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This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

This is the first meta-analysis evaluating the association between mentorship and TPD.

The purpose of this paper is to study the application ways of extended reality (XR) in teaching, the specific teaching effects and how to implement teaching integration.

The study adopts an umbrella review approach, locates and screens 20 pertinent meta-analysis studies published in international journals and conducts a systematic review of the effects of teaching applications of XR technologies in terms of subject categories, education levels and teaching cycles.

The study finds that the effects of virtual reality and augmented reality technologies on teaching effectiveness can reach up to 0.723 and 0.951, indicating that XR technologies can improve teaching.

Through the systematic analysis of 20 related element analysis studies published in international journals, the specific methods and effects of XR technology applied to teaching are finally obtained and put forward the new application trend of XR promoting teaching effect.

In the past decade, more and more research has also focused on the specific methods and effects of XR technology applied to teaching. However, there are still problems such as unclear technology application path and unclear effect. Based on this, it is necessary to further conduct an overall overview and analysis of the impact of XR technology on teaching effect when it is integrated into teaching, systematically study the teaching effect of XR technology in different education levels and subject types and provide a theoretical basis for more detailed research on XR technology integration into teaching.

China has, apparently, more trade union members than the rest of the world put together, but the unions are subservient to the Party-state. The theme of the paper is the gap between rhetoric and reality. Issues analysed include union structure, membership, representation, and the interaction between unions and the Party-state. We suggest that Chinese unions inhabit an Alice in Wonderland dream world and that they are virtually impotent when it comes to representing workers. Because the Party-state recognises that such frailty may lead to instability it has passed new laws promoting collective contracts and established new tripartite institutions to mediate and arbitrate disputes. While such laws are welcome they are largely hollow: collective contracts are very different from collective bargaining and the incidence of cases dealt with by the tripartite institutions is tiny. Much supporting evidence is presented drawing on detailed case studies undertaken in Hainan Province (the largest and one of the oldest special economic zones) in 2004 and 2005. The need for more effective representation is appreciated by some All China Federation of Trade Unions (ACFTU) officials, but it seems a long way off, so unions in China will continue to echo the White Queen: “The rule is, jam tomorrow and jam yesterday – but never jam today” and, alas, tomorrow never comes.