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This study examined participating teachers' expressions about teaching and learning when implementing lesson study (LS) about communication as a special didactic tool in mathematics; it also investigated their experience with LS. The initializing phase was characterized by letting the teachers become familiar with LS as a model for their professional development (PD). It also provided an opportunity for the participants to acquire common understanding of their starting point.

An adapted version of LS was used as a model for teachers' PD. The methods for data collection were a semi-structured interview and discussions with the teachers. From a teaching team in school year 1, two class teachers participated. The data obtained were qualitative and subjected to a thematic analysis. The teachers participated together in the different discussions during the study. All the discussions were audio-recorded.

During the discussions, the teachers raised some critical points: how to gain students' attention during lesson reviews; how to make follow-ups of the students' understanding of lesson content; how to plan and factors that could have been changed in education that could assist in all students' progress.

Both the initializing phase and the concept of special didactics have not received full attention in research. This study highlights the importance of capturing the teachers' attained competence toward understanding what is needed for future competence concerning communication as a special didactic tool in mathematics.

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.

The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).

The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.

Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.

Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.

This study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.

The study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.

This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.