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This paper posits the need for English language arts (ELA) teachers to foster students’ use of languaging about their relations with ecosystems and peers, leading to their engaging in collective action to critique and transform status-quo systems impacting the climate crisis.

This paper reviews the current theory of languaging theory and research that focuses on the use of languaging to enact relations with ecosystems and others and voice emotions for transforming communities and reducing emissions contributing to climate change.

This review of languaging theory/research leads to identifying examples of teachers having students critique the use of languaging constituting status quo energy and community/transportation systems, respond to examples of characters using languaging in literary texts, using languaging in discussing or writing about the need to address climate change, critiquing languaging in media promoting consumption, using media to interact with audiences and using languaging through engaging in role-play activities.

This focus on languaging in ELA classrooms is a unique perspective application of languaging theory, leading students to engage in collective, communal action to address the climate crisis.

This study examines how the introduction of mobile money transfers, while making it efficient and convenient to access funds, has affected rural households’ savings behavior and the banking sector.

This study utilizes Fiji’s most recent agricultural census data to model the agricultural household’s saving decision. The study estimates an probit model to examine rural households' savings behavior. Furthermore, it utilizes time series secondary data to examine how funds transfer has been channeled to rural households in Fiji.

Firstly, the results demonstrate that with the mobile money transfer platform launch, the banking sector has lost substantial money previously used to pass through its system, thus losing service fees and interest income. Furthermore, the findings demonstrate that those using mobile wallet platforms to receive money are more likely not to have a savings account with the bank. Noting the cultural systems and social settings of the native households and the ease of payments via the mobile platform, they tend to spend more on consumption rather than saving, thus making these households more vulnerable during shocks such as natural disasters.

While mobile money transfer is hailed as a revolution, no research has yet picked up the downside to it, that of undermining the very effort by policymakers to get low-income rural households to save. Secondly, this study also highlights how mobile money transfer deprives the banking system of a significant transfer fee income and a source of funds to pool and lend to earn interest income. Furthermore, this study brings to the forefront a dichotomy about how a rural indigenous community sees the welfare and prosperity of their community much differently than what economics textbooks portray.

We aimed to identify factors that influence student engagement in distance learning.

The research involved a group of 671 students from economic and technical higher education institutions in Poland. We collected the data with the CAWI technique and an original survey. Next, we processed the data using principal component analysis and then used the extracted components as predictors in the induced smoothing LASSO regression model.

The components of the students’ attitude toward remote classes learning conditions are: satisfaction with teachers’ approach, attitude to distance learning, the system of students’ values and motivation, IT infrastructure of the university, building a network of contacts and communication skills. The final model consisted of seven statistically significant variables, encompassing the student’s sex, level of studies and the first five extracted PCs. Student’s system of values and motivation as well as attitude toward distance learning, were those variables that had the biggest influence on student engagement.

The research result suggests that in addition to students’ system of values and motivation and their attitude toward distance learning, the satisfaction level of teachers’ attitude is one of the three most important factors that influence student engagement during the distance learning process.

The main value of this article is the statistical model of student engagement during distance learning. The article fills the research gap in identifying and evaluating the impact of various factors determining student engagement in the distance learning process.

This study aims to uncover the ongoing discourse on generative artificial intelligence (AI), literacy and governance while providing nuanced perspectives on stakeholder involvement and recommendations for the effective regulation and utilization of generative AI technologies.

This study chooses generative AI-related online news coverage on BBC News as the case study. Oriented by a case study methodology, this study conducts a qualitative content analysis on 78 news articles related to generative AI.

By analyzing 78 news articles, generative AI is found to be portrayed in the news in the following ways: Generative AI is primarily used in generating texts, images, audio and videos. Generative AI can have both positive and negative impacts on people’s everyday lives. People’s generative AI literacy includes understanding, using and evaluating generative AI and combating generative AI harms. Various stakeholders, encompassing government authorities, industry, organizations/institutions, academia and affected individuals/users, engage in the practice of AI governance concerning generative AI.

Based on the findings, this study constructs a framework of competencies and considerations constituting generative AI literacy. Furthermore, this study underscores the role played by government authorities as coordinators who conduct co-governance with other stakeholders regarding generative AI literacy and who possess the legislative authority to offer robust legal safeguards to protect against harm.

In the Fall of 2019, Marietta College and Marietta City Schools, in Marietta, Ohio, piloted a program to improve literacy knowledge and pedagogy through completing LETRS training, a two-year literacy professional development based on the science of reading, as peers.

This project was aligned to effective professional development research that states better trainings are content-specific, allow support and collaboration and are ongoing throughout the school year (Blank and de las Alas, 2009; Darling-Hammond, Hyler, and Gardener, 2017) and respect participants work/life schedules (Bigsby and Firestone, 2017).

Some benefits of this collaboration were that teachers, college faculty and teacher candidates were able to communicate more effectively about literacy because we all had shared background knowledge and spoke the same language when it came to literacy. We were also able to make more meaningful clinical experiences for our teacher candidates because we created a stronger connection between the knowledge and pedagogy taught in students’ literacy courses and the practices they saw in real classrooms. Inservice teachers saw the college faculty and teacher candidates as strong partners, which greatly strengthened our clinical preparation.

The paper includes implications for the development of stronger partnerships between teacher preparation program faculty and school partnership faculty and more authentic and meaningful clinical experiences for teacher candidates.

This project shows how meaningful partnerships and clinical experiences can be created when partnership faculty are seen as peers.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

This integrative review was conducted to provide an overview of existing research on digital (in)equity and the digital divide in developed countries.

We searched academic and grey literature to identify relevant papers. From 8464 academic articles and 183 grey literature, after two levels of screening, 31 articles and 54 documents were selected, respectively. A thematic analysis was conducted following the steps suggested by Braun and Clarke and results were reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

The results showed that most articles and papers were either from Europe or North America. Studies used a range of research methods, including quantitative, qualitative and mixed methods. The results demonstrated four major dimensions of the digital divide among various vulnerable groups, including digital literacy, affordability, equity-deserving group-sensitive content and availability or access to infrastructure. Among vulnerable groups, low-income people were reported in the majority of the studies followed by older adults, racial and ethnic minorities, newcomers/new immigrants and refugees, Indigenous groups, people with disabilities and women. Most reported barriers included lack of access to the internet, digital skills, language barriers and internet costs.

To the best of our knowledge, there have been limited attempts to thoroughly review the literature to better understand the emerging dimensions of digital equity and the digital divide, identifying major vulnerable populations and their unique barriers and challenges. This review demonstrated that understanding intersectional characteristics (age, gender, disability, race, ethnicity, Indigenous identity and immigration status) and their interconnections is crucial for analyzing the dynamics of digital (in)equity and divide.

This paper aims to explore the transformative influence of social media applications on the digital evolution of banks. Using a multiple case study approach, this study investigates how Italian banks have adopted social media in their digital transformation. The study seeks to uncover strategies used by banks to maximise the benefits of social media platforms and assess the outcomes and challenges faced during this process. The results provide valuable insights for banks navigating digital transformation, emphasising the importance of organisational culture, client engagement, financial innovation and proactive response to fintech disruptions.

This study uses a multiple case study approach to investigate the influence of social media applications on the digital transformation of banks. Six Italian banks that integrated social media into their digital transformation efforts are analysed. The research examines the strategies used by these banks to effectively leverage social media platforms. The outcomes and implications of these initiatives are scrutinised to discern both positive impacts and challenges faced by banks and customers. The research methodology involves in-depth analysis of case studies, incorporating insights from managerial interviews to underscore key aspects essential for successful digital adaptation in the banking sector.

This study reveals profound impacts of digital transformation on the banking sector, emphasising key implementation areas. Insights gleaned from case studies of six Italian banks underscore the transformative influence of social media applications. Results highlight positive impacts, including enhanced customer service, engagement, financial literacy and community building. Managerial interviews underscore five critical aspects: the imperative for a new organisational culture, a focus on millennial clients, understanding and offering new financial instruments and proactive responses to challenges posed by emerging fintech companies. Successful adaptation necessitates attention to organisational culture, client engagement, financial innovation and proactive response to fintech disruptions. The findings contribute to the evolving understanding of the transformative role of social media in reshaping the banking industry.

This paper fills a critical research gap by delving into the challenges specific to banking institutions during the implementation of social media strategies amid digital transformation. While existing literature predominantly highlights positive impacts, this study pioneers a comprehensive exploration of unique hurdles faced by banks. The multiple case study approach, focusing on six Italian banks, contributes original insights into the strategies used to maximise social media benefits. The research provides a nuanced understanding of both positive impacts and challenges encountered, offering valuable guidance for refining social media approaches in the ever-evolving digital landscape. This contributes to the existing body of knowledge and aids banks in navigating their digital transformation journey effectively.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.

It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.

As a result of the chosen research approach, findings may lack generalizability.

While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.

The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.