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The purpose of this paper is to examine the 2015 Union Cycliste Internationale (UCI) Road World Cycling Championship in Richmond, Virginia.

An array of eclectic methods included in situ witness observations of several of the races, 21 semi-structured random interviews and multiple discussions with elements of UCI, the city of Richmond’s planners, residents and business owners during and after the championship in fall 2015.

This paper has uncovered five findings: First, the material investment was considerably smaller than that of other events (common good criterion CGC i – good governance); second, pre-planning was critical to successfully hosting the event; third, this event included not only two entities as one would expect at first glance, but many (common good criterion CGC ii – good management); fourth, a filière approach to community service and the exploitation of clustered thematic activities was of critical importance to successfully hosting the 2015 UCI Road World Cycling Championship; and fifth, this event enabled the opportunity to market other city and regional assets (common good criterion CGC iii – good outcomes).

Cities hoping to bid for events ought to consider hosting unique events such as road championships. Those cities will benefit from careful event pre-planning, responsible event hosting and post-event legacies in the form of socio-economic and mindscape memories.

Bidding and pre-event planning is increasingly seen as an opportunity to locate, create and develop support for common good urban projects, which will remain valuable after the event is over or which will need to be built in spite of the bid’s result.

This study fills an unresearched gap on the impact of events on a city’s future non-motorized sustainable transportation priorities.

Stonefields School is an innovative school at the base of Maungarei, Mount Wellington, in Auckland, New Zealand. Doing things differently, creating and inquiring are at the heart of what we do as teachers.

At Stonefields, we have the opportunity to do this collaboratively, and hubs of teachers collaborate to create engaging, rich and relevant learning opportunities for our learners. We have a range of assessment tools at our disposal which help us to gain insights into our learner's self-efficacy (how they see themselves as learners) and their learning needs. We actively enquire into the impact of teacher practice and have evidenced how teacher collaboration can enable all of our learners to see success.

In this chapter, the authors explore how teacher collaboration in learning environments can help improve teacher practice. The authors will examine how facilitating deliberate collaborative inquiry in learning environments can allow teachers to notice, recognize and respond to learner needs. This, in turn, can lead to improved learner self-efficacy and improved achievement outcomes.

Under the rural revitalization, the effect of China's implementation of rural prefabricated housing is not obvious. Cost has become the biggest obstacle to its development. Therefore, it is necessary to study the factors influencing the cost of prefabricated buildings in villages and clarify the focus of cost control.

This paper focuses on the whole process of prefabricated housing construction in villages in China and uses grounded theory to identify and screen out 27 related factors that affect the construction cost of prefabricated buildings. A system dynamics model is used to dynamically analyze the influencing factors. The engineering examples in rural areas of southern Shaanxi are simulated. Finally, five key factors that influence cost are obtained. Based on this, cost control countermeasures are proposed for rural prefabricated housing in southern Shaanxi.

The results show that: the key factors affecting the cost of prefabricated buildings in villages include the selection of production methods, the degree of design standardization, the quality of construction personnel, the level of construction technology and the circulation cycle of molds. The cost of prefabricated housing in villages can be controlled through five aspects: mass production of components, design exchange and feasibility analysis, improvement of employee professionalism, strict selection of construction schemes and technologies and improvement of mold turnover rate.

The system dynamics model applied in this paper is based on the idealized state. The system boundary is narrow and has a certain subjectivity. It needs further detailed research to make it closer to the engineering practice. In addition, this paper applies the rural engineering example in southern Shaanxi to carry out a single case study, and the universality of the research results needs to be further tested. There are many village construction projects and building types, so the research results can be further enriched through large sample research.

Rural construction is an important step in the implementation of rural revitalization. Exploring the factors that affect the key costs of prefabricated buildings in villages and towns in view of the particularity of rural areas will help provide a reference for their cost control and help the rural development of prefabricated houses.

The research results of this paper can provide a reference for the development of prefabricated buildings in other rural revitalization areas.

Different from the traditional research on urban prefabricated buildings, this paper focuses on rural areas and explores the core factors affecting the cost of prefabricated buildings from the micro level. This study establishes a system dynamics model suitable for the cost control of prefabricated housing at the village level and provides methods for its cost control. Based on the identified key factors affecting costs, cost control measures were proposed for prefabricated housing tailored to the unique characteristics of villages.

Pedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.

A quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.

The findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.

The limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.

Literature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).

This study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.

The results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.

This study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Violence and aggression against mental health professionals is a global concern with well-documented consequences. In the UK, mental health care is increasingly delivered in the community, yet little research has explored practitioner experiences of workplace violence (WPV) outside of inpatient settings. This study aimed to explore how mental health professionals in a UK community mental health team (CMHT) perceive, experience and cope with WPV.

Face-to-face semi-structured interviews were conducted with ten multidisciplinary professionals based in a CMHT in a UK city. Data was analysed using interpretative phenomenological analysis.

Three interconnected themes emerged. WPV was accepted as inevitable: participants carried on working despite its impact, and feeling unheard by management they gave up on change, perpetuating the perceived inevitability of WPV. Peer support and organisational resources like debriefing, counselling and occupational health improved coping. Stigma and ideas of professional responsibility were barriers to access.

To mitigate against the negative consequences of WPV, CMHTs could offer peer support initiatives, improve communication and availability of organisational resources and involve staff in post-incident decision-making. Recommendations are made to shift the attitude of acceptance of WPV and encourage help-seeking.

The purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy.

This research employed a qualitative case study and occurred in one secondary school along the Texas (USA) and Mexico border. Ten teachers representing six academic disciplines participated in eight LS cycles to reflect on their knowledge of literacy, including when, if at all, they integrated literacy when planning and teaching lessons. About 20 students shared their impressions, feelings and thoughts about the lessons.

Teachers learned that literacy standards exist in each academic discipline and that integrating reading and writing during lessons allowed for more increased dialogue between/among teachers and students. The principal learned that teachers from all academic disciplines need differentiated, sustained professional learning opportunities on how to teach literacy skills.

Teachers often work alone or within their respective academic departments, whereas this project focused on secondary teachers from six academic disciplines taking part in LS cycles with a common focus on literacy. Sustained opportunities for teachers to study their standards and curriculum materials, plan and teach lessons and share perspectives from classroom observations resulted in new knowledge about ways to include literacy in any academic discipline. A schoolwide professional learning community focused on literacy could act as a catalyst for instructional change.

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.