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The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.

This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.

Digital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.

Digital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.

LS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.

LS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.

This study is original work that has not been published elsewhere.

This study describes the complex state of social studies instruction in Ohio. It explores teacher conceptualizations of the purpose of social studies and the impact of state standards and high-stakes testing on the citizenship mission of social studies. Understanding the impact of state standards and high-stakes testing on the citizenship mission of social studies is essential for teachers as they attempt to respond to this mission while simultaneously ensuring student mastery of prescribed content. Unfortunately, the findings show that teachers may not recognize the congruence of this mission with state standards and high-stakes testing. Although some of the instructional strategies the teachers in this study reported using were aligned with Ohio’s goals, other pedagogical issues, such as infrequent attention to multiple perspectives, lack of document analysis, and infrequent attention to economic concepts require attention.

This paper presents an overview of what we have learned about the state of academic freedom in the public schools. It includes a rationale for the place of academic freedom in social studies classrooms, a perspective on the court system as recourse for teachers, and a call for action to protect our freedoms by alternative means. Based on a National Council for the Social Studies (NCSS) presentation by American Civil Liberties Union (ACLU) lawyer Fritz Mulhauser, the paper provides a thematic summary of case law and precedent as they stand at present, including speech outside of school, classroom materials and content, classroom discussion, and expression through dress. Finally, the paper offers suggestions of how to exercise academic freedom successfully in the classroom.

There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most prominent among them the ways in which it challenges students to think at higher levels. This study is a descriptive study of public school teachers’ uses of primary source documents in social studies planning, in which we review lesson activities of various grade level teachers to evaluate their use of primary documents for higher order cognitive purposes. Given the salient theme of critical thinking in the literature, we established a baseline continuum of uses that served as our framework for evaluating these activities. We asked the following questions: When history teachers incorporate the use of primary source documents in their planning, to what degree do they promote development of higher level critical thinking? What might a planned activity look like when they do? We found that the majority of the activities examined here employ primary source documents for lower order purposes but held the promise of easy transition to higher order uses.

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure, instructional decision-making, professional attitudes, and demographics of social studies teachers. Nationally-inclusive data generated from this survey analysis were used to examine the technical and theoretical validity of the instrument. Incorporating factor analysis, findings suggest constructs embedded within S4 related to social studies pedagogy, content emphases, and technology-use that reflect extant theory. As such, the S4 and accompanying nationwide data set offer social educators a valuable resource for fostering professional development and policy.

All seventeen had graciously agreed to my proposal to gather for a small conference to seek consensus. A generous grant from the Pierian Press Foundation would cover all of our expenses for a long weekend at a resort hotel; the only condition of the grant was that we offer our results to Reference Services Review for first publication. Over the past five years each of the seventeen had in turn accepted my challenge to answer the following question:

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

Because teacher training is an important component of high-quality early care and education (ECE), states are employing various efforts to increase the credentials of teachers in private ECE centers. In New Jersey, teachers who serve disadvantaged students in the state’s community-based Abbott preschools are under a court mandate to obtain a Bachelor’s degree and Preschool – Grade 3 certification by September 2004 or lose their jobs. This chapter describes a phenomenological study of five teachers’ experiences in attempting to meet that mandate, and offers implications for policymakers to consider when evaluating the overall success of this reform effort.

This exploratory research seeks to examine the relationship between employee commitment and financial performance in the Greek retail banking sector.

A total of 331 questionnaires were completed by bank employees. Data were analyzed via confirmatory factor analysis, reliability analysis, correlation and mediation analysis.

Contrary to expectations, both employee attitudes (affective commitment) and perceptions (morale climate) were unrelated to business financial performance.

Because of the chosen research approach, results may lack generalizability. Therefore, researchers are encouraged to test the reported findings further.

Current findings might enhance understanding of the relationship between affective organizational commitment and financial performance in Greek retail banking.

The paper extends the existing service profit chain research, offering insights into employee commitment and its relationship with financial performance, in the relatively under‐researched Greek context.