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As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.

This descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.

Results showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.

The study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

The purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.

Empirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.

The analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.

Despite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.

The results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.

This article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.

Based on DNase I and reduced graphene oxide (rGO)-magnetic silicon microspheres (MNPS), a highly sensitive and selective fluorescent probe for the detection of PD-L1 was developed.

Here °C we present a feasibility of biosensor to detection of PD-L1 in lung tumors plasma. In the absence of PD-L1°C the PD-L1 aptamer is absorbed on the surface of graphene oxide modified magnetic nanoparticles °8rGO-MNPS°9 and leading to effective fluorescence quenching. Upon adding PD-L1°C the aptamer sequences could be specifically recognized by PD-L1 and the aptamer/PD-L1 complex is formed°C resulting in the recovery of quenched fluorescence.

This sensor can detect PD-L1 with a linear range from 100 pg mL⁻¹ to 100 ng mL⁻¹, and a detection limit of 10 pg•m⁻¹ was achieved.

This method provides an easy and sensitive method for the detection of PD-L1 and will be beneficial to the early diagnosis and prognosis of tumors.

The purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance principals' instructional leadership.

The paper draws on findings from a three-year PD initiative in a Swedish school district. The data consist of field notes and semi-structured interviews with principals and managers. Theoretically, the paper takes its starting point in the theory of practice architectures and the cultural-discursive, material-economic and social-political arrangements that shape practices.

Practices for principals' PD require a fine balance to prevent the perception of hierarchical control. Designated time, common artifacts and external expertise are arrangements of practice that enable principals' PD. High expectations and relations between principals and managers both enable and constrain principals' PD. As trustful relations are of particular importance, the implication for managers and others organizing for principals' PD is to make sure that collaborative work settings also become a natural way of working for principals. As building relations takes time, a longer time perspective is also recommended.

The findings have practical implications for educational leaders responsible for organizing PD practices for principals in any context.

This paper adopts a practice theory approach to its study of principals' PD and provide an elaborated illustration of arrangements that enable and constrain principals' PD in collegial settings.

This article aims to draw a conceptual model that integrates the view from the entrepreneurial event model with entrepreneurial education and prior self-employment experience. The model tests the role of entrepreneurial education on the formation of intentions to become an entrepreneur and examines whether prior self-employed experiences moderate the route from entrepreneurial education, entrepreneurial perceived feasibility (PF) and perceived desirability (PD) into the entrepreneurial intention (EI).

The authors operated on a sample of 389 master's students by applying Cronbach's alpha, exploratory factor analysis, confirmatory factor analysis and structural equation modelling to illustrate the links between constructs.

The study found that entrepreneurial education is positively correlated with PF, PD, and intention to enter entrepreneurial activities. PD is determined as a partial mediator in the entrepreneurial education–intention link and full mediator in PF and EI. Moreover, the study revealed that prior self-employed experiences serve as a positive moderator in the path from entrepreneurial education and PD to EI.

The study offers several recommendations based on research findings so as to nurture and promote entrepreneurial activities among master's students.

The current research provides novel insights about the relationship between entrepreneurial education and intentions to become an entrepreneur over and about the central antecedents in the entrepreneurial event model and moderation effects of prior self-employed experiences.

A common understanding of what events to regard as production disturbances (PD) are essential for effective handling of PDs. Therefore, the purpose of this paper is to answer the two questions: how are individuals with production or maintenance management positions in industry classifying different PD factors? Which factors are being measured and registered as PDs in the companies monitoring systems?

A longitudinal approach using a repeated cross-sectional survey design was adopted. Empirical data were collected from 80 companies in 2001 using a paper-based questionnaire, and from 71 companies in 2014 using a web-based questionnaire.

A diverging view of 21 proposed PD factors is found between respondents in manufacturing industry, and there is also a lack of correspondence with existing literature. In particular, planned events are not classified and registered to the same extent as downtime losses. Moreover, the respondents are often prone to classify factors as PDs compared to what is actually registered. This diverging view has been consistent for over a decade, and hinders companies to develop systematic and effective strategies for handling of PDs.

There has been no in-depth investigation, especially not from a longitudinal perspective, of the personal interpretation of PDs from people who play a central role in achieving high reliability of production systems.

This study aims to develop a high-quality impairment loss allowance model in conformity with Indonesian Financial Accounting Standards 71 (PSAK 71) that has significant contribution to national interests and the banking industry.

The determination of the impairment loss allowance model is settled through 7 stages, using integration of some statistical methods such as Markov chain, exponential smoothing, time series analysis of behavioral inherent trends of probability of default, tail conditional expectation and Monte Carlo simulation.

The model which is developed by the authors is proven to be a high-quality and reliable model. By using the model, it can be shown that the implementation of the expected credit losses model on Indonesian Financial Accounting Standards 71 is more prudent than the implementation of the incurred loss model on Indonesian Financial Accounting Standards 55.

Determination of defaults was based on days past due, and the analysis in this study did not touch the aspects of hedge accounting in general.

This developed model will contribute significantly to national interests as a source of reference for other banks operating in Indonesia in calculating impairment loss allowance (CKPN) and can be used by the Financial Services Authority of Indonesia (OJK) as a guideline in assessing the formation of impairment loss allowance for banks operating in Indonesia.

As so far there is not yet an available standardized model for calculating impairment loss allowance on the basis of Indonesian Financial Accounting Standards 71, the model developed by the authors will be a new breakthrough in Indonesia.

This research explores the impact of the locally grown strategies for learning support, as a positive deviance (PD) study, during the COVID-19 pandemic in rural Uganda.

The researchers employed a randomized control trial (RCT) as an original design whereby 50 schools received a full package of SMS and WhatsApp peer groups of head teachers, 50 schools received SMS only and another 50 served as a control group. As an analytical method, this study adopted a difference-in-difference (DID) model to analyze the impact of the radio talk shows promoted through SMS followed by discussion among WhatsApp peer groups. The data collected in June 2021 and February 2022 were used due to the COVID-19-related data limitation of the baseline survey collected in 2019.

The authors found that the local radio talk shows as a PD intervention had a humble impact on preventing pupils’ dropout during the school closures for two years in Uganda. However, the authors did not obtain a significant result on the impact of the PD intervention on pedagogical support or learning outcomes at the school level. The authors also found that the pupils have significantly dropped their level of proficiencies in literacy and numeracy during the pandemic.

The findings could be of value for the leaders, educators and policymakers to understand the most recent update of learning situation in Uganda and the potential impact of locally grown strategies for learning which does not require external inputs.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.