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The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

As an emerging technology, Radio Frequency IDentification (RFID) and blockchain have the potential to disrupt many areas of business and social structure. However, it is loaded with significant technical, social, legal, financial and ethical complications that bring difficulty in its widespread use within the public distribution system (PDS). This research aims to analyze the barriers to integrated RFID and blockchain adoption in developing countries' PDS. Furthermore, this study also aims to validate the proposed framework against the Indian PDS.

The proposed framework consists of 10 potential barriers to integrated RFID and blockchain adoption. To identify the barriers, this study referred to the extant literature followed by consultations with domain experts. This study prepared the DEMATEL-based questionnaires, collected the data from four domain experts and analyzed them using an integrated Grey-DEMATEL approach.

The obtained results provide a precise list of barriers and the correlations among them. From the results, it is concluded that the unavailability of a skilled workforce at affordable cost, lack of knowledge about privacy level and unclear return on investment and benefits are the most critical blockchain adoption barriers in the context of Indian PDS.

This research proposes a framework consisting of 10 integrated RFID and blockchain adoption barriers in relation to Indian PDS. It also proposes a method for analyzing causal interrelationships between the barriers while allowing for data input from domain experts. Consequently, the framework is capable of coping with experts' biases and data scarcity.

The 1980s brought some fundamental changes to American public schools. The first wave of reform stressed academic rigor and teacher accountability, while the second wave emphasized professionalization. This emphasis resulted in the Professional Development School (PDS). The Holmes Group prioritized the relationship between teachers and principals, and partnerships between teachers, principals, and university faculty for the improvement of teaching and learning. From this PDS purpose identified by the Holmes Group, this pilot study examines the perceived effectiveness of PDS on teachers’ practice as realized by a purposeful sample of Midwest PDS teachers and principals. PDS has improved teacher practice in several areas. However, teachers’ and principals’ perceptions of teacher practice are not congruent. The teacher, administrator, and university faculty relationship has potential to improve teaching and learning, but it has yet to be realized.

Subject area information and communication technology (ICT) for development.

Master of Business Administration Program’s Management Information Systems courses. Or introductory courses in Masters in ICT for Development.

The paper aims to highlight the endeavour of public distribution system (PDS), a food security scheme for under-privileged people in India, towards excellence, using ICT in the state of Chhattisgarh. It presents two important roles of ICT: one, as a system improvement tool, through supply chain integration (in Phase 1) and, the other, as tool for empowerment, by providing choices through computerized online real-time electronic (CORE) PDS (in Phase 2). CORE PDS was intended to provide choices of retail outlets to poor beneficiaries for collecting their food entitlement, breaking the retail outlet’s monopoly. The project was successfully implemented in some urban areas of Chhattisgarh, providing motivation for its mass scale roll-out. But, the contextual differences between rural and urban settings were raising questions on the ultimate value expected to be delivered by the project in rural areas.

Two major learning outcomes of the case: students will appreciate the multi-faceted role of ICT in improving the performance of a system meant for a financially poor section of the society; students will understand the role of contextual settings in a developing economy in the endeavour of ICT projects for societal development.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 10: Public Sector Management.

Consumers with Down syndrome are present in all countries, but there has been little marketing research examining their consumption experiences. The purpose of this exploratory investigation is the analysis of the consumption meanings and practices of Down syndrome adults from their own point of view and from their families’ perspectives.

Data was drawn from 44 narratives interviews that included families'stories, description of album photos and projective techniques.

The research shows from the families’ perspectives how barriers to consumption prevent Down syndrome adults from becoming agentic consumers. The findings reveal the “labels” associated with the vulnerability of people with Down syndrome and their families in their market experiences.

Research is limited to a single country and location and is focused on a specific group of overlooked consumers. We encourage the expansion of the research to a wider group and different locations.

The research identifies barriers to social inclusion that can support public policy and marketing manangement that contribute to a more humanistic marketing.

The research presents narratives of adults with Down syndrome, their mothers and siblings. The findings contribute to a comprehension about the welfare of this traditionally neglected, vulnerable group of consumers, which is useful for consumers, Down syndrome people and their families, marketing managers and public policymakers.

A common understanding of what events to regard as production disturbances (PD) are essential for effective handling of PDs. Therefore, the purpose of this paper is to answer the two questions: how are individuals with production or maintenance management positions in industry classifying different PD factors? Which factors are being measured and registered as PDs in the companies monitoring systems?

A longitudinal approach using a repeated cross-sectional survey design was adopted. Empirical data were collected from 80 companies in 2001 using a paper-based questionnaire, and from 71 companies in 2014 using a web-based questionnaire.

A diverging view of 21 proposed PD factors is found between respondents in manufacturing industry, and there is also a lack of correspondence with existing literature. In particular, planned events are not classified and registered to the same extent as downtime losses. Moreover, the respondents are often prone to classify factors as PDs compared to what is actually registered. This diverging view has been consistent for over a decade, and hinders companies to develop systematic and effective strategies for handling of PDs.

There has been no in-depth investigation, especially not from a longitudinal perspective, of the personal interpretation of PDs from people who play a central role in achieving high reliability of production systems.

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.

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.

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.

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.

The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.

The study included surveys and structured interviews with teaching fellows and their instructional coaches.

Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.

A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.

This paper includes implications for designing new induction programs or improving existing ones.

Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.

As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.