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The study attempts to explore the effectiveness of green supply chain strategies (GSCS) and sustainable practices (SP) in achieving a circular supply chain (CSC) within a business-to-business (B2B) context. The study further investigates the moderating role of green innovation (GIN) on the relationship between GSCS and SP.

The conceptual model was developed by adopting constructs from the existing studies. A self-administered tool was created, and data were gathered from supply chain (SC) specialists in the food, energy, tire, textile and paper industries. The structural equation model was employed to test the hypothesis, analyzing 243 responses obtained.

The findings indicate an affirmative association between GSCS, SP and the achievement of CSC, with SP acting as a partial mediator between GSCS and CSC. Results show that GSCS and SP are crucial for transitioning toward a circular model in the SC, emphasizing resource regeneration and sustainability. The data from our sample suggest that GIN significantly moderates the relationship between GSCS and CSC. These insights underline the importance of green strategies and sustainable practices (SP) in fostering CSCs in a B2B setting. The study’s implications are significant for SC management, suggesting that firms must integrate green and SP to achieve circularity and long-term viability.

This article brings forward a distinctive perspective on sustainability within the field of SC management emphasizing the crucial need for implementing CSC and GSCS in a B2B context.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.