pedagogical competencies, sophisticated technological proficiency in the classroom, curriculum density, inadequate teaching strategies, challenges with determining students’ needs and obtaining an honest and realistic assessment that accurately represents the students’ level of learning, and the lack of extracurricular activities. According to the findings, the challenges were influenced by a number of factors, including year of experience, gender, age, specialization, education level, and extracurricular activities. We need to leverage the lessons learned to shape the future course that distance education takes to move forward, guided by our observations and insights.

This study aimed to explore self-reported challenges Arab and other parents encountered during the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers investigated the likely effect of demographic and contextual factors on the perceived challenges reported by parents. To achieve the study's objectives, the researchers utilized a mixed-method design involving a random sample of students' parents (Arab and other parents) in public and private schools in Qatar. The study's sample consisted of 2781 parents who responded to the online survey and 25 parents who participated in online semi-structured interview. The results derived from this study identified several challenges like lack of social interaction with schoolteachers, lack of motivation among children to participate in online classes and complete their homework, and dealing with the technical problems encountered during the online learning experience. The results further disclosed differences between Arab and other parents regarding the technologies and devices used during online teaching and learning. Finally, the results revealed differences between schools that do not organize additional activities in the curriculum compared to those that organize such activities. The study recommends home-school communication in order to empower parents and train them on how to manage effective learning at home and deal with children's learning behaviors. The study proposes developing parents' technical skills for online earning and the provision of material support for parents. Finally, it is important to raise a flag calling for revisiting the current curriculum to enrich children's schooling experiences and strengthen the bonds with their schools.

This study explored parents’ perceptions pertaining online learning in the state of Qatar during Covid-19 pandemic. 688 parents were surveyed and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and wellbeing were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multi-tasking; apprehending economic and social pressures; responding to the cultural context; and securing student wellbeing.

This phenomenological inquiry investigated the often-overlooked negative aspects of subject leaders'/coordinators' influence on teacher leadership development, utilizing semi-structured interviews with 11 teachers who relinquished leadership roles due to these reasons. Findings suggest that subject leaders/coordinators impede teacher leadership when they adopt a top-down approach instead of fostering close collaboration with their fellow teachers. This hindrance may manifest through micromanagement, favoritism, a lack of integrity, insufficient recognition, disregard for teacher expertise, and subpar communication.

This study explores the significance of webinars as tools for supporting teachers' professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with twenty of them participating in focus group interviews. Quantitative data from the survey were statistically analysed using SPSS 25.0, while qualitative data from the focus group interviews underwent theme-based analysis. The findings suggest that teachers highly regard webinars as effective tools for professional development and believe that webinars should be an integral part of future teacher development programmes within the framework of blended learning models. The key strengths and weaknesses of webinars as tools for supporting teacher professional development are thoroughly addressed.

This study explores the potential of virtual communities of practice (vCoPs) in fostering leadership growth that aligns with the diverse needs and challenges faced by school principals. The study employs a qualitative research design, and conducts semi-structured interviews with 16 school principals from K-12 schools belonging to the Gulf Cooperation Council (GCC) region. Findings suggest that vCoPs offer a rich environment for school principals to engage in collaborative learning, knowledge sharing, and professional networking, all of which contribute to their differentiated leadership development. Findings suggest that vCoPs offer flexible personalized learning paths that can support instructional, digital, and distributed leadership development of school principals. This advancement is made possible by creating a supportive and secure environment that is fortified by resilience, group cohesion, and robust feedback mechanisms. Additionally, vCoPs contribute to leadership development by fostering collective efficacy, cultivating shared beliefs in driving positive change, and disseminating these principles throughout the educational leadership community via social influence.

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.

This study aimed to investigate the impact of Artificial Intelligence (AI) on teacher leadership, specifically examining whether AI is expanding or regressing teacher leadership, as perceived by teachers who were using AI in their teaching practices. Using a qualitative research design, the study employed semi-structured interviews to collect data from 13 teachers from five countries. The data were then analyzed using thematic analysis. The findings of the study indicated that the use of AI has the potential to both expand and regress teacher leadership. AI can expand teacher leadership by providing tools for personalization, curriculum development, automating administrative tasks, and supporting professional development. However, AI was also viewed to be regressing teacher leadership, by narrowing the role because technology was taking over some of its aspects. Five sets of competencies were suggested by teachers for teacher leaders to sustain their roles in an AI era. The study concludes that the impact of AI on teacher leadership depends on how it is implemented and integrated into the education system. It highlights the importance of continued research and training in this area to inform future education policies and practices.

This study delves into the transformative impact of a professional development model (PDM) across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary focus on nurturing teacher leadership. At the heart of this PDM, teachers assumed the role of trainers, guiding their colleagues during dedicated professional development days. Employing a grounded theory approach, the study conducted semi-structured interviews with 12 teacher trainers and engaged with three school principals. The research reveals five central categories. Two categories revolve around the evidence highlighting the progression of teacher leadership: (1) accessing and utilising research to enhance teaching and student learning, and (2) promoting professional learning for continuous improvement. Additionally, three categories elucidate the elements instrumental in facilitating the PDM's role in cultivating teacher leadership: reciprocal empowerment, conceptual awareness, and collaborative metacognition. This model redefines traditional top-down leadership structures, allowing teachers to actively mold their professional development journey, creating a more collaborative and intentional approach to teacher leadership.

This study explored teacher leadership functions during and post-school disruption, due to COVID-19 pandemic. Participants were recruited from three primary government schools in Qatar, and included 12 teachers, three vice-principals (assistant principals) and three principals. A phenomenological research design was employed using semi-structured interviews for data collection. Findings suggest nine teacher leadership functions during school closure, two of which only were sustained post-school reopening. The study argues that the regression in teacher leadership functions relates to the failure in the internalization of teacher leadership cultural norms and values. The study offers recommendations for policy and practice.

Selenium is an essential micronutrient required for the health of humans and lower plants, but its importance for higher plants is still being investigated. The biological functions of Se related to human health revolve around its presence in 25 known selenoproteins (e.g., selenocysteine or the 21st amino acid). Humans may receive their required Se through plant uptake of soil Se, foods enriched in Se, or Se dietary supplements. Selenium nanoparticles (Se-NPs) have been applied to biofortified foods and feeds. Due to low toxicity and high efficiency, Se-NPs are used in applications such as cancer therapy and nano-medicines. Selenium and nano-selenium may be able to support and enhance the productivity of cultivated plants and animals under stressful conditions because they are antimicrobial and anti-carcinogenic agents, with antioxidant capacity and immune-modulatory efficacy. Thus, nano-selenium could be inserted in the feeds of fish and livestock to improvise stress resilience and productivity. This review offers new insights in Se and Se-NPs biofortification for edible plants and farm animals under stressful environments. Further, extensive research on Se-NPs is required to identify possible adverse effects on humans and their cytotoxicity.

Embryonal tumors of the nervous system are the leading cause of childhood cancer-related morbidity and mortality. Medulloblastoma, supratentorial primitive neuroectodermal tumors, atypical teratoid/rhabdoid tumor and neuroblastoma account for more than 20% of childhood malignancies and typify the current neural embryonal tumor model in pediatric oncology. Mechanisms driving the formation of these tumors point towards impaired differentiation of neuronal and neuron-associated cells during the development of the nervous system as an important factor. The importance of microRNAs (miRNAs) for proper embryonic cell function has been confirmed and their aberrant expressions have been linked to tumor development. The role of miRNAs in controlling essential regulators of key pathways implicated in tumor development makes their use in diagnostics a powerful tool to be used for early detection of cancer, risk assessment and prognosis, as well as for the design of innovative therapeutic strategies. In this review we focus on the significance of miRNAs involved in the biology of embryonal neural tumors, delineate their clinical significance and discuss their potential as a novel therapeutic target.

Embryonal tumors include a heterogeneous group of highly malignant neoplasms that primarily affect infants and children and are characterized by a high rate of mortality and treatment-related morbidity, hence improved therapies are clearly needed. G-quadruplexes are special secondary structures adopted in guanine (G)-rich DNA sequences that are often present in biologically important regions, e.g. at the end of telomeres and in the regulatory regions of oncogenes such as MYC. Owing to the significant roles that both telomeres and MYC play in cancer cell biology, G-quadruplexes have been viewed as emerging therapeutic targets in oncology and as tools for novel anticancer drug design. Several compounds that target these structures have shown promising anticancer activity in tumor xenograft models and some of them have entered Phase II clinical trials. In this review we examine approaches to DNA targeted cancer therapy, summarize the recent developments of G-quadruplex ligands as anticancer drugs and speculate on the future direction of such structures as a potential novel therapeutic strategy for embryonal tumors of the nervous system.

The receptor tyrosine kinase (RTK)/phosphoinositide 3-kinase (PI3K) pathway is fundamental for cancer cell proliferation and is known to be frequently altered and activated in neoplasia, including embryonal tumors. Based on the high frequency of alterations, targeting components of the PI3K signaling pathway is considered to be a promising therapeutic approach for cancer treatment. Here, we have investigated the potential of targeting the axis of the insulin-like growth factor-1 receptor (IGF-1R) and PI3K signaling in two common cancers of childhood: neuroblastoma, the most common extracranial tumor in children and medulloblastoma, the most frequent malignant childhood brain tumor. By treating neuroblastoma and medulloblastoma cells with R1507, a specific humanized monoclonal antibody against the IGF-1R, we could observe cell line-specific responses and in some cases a strong decrease in cell proliferation. In contrast, targeting the PI3K p110α with the specific inhibitor PIK75 resulted in broad anti-proliferative effects in a panel of neuro- and medulloblastoma cell lines. Additionally, sensitization to commonly used chemotherapeutic agents occurred in neuroblastoma cells upon treatment with R1507 or PIK75. Furthermore, by studying the expression and phosphorylation state of IGF-1R/PI3K downstream signaling targets we found down-regulated signaling pathway activation. In addition, apoptosis occurred in embryonal tumor cells after treatment with PIK75 or R1507. Together, our studies demonstrate the potential of targeting the IGF-1R/PI3K signaling axis in embryonal tumors. Hopefully, this knowledge will contribute to the development of urgently required new targeted therapies for embryonal tumors.