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The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.

This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.

Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.

The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

Witchcraft in Honduras is an unprotected marginalized woman’s efforts to gain social, economic, and political power through an informal economy by utilizing the cultural belief in the witches’ supernatural power. The Honduran post-colonial Latin American culture allows for a persistent informal economy, in part, based on the commoditization of witchcraft and exorcism. The case study provides a specific example through ethnographic interviews of this under-researched informal economy driven by fear and economic desperation. Further research and analysis of these poorly understood and rarely recorded modern phenomena and the associated informal economy is needed.

This study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development.

The pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam – Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared.

Comparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided.

The study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration.

Although lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject.

Despite burgeoning self-initiated expatriation (SIE) research, little attention has been given to the personal development that occurs as a result of the SIE. The authors address this gap, exploring how the SIE undertaken by older women contributes to their longer-term life-path goals. As personal development has barely featured in the SIE literature, the authors must draw from a range of other global mobility experiences as a base for identifying the personal development of the older women.

The paper employs narrative inquiry methodology, drawing on in-depth life story interviews with 21 women aged 50 or more, both professional and non-professional, who had taken a SIE. A five-step narrative process using a story-telling approach was the method of analysis.

The findings indicate that the existing focus on SIE and the work context in the literature needs to become more holistic to incorporate personal change experienced through the SIE. For these older women, the construct of “career” was increasingly irrelevant. Rather, participants were enacting a “coreer” – a life path of individual interest and passion that reflected their authentic selves. The SIE presented an opportunity to re-focus these women's lives and to place themselves and their values at the core of their existence.

The contributions highlight the need for a broader focus of career – one that moves outside the work sphere and encompasses life transitions and the enactment of more authentic “ways of being”. The authors identify a range of personal development factors which lead to this change, proposing the term “coreer” as one that might shift the focus and become the basis for career research in the future. Further, through the inclusion of a group of older women who were not exclusively professionals, the authors respond to calls to expand the focus of SIE studies.

Although scholars argue that artificial intelligence (AI) represents a tool to potentially smoothen the bullwhip effect in the supply chain, only little research has examined this phenomenon. In this article, the authors conceptualize a framework that allows for a more structured management approach to examine the bullwhip effect using AI. In addition, the authors conduct a systematic literature review of this current status of how management can use AI to reduce the bullwhip effect and locate opportunities for future research.

Guided by the systematic literature review approach from Durach et al. (2017), the authors review and analyze key attributes and characteristics of both AI and the bullwhip effect from a management perspective.

The authors' findings reveal that literature examining how management can use AI to smoothen the bullwhip effect is a rather under-researched area that provides an abundance of research avenues. Based on identified AI capabilities, the authors propose three key management pillars that form the basis of the authors' Bullwhip-Smoothing-Framework (BSF): (1) digital skills, (2) leadership and (3) collaboration. The authors also critically assess current research efforts and offer suggestions for future research.

By providing a structured management approach to examine the link between AI and the bullwhip phenomena, this study offers scholars and managers a foundation for the advancement of theorizing how to smoothen the bullwhip effect along the supply chain.

The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.

This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.

The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.

This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.

This study aims to examine the ability of independent directors to discipline related-party transactions (RPTs) among listed companies in Malaysia. Firms typically appoint independent directors individually, not as a group. However, board members are commonly viewed collectively as a group, and evidence of the abilities of individual directors is scarce.

The attributes of individual independent directors include accounting literacy, length of service, audit committee membership and active participation in board and audit committee meetings. The unit of analysis is the individual independent director. The final sample consists of 1,552 observations in 2017, and RPTs are categorized as either efficient or conflicting.

The study finds that the tenure of individual independent directors and active participation in board meetings affect the firm’s engagement in RPTs. However, the financial literacy, audit committee membership and attendance of independent directors at audit committee meetings do not affect the firm’s engagement in RPTs, either efficient or conflicting. Overall, this result offers limited support for the upper-echelon theory concerning the attributes of individual independent directors and RPTs.

This study uses cross-sectional observations for 2017, which predates the COVID-19 pandemic. Thus, this study ignores the impact of restrictions in community mobility during the pandemic on the independent director’s ability to monitor the corporation. This circumstance may have implications for practice and merit further research.

The findings provide information for board nominating committees, regulators and policymakers that the capability of individual independent directors to fulfill their responsibilities is limited. The firm’s nominating committee must be very selective in nominating and appointing independent directors with appropriate competencies. Investors should choose companies that have reappointed the same independent directors for an extended period, as they may benefit from the experience in protecting investors’ interests.

This paper contributes novel evidence to upper-echelon theory literature on the association between independent directors and RPT types from the perspective of individual independent directors.