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This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.

A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.

In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.

This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented.

The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course.

Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms.

The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

A strange phenomenon among women writers of the late eighteenth century, both conservative and liberal minded, was the predominance of female villains in their novels. While this can be seen as an after-effect of masculine patriarchal discourse, particularly for those women writers who possessed a more religious-based ideology, why was it prevalent among feminist writers of the time who should have been aware of misogynistic stereotypes? Two such writers who emulated this strange paradox were Mary Robinson and Charlotte Smith. Both these women had been vilified by the Anti-Jacobin British 18th press as notorious and corrupt ‘female philosophers’ who followed in the footsteps of Mary Wollstonecraft. This chapter will conduct a historical feminist close comparative reading of Robinson's novel, Walsingham, and Smith's novel, The Young Philosopher, based on feminist scholarship on eighteenth-century female writers. It will examine how the female villains in the novels overpowered even the male antagonists and were often the cause behind the misfortunes, directly or indirectly, of the heroines/heroes. While these villains did serve as warnings against inappropriate behaviour, they illustrated the disaster for women when there is a lack of female community. Specifically, in the case of Robinson, her Sadean villains illustrated that no one is spared from the corruption of power and that the saintly female figure is nothing but an illusion of the male imagination. They were fallen Lucifers, rebels who relished in their freedom and power despite their damnation and punishment. The patriarchal system was temporarily demolished by them.

Promotional media and gender have been shown to influence purchase and shopping channel choice. The purpose of this paper is to better understand the role of media influence, fashion consciousness, and fashion leadership on shopping channel choice in regard to gender.

A survey was administered using a convenience sample of male and female students at a Southwestern University in the USA. A total of 408 surveys were used for analysis. The data were factor analyzed using Statistical Package for the Social Sciences (SPSS) statistical software and a structural equation model was developed to test the hypotheses.

The results indicate that while the media influence factor of mass media positively influences fashion consciousness for both males and females, personalized media only indicated significant influence on male fashion leaders. In addition, both male and female consumers indicated that fashion leadership influenced non-traditional over traditional retail channels.

This research uses social cognitive theory and the theory of symbolic interaction to better understand the impact of media and fashion on shopping behavior. This paper addresses the changing media types and how they impact behavior for both men and women.

This study seeks to explore the relationship between corporate ethical values and person‐organization fit (P‐O fit) and the effects on organization commitment and job satisfaction. Further, it aims to examine the construct of moral intensity as a moderator of the P‐O fit‐commitment relationship as well as the P‐O fit‐job satisfaction relationship.

Using a sample of 489 members of the National Purchasing Association in the USA, a structural model was examined in which it was hypothesized that corporate ethical values would be positively related to person‐organization fit and P‐O fit in turn would be positively related to commitment and job satisfaction. It was further hypothesized that the outcomes associated with P‐O fit would be moderated by moral intensity such that high moral intensity would strengthen the P‐O fit outcomes relationships.

All of the hypotheses were supported.

All data stem from one data source, introducing the possibility of mono‐source bias. Additionally, all scales use self‐reports, introducing the possibility of mono‐method bias.

These results highlight the importance of corporate ethical values and moral intensity in building and maintaining an ethical and committed workforce.

The findings of this study contribute to the ethics and P‐O fit literature by establishing a link between corporate ethical values and P‐O fit. It further construes moral intensity as a subjective variable based on the perceiver rather than an objective characteristic of ethical issues. Moral intensity was found to strengthen the relationships between P‐O fit and satisfaction and P‐O fit and commitment.

The purpose of this study is to provide a comprehensive qualitative review of the empirical accumulated knowledge on the relationship between entrepreneurial orientation (EO) and market orientation (MO).

To systematically review the empirical literature that simultaneously tests the core tenets of EO and MO, this study followed a multi-step approach, which has served as a replicable literature review method in previous studies. A final sample of 121 papers published between 1987 and 2016 was developed.

The results show that EO–MO relationship research has made considerable strides in recent years and is accelerating and broadening. This interest is manifested in the 83 journals and 266 authors that were identified. Additionally, the results confirm that the Anglo region contributed the majority of EO–MO relationships in the study sample. Finally, the 121 papers in the sample were organized into six different approaches, which in turn represent 53 research models where the unidimensional conceptualizations of EO and MO were predominant.

This study has shown that the EO–MO relationship has been studied from different approaches, which revealed several research models that advance the knowledge on relationships between EO and MO. EO and MO are, in turn, also positively associated with firm performance. Thus, the study results highlight numerous and varied fertile areas for future research that may offer a more detailed understanding of the EO–MO relationship.