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This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.

The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.

In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.

In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

The purpose of this paper is to develop and test an integrated model to examine the relationship between work engagement and three facets of perceived job performance (PJP). The authors argue that work engagement might not optimally improve PJP unless it is channelized through information and communication technology orientation.

Data for the present research were collected from higher educational institutes in the northern region of India by using a convenient sampling technique. Results of structural equation modeling (SEM) through AMOS 20 revealed that work engagement facilitates all three facets i.e. task performance, contextual performance and adaptive performance of teaching professionals. Furthermore, SEM results established the partial mediating effect of information and communication technology orientation between work engagement, task performance, contextual performance and adaptive performance.

Findings from present research contribute theoretically as well as practically to job performance and work engagement literature by giving insights to administrators and practitioners on how to improve the overall job performance of teaching professionals by enhancing their engagement and addressing their need for digital know-how.

To the best of the authors’ knowledge, this study is one of the first to study the impact of work engagement and information and communication technology on the three facets of PJP using a diverse sample of 1030 teachers from universities in North India.

The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.

The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.

Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.

The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.

This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region.

This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field.

This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program.

This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs.

Relevant research and lessons learned provide guidance for other school–university partnerships to consider how to meet workforce and career needs for educators in the field of ECE.

School–university partnerships can be change agents and positively impact early childhood educators' career development.

This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.

ChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.

This research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.

The analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.

This study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.

In comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.

This study attempts to evaluate the effect of the corpus-based inductive teaching approach with multiple academic corpora (PICA, CAEC and Oxford Corpus of Academic English) and conventional deductive teaching approach (i.e., multiple-choice items, filling the gap, matching and underlining) on learning academic collocations by Iranian advanced EFL learners (students learning English as a foreign language).

This is a quasi-experimental, quantitative and qualitative study.

The result showed the experimental group outperformed significantly compared with the control group. The experimental group also shared their perception of the advantages and disadvantages of the corpus-assisted language teaching approach.

Despite growing progress in language pedagogy, methodologies and language curriculum design, there are still many teachers who experience poor performance in their students' vocabulary, whether in comprehension or production. In Iran, for example, even though mandatory English education begins at the age of 13, which is junior and senior high school, students still have serious problems in language production and comprehension when they reach university levels.

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.