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The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

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.

This practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.

Rooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.

The impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.

The project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.

The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.

The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.

The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education.

The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included.

The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers.

This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.

Although significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.

This study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.

Mixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.

This study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.

This study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.