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Faculties have a vital role to play in ensuring that their graduates are trained with relevant skills. Formally arranged capacity building programs (CBPs) can aid in training and retraining the faculties with relevant contemporary skills so that they in turn can do justice to their students. The purpose of this study is to analyze the efficacy of such public-funded online CBPs in enhancing faculties’ research and teaching capabilities.

Ascientifically designed questionnaire was sent to faculties who attended 12-day public-funded online capacity building workshop. Binomial logistic regression models were constructed to analyze as to how effective the online workshop was in enhancing teaching and research skills of the faculties involved.

From the research study, the authors were able to infer that although faculties were able to understand theoretical concepts of qualitative nature relatively easily, the authors felt that its value addition in enhancing the research output was rather limited. The study also found that the faculties felt teaching concepts outside their “syllabus” to be counterintuitive. A significant finding of the study was that research had an important role in enhancing their teaching efficacy.

Studies which are undertaken to test the efficacy of online capacity building workshops are scarce. This domain is going to gain importance in near future as technology is evolving at a rapid rate and online training of faculties helps in optimizing scarce resources.

This study involved a group of Middle Eastern Muslim women (ages ranging from 16-36) learning mathematics through social justice pedagogy. One of the important lessons from this experience is that, despite some of the unique challenges associated with teaching for social justice, in this context this method of teaching is doable and beneficial. However, in the current atmosphere throughout the Middle East it is a very challenging task: it needs courage and commitment on the part of the teacher/researcher, as well as support and even protection by the head of the college or policymakers to ensure that it leads to positive learning outcomes.

This scholarly paper explores leadership education across Hispanic Serving Institutions (HSIs) in the Southwest of the United States. We searched for inclusion of social justice, ethics, and community engagement aspects within leadershipprograms.LeadershipeducationprogramsinhighereducationandspecificallyatHSIsmustbeintentional about offering programs, curriculum, and experiences that adopt inclusion of those who are underrepresented within the leadership realm. While scholarship concerning HSIs as complex organizations has grown, consideration of how leadership education programs contribute to truly serving their unique students is still in its infancy. This inquiry found that there are a number of similarities among leadership programs at HSIs in the way of academic location, degree offerings, and class format, but it also details missing characteristics of social justice, ethics, and community engagement within these areas. We propose that through further examination and future research, a framework of leadership education with underpinnings of social justice, ethics, and community engagement can be beneficial in truly serving underserved and underrepresented student populations specifically at HSIs.

Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was facilitated by using a social justice pedagogy based on Gutstein’s (2006) model. The study involved 20 Middle Eastern women (ages ranging from 16-36). The findings suggest that the students have developed significant abilities to use mathematics as a tool to read and write their world. In addition, the findings show that, like their counterparts elsewhere in the world, these young women are also interested in social justice issues. This is particularly significant because of current ongoing social developments in the Middle East.

A handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into consideration the potential for diverse students to interpret social-change-related survey scale items differently. Using a critical quantitative approach, this study compares factor loading patterns of the Social Issues Advocacy Scale (SIAS; Nilsson, et al., 2011) across eight race/gender subgroups to test the extent to which the factor structure remains invariant. Findings suggest that intersections of race and gender do influence how scale items cluster together. This study lends support for critical quantitative research designs that examine social phenomena using a specific-group approach, and calls for scholars to consider the cultural validity of scales used to measure capacity for social justice leadership.

The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).

To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.

The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.

By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

The purpose of this study was to examine how participants experienced and perceived an M.Ed. program that had a school-based design. In particular, the authors sought to understand: (1) how participants experienced being in a school-based cohort and (2) whether and how participants experienced the three designated tenets of the M.Ed. program: teacher inquiry, social justice and student engagement and motivation.

This qualitative study used semi-structured focus group interviews (n = 7) to examine teachers’ perceptions, using a constant comparative method (Corbin & Strauss, 2008) of open coding to analyze the data and determine emergent themes.

The findings indicate the design of this school-based M.Ed. program provided both social and academic benefits including strengthening teachers’ working relationships and their understanding of students outside their own classroom and a transfer from individual learning to organizational benefit. Teachers positively perceived the three tenets that guided the first year of the program, especially the ability to study social justice and student motivation in depth.

This study has implications for teacher education and retention as well as how boundary spanning roles in PDS schools can impact graduate students’ experiences in schools. Given the current teacher shortage concerns, it is important to understand how M.Ed. programs can be designed with teacher needs at the forefront so learning is relevant and rewarding, both to the individual and the school.

While there are many studies that examine the use of cohorts in education, particularly in doctoral programs, few, if any, studies examine a school-based cohort M.Ed. program for practicing teachers. This study also puts a unique spotlight on how boundary-spanning roles can benefit not only teacher candidates but also practicing teachers in their M.Ed. programs.

Using literature as the catalyst for change is grounded in Freirean pedagogy. In the case of the Oaks Leadership Scholars, leadership educators are crafting an environment for building transformative leadership skills using texts calling for the enactment of justice and equity as a starting point for capacity building and self-reflection. Students read the texts individually, then in conjunction with workshop-style instruction, discuss the texts in formal sessions. To extend their thinking, students have the opportunity to attend optional reading circles (including a formal lesson and informal discussion) designed to enhance their critical thinking and development. Discussions in these reading circles often move in directions that allow for meaning-making beyond the narrow text focus into broader, real-world applications. Project co-directors report that the texts and subsequent discussion have energized students to act and engage.

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.

To build public trust in the accounting profession, previous research studies have stressed the need for ethics education. This present research aims to investigate the effects of teaching ethics using the ethics education toolkit (EET) developed by the International Accounting Education Standards Board on accounting students’ moral judgment.

An experimental design was used to determine the effects of teaching ethics using the EET on moral judgment. Data were obtained using the multidimensional ethics scale questionnaire and analysed with multiple linear regression. Factor analysis was performed to obtain the four moral philosophies defined in the literature.

The results confirm that use of the EET improves the moral judgment of accounting students. The influence of utilitarianism and relativism on moral judgment was reduced, while the students’ ability to recognise violating an unwritten contract as an unethical act was improved. Contrary to expectations, the influence of justice on moral judgment decreased.

The study may benefit academics by showing positive outcomes of EET use. The EET is a well-developed teaching tool, also suitable for educators insufficiently qualified to develop their own ethics courses or facing time constraints.

The EET was developed to support implementation of ethics education in programmes for professional accountants. By investigating the applicability and effects of the tool in higher education, this study aims to develop moral judgment in accounting students before they enter the accounting profession.