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This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

The purpose of this study is to estimate the impact of conflict witnessed in Pakistan on the enrolment rates of boys and girls. Pakistan has the world’s second-highest number of out-of-school children, with an estimated 22.8 million children aged 5–16 years not attending school.

By merging data on violence with the data on enrolment rates, this paper finds that exposure to violence is correlated with a decline in overall district-level enrolment rates in the short run at primary-level schools and middle-level schools.

However, for boys, violence is also negatively correlated with enrolment rates at middle-level schools in the medium run. One possible mechanism tested in this paper is the potential substitution of boys into the labour market during a period of conflict.

To the best of the authors’ knowledge, this paper adds to the existing literature in several ways. Firstly, the effect of conflict on the labour market by impacting schooling for boys and girls is examined for the first time in Pakistan. Secondly, the district-level data set on enrolment rates used for this study is novel and has not been used before for this type of analysis. Thirdly, while this study strengthens the evidence that the short run effects of conflict are stronger than the long-run effects, it also confirms the negative effects of conflict do not fade away immediately. Fourthly, this study emphasizes that each conflict is unique in terms of its heterogeneous effects across different cohorts, such as gender, as these effects are dependent on the mechanism through which conflict impacts each individual.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

After the fall of Burma on 10 March 1942 the British government extensively implemented scorched-earth policies in Bengal like denial of rice and boats. The British government had inadequate defense equipment to resist Japanese attack in Bengal. After the Japanese invasion supply of Burmese rice suddenly stopped. Faridpur district used to import rice from Burma. The Burmese conquest created an immediate and serious crisis for several rice imported districts and coastal districts of Bengal. Hence, none of the districts of East Bengal could escape its brutal clutches and severity recorded in Chittagong, Dhaka, Faridpur, Tripura, Noakhali, Bakargonj and so on.

Among the affected districts of Bengal, Faridpur has been chosen as study area due to severity of famine. This study addresses the famine scenario of Faridpur. Data has been collected from primary and secondary sources. Content Analysis Research method is used to test reliability and validity of the data. Historical Analysis Research method has been followed in this study.

Finding of the study shows that the government relief issues, ignorance of warnings, political nepotism and denial policy of British government intensified the famine of Faridpur district. The wartime tactics adopted by the colonial government aggravated the famine situation. This article has shed light on the government war time policy, activity and some impacts of British decline in Burma that fueled the famine in Faridpur district.

This study is my original research work and has not been published else where.

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

Public spaces, which offer opportunities for social, cultural and recreational activities, enhance urban life quality (ULQ). Thus, this study aims to investigate the impact of public spaces and physical-environmental criteria affecting the usability of ULQ in Adana city, Turkey.

The study method consists of three stages. Firstly, public spaces and physical-environmental criteria that can be effective in ULQ were determined. Secondly, the effect of the determining criteria on ULQ was evaluated through a 5-point Likert scale questionnaire (1 = very negative, 5 = very positive). The survey was conducted with 601 people in the four central districts of Adana, including Çukurova, Seyhan, Sariçam and Yüregir. Participants evaluated ULQ for both the residence district and Adana city. Lastly, factors affecting ULQ were determined using exploratory factor analysis (EFA). In addition, MANOVA was used to determine the changes in factors according to socio-demographic characteristics.

Based on the EFA, the results show that the criteria affecting the ULQ are grouped into four factors, including (1) open spaces, (2) cultural, sports and recreation, (3) environmental and (4) transportation. In evaluating these factors, while gender does not affect the perception of ULQ, residence districts show a statistically significant difference in the perception of ULQ. Cultural and transportation factors show statistical differences according to education and age.

This study has a limitation in that it relies solely on the quantitative perceptions of residents with varying demographics, such as age, gender and educational level, to evaluate public spaces and physical environment criteria. While these perspectives are valuable, they may not necessarily reflect the qualitative reality of the urban environment. Therefore, future studies combining quantitative and qualitative data could provide a more comprehensive understanding of the factors affecting ULQ in urban areas.

The implementation of the survey showed the subjective perception of ULQ in Adana city. Urban green spaces, including cultural, sports and recreational areas, should be improved in areas with insufficient facilities that affect the quality of urban life. Additionally, the impact of climate conditions on the quality of life should be taken into account when designing the city to ensure maximum utilization of public spaces. Furthermore, safe cycling transportation networks should be developed.

The novelty of this study lies in its unique approach to investigating the effects of public spaces and physical environmental criteria on ULQ based on combining residents' perceptions, literature review and data analysis. The study provides a valuable perspective often overlooked in urban planning research, especially in developing countries like Turkey. Additionally, the study's findings can inform the development of strategies to enhance ULQ.

This research investigates the Islamic banks’ intermediation role (e.g. branches and deposits) in financing. It also examines how financing contributes to the regions' economic growth and poverty alleviation as a predictor and mediator variable.

A total of 297 observations were extracted from 33 Indonesian districts and 14 Islamic banks during the period 2012–2020. Fixed-effect regression analysis was used to examine variable’s interactions.

The empirical results indicate that Islamic banks have adopted a channelling role towards redistributing capital from lender to borrower. Besides, there are crucial roles in developing economies and reducing poverty at the district level. This study also reinforces the critical role of financing in mediating the relationship between branches and deposits as predictor variables and GDP and poverty as outcome variables.

The current study was limited to Indonesian Islamic banks and the district’s perspective. Future research needs to cover sub-districts and other poverty measurements (e.g. human education and development perspectives), including conventional and Islamic banks. It can help practitioners, regulators and researchers observe the dynamic behaviour of the banking sector to understand its role in the economic and social fields.

Bank managers and regulators should promote branches, deposits and financing. It also enlightens people about the essential role of Islamic banks and their fundamental operations in business and economics.

This study contributes to economic literature, bank managers and local governments' decision-making processes by developing and testing an economic growth and poverty model.

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

A primary goal of the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) program was to increase the number of highly qualified, minoritized teachers committed to teaching in minority-serving, high-need school districts. This study's purpose was to evaluate the CREST-Ed program's impact on teacher residency outcomes using multiple sources of program evaluation data collected during the five-year grant.

This study of a federal Teacher Quality Partnership (TQP) grant at Georgia State University (GSU), a minority-serving institution (MSI) and research university, shows teacher residency programs can improve the diverse teacher pipeline. The grant, CREST-Ed, provided professional development schools (PDS) support for four urban and 23 rural school districts through partnerships with GSU, Albany State University (ASU) and Columbus State University (CSU).

The study findings suggest that teacher preparation grants can be leveraged to recruit traditionally minoritized teachers of color to increase the diverse teacher pipeline and strengthen PDS partnerships.

Both urban and rural PDSs could benefit from teacher residency programs like the CREST-Ed model that catered to the unique needs of each school and partnership district.

Since the last decade, debates regarding the efficiency and effectiveness of the forms of transfer, i.e. in the form of in-kind or cash transfers, have been gaining momentum. This paper aims to explore the preferences revealed by the beneficiaries, the role of contextual conditions in moulding these preferences, factors associated with the transfer scheme that defines the preferences and the rationale behind such responses.

The study conducted involves primary data collected from an Indian state, Odisha. 308 beneficiaries of the Targeted Public Distribution System (TPDS) were interviewed concerning specific objectives in a rural district (Mayurbhanj) and another highly urbanised district (Khordha).

The comparative results show that the strength of the contextual conditions significantly influences the preferences of the beneficiaries in the rural district as compared to the effect on the beneficiaries of the urban district. Education seems to have an insignificant impact in rural areas. However, income and standard of living have positive significant effects on shaping the preferences for cash or in-kind transfers.

Examining the strength of the contextual conditions and emphasising beneficiaries' perspectives would stimulate a better understanding of the implementation of the proposed quasi-Universal Basic Income. The study would hence, be instrumental in dealing with the transition towards cash transfers in the Indian context where the co-responsibility of both stakeholders, the government and the beneficiaries, should be given equal weightage.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-03-2023-0158