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The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD.

The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.

The model and the related teaching-learning activities have been proposed.

The proposed model enhances the use of microgames in an interdisciplinary teaching framework.

This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.

The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.

The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.

A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.

Conversations around diversity, race and science fiction and fantasy films/television have sparked in response to recent casting decisions made in the upcoming live-action The Little Mermaid, The Lord of the Rings: The Rings of Power and Star Wars' Obi-Wan Kenobi (Deggans, 2022; Romano, 2022). Backlash against casting of actors of Color in these genres highlights racial projects where a cultural memory of whiteness comes up against multicultural change. The authors of this paper feel that there is great potential in using current-day racial issues around fantasy films/television to explore these racial projects with students in social studies classes (Omi and Winant, 2014).

Using a qualitative textual analysis (Peräkylä, 2005), the authors examined online news media outlets addressing the casting of actors of Color in the aforementioned media pieces. After reviewing over twenty articles, the authors determined two major themes that would serve as the findings.

In this paper, themes of nostalgia for an imagined ‘way things were’ and future-based fears of how things will become emerged from the analysis, revealing a need for engaging students in the history of sci-fi and fantasy media, and the existing, diverse histories of storytelling featuring multiple races.

The authors argue that examining racial projects found in contemporary sci-fi and fantasy casting are chances for students to understand complex racial histories and how they blend into current-day cultural landscapes, and are opportunities to practice analysis of real-life racial histories and richly-imagined fantasy worlds, noticing how and why the two often collide when it comes to race.

The purpose of this study is to examine Indian language journals published in Arts, Humanities and Social Sciences (AHSS) included in the UGC-CARE list, which is an initiative of the University Grants Commission (UGC) of India. This study argues that although these journals do not appear in international databases, they are valuable because they frequently publish and have published for years, opinions, memoirs and critical review articles, especially the local culture.

This study examines 298 journals categorised into two groups: monolingual (189) and multilingual (109). The first group included 189 journals published in 15 Indian languages. Monolingual journals were examined using five criteria: year of publication, subject area, frequency, language and geographical zone of the publisher. Multilingual journals analysed as per languages covered.

The analysis reveals that the UGC-CARE List includes journals published between 1899 and 2019. The most common languages are Hindi (67), Urdu (31), Sanskrit (9) and Marathi (26). The frequency of majority (114) of journals is quarterly. Associations, universities, individual publishers and learned societies as publishers are dominant. Analysis of multilingual journals indicated that the highest number of journals (34) are published in English and Hindi.

Journals that fulfil the stringer criteria of three UGC-CARE journal analysis protocols find a place in the CARE List. The list is dynamic and is updated quarterly to maintain its currency and therefore its credibility. The list is available at http://ugccare.unipune.ac.in and is the list preferred by Indian Higher Education Institutes.

UGC-CARE List includes journals published by Indian publishers especially in the fields of Arts, Humanities and Social Sciences. It is the first initiative to battle against the predatory journals and effort to bring the Indian legacy of journals on the world map of journals and periodicals.

This article presents the results of a quantitative analysis of Ukrainian arts and humanities (A&H) research from 2012 to 2021, as observed in Scopus. The overall publication activity and the relative share of A&H publications in relation to Ukraine's total research output, comparing them with other countries. The study analyzes the diversity and total number of sources, as well as the geographic distribution of authors and citing authors, to provide insights into the internationalization level of Ukrainian A&H research. Additionally, the topical spectrum and language usage are considered to complete the overall picture.

This study uses the Scopus database as the primary data source for analyzing the general bibliometric characteristics of Ukrainian A&H research. All document types, except Erratum, were considered. A language filter was applied to compare the bibliometric characteristics of English versus non-English publications. In addition to directly imported data from Scopus, the study employs the ready-to-use SciVal tools to operate with A&H subcategories and calculate additional bibliometric characteristics, such as Citations per Publication (CPP), Field-Weighted Citation Impact (FWCI) and journal quartiles. Information on the country of journal publishers and details on delisted journals from Scopus were obtained from the official Source Title List available on the Elsevier website and the SCImago Journal and Country Rank Portal.

According to the results obtained, the publication patterns for Ukrainian A&H research exhibit dynamics comparable to those of other countries, with a gradual increase in the total number of papers and sources. However, the citedness is lower than expected, and the share of publications in top-quartile sources is lower for 2020–2021 period compared to the previous years. The impact of internationally collaborative papers, especially those in English, is higher. Nevertheless, over half of all works remain uncited, probably due to the limited readership of the journals selected for publication.

This study provides original insights into the bibliometric characteristics of Ukrainian A&H publications between 2012 and 2021, as assessed using the Scopus database. The authors’ findings reveal that Ukraine's A&H publications have higher visibility than some Asian countries with similar population sizes. However, in comparison to other countries of similar size, Ukraine's research output is smaller. The authors also discovered that cultural and historical similarities with neighboring countries play a more significant role in publication activity than population size. This study highlights the low integration of Ukrainian A&H research into the global academic community, evident through a decline in papers published in influential journals and poor citedness. These findings underscore the importance for authors to prioritize disseminating research in influential journals, rather than solely focusing on indexing in particular databases.

The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

This study aims to produce textile-like surfaces using fused deposition modelling (FDM) 3D printers and create a garment collection.

Experiments were conducted using different types of materials in FDM 3D printers until the sufficient flexibility was achieved to create textile-like structures. During the research, properties of polylactic acid (PLA), acrylonitrile butadiene styrene (ABS) and thermoplastic polyurethane (TPU) were observed. Geometrical patterns were printed and each of them gave a different result depending on the pattern. Based on the information obtained from the experiments, a garment collection with four total looks was designed inspired by Vivaldi’s “Four Seasons”.

Among the materials used, TPU, a flexible filament, yielded the best results. Because of the rigid properties of PLA and ABS, chain-like structures were printed to create relatively flexible surfaces, but the results were still not successful enough to create a clothing material. Therefore, TPU was preferred for the garment material selection.

In this study, combinations of 3D printed flexible structures and different types of fabrics were used to create a garment collection. It was concluded that, with the right material selection, 3D printing can be used as an alternative method to create a new aesthetic language in fashion design.

This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.

A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.

The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.

This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

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.