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High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers’ pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers’ perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

This paper sets out to present a new model to avoid the content silo trap, satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains for museums.

This paper presents a unified knowledge‐based content management (UKCM) model, which comprises the unified knowledge content processes, multi‐layer reusable knowledge content structures and an integrated knowledge‐based content management system to solve the content silo trap problem. The extended entity‐relationship (EER) conceptual model is applied to design a global view of the integrated knowledge system and completely represent multi‐layer reusable knowledge content structures for the spectrum of various knowledge assets for all domains and applications in a museum.

A practical case of a large‐scale digital archives project that includes various domains of a natural science museum has been successfully implemented to demonstrate the feasibility of the proposed model.

This paper integrates content management and knowledge management. Digital archives programs in museums can apply the model presented in this study to satisfy the knowledge management requirement and support the long‐term perspective of developing academic, exhibition, and education applications among various domains.

The purpose of this paper is to identify changes in teacher’s pedagogical content knowledge (PCK) as a result of their participation in two learning studies in mathematics.

A group of four mathematics teachers and the researcher of this paper explored two objects of learning related to division with decimal numbers and the straight-line equation in a learning study (LS) project over the course of one year. The data used consist of eight video-recorded lessons, four written student tests, eight student interviews and 14 recorded team meetings. The analysis was based on the variation theory principle about learning (Marton, 2015) and on ontological assumptions within the phenomenographic approach (Marton, 1981).

It was found that teachers’ PCK was changed and refined through the LS process in terms of differences in ways of understanding and discussing critical aspects related to each object of learning. In the paper, the terms “presumed critical aspects” and “explored critical aspects” are used to illustrate this difference. Furthermore, the concepts are viewed in relation to three subdomains of PCK: knowledge of content and curriculum (KCC), knowledge of content and students (KCS) and knowledge of content and teaching (KCT).

Bringing out the difference between “presumed critical aspect” and “explored critical aspects” advances the view that critical aspects are dynamic and emergent in practice – in the interaction between teaching and student learning. The research exposes “explored critical aspects” as a specific form of PCK in which KCC, KCS and KCT are intertwined.

The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC.

This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development.

The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC.

This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.

This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia.

An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems. Multiple data sets including videos of research lessons, debriefings and audios of interviews were collected. From the expansive learning perspective, based on a fine-grained qualitative data analysis, various contradictions (as driving forces of learning) were identified and the ways of resolving the contradictions (as enactment of learning) were located to feature teacher learning throughout the online lesson study process.

Teachers' expansive learning includes enhancing teachers' MKT and Mathematics TPACK, developing instructional design skills and capabilities in addressing challenges occurring in the virtual environment were identified.

Theoretically, the study illustrated how expansive learning theory could be utilized to examine teacher collaborative learning in the online cross-cultural lesson study. Practically, this study showed that reiterative cycles and experts' facilitation are crucial to expansive learning for linking research to classroom practice. However, this study did not focus on student learning in the virtual environment. Australian teachers' reciprocal learning through the online lesson study also requires further exploration.

Both online lesson study and cross-cultural collaboration are innovative. The expansive learning lens are creatively used to examine the complexity of teacher learning in such a novel environment.

This study aims to empirically explore the key elements for classifying and differentiating knowledge‐intensive organizations (KIOs) from other traditional organizations.

The study's conceptual framework is based on the prevailing propositions from the literature on KIOs and is explored using a survey of knowledge management (KM) professionals, a purposely selected community of practice (CoP).

The results suggest that organizations can generally be divided into two groups – KIOs and non‐KIOs, and there appear to be some clear factors that differentiate KIOs from non‐KIOs according to the CoP.

This study lays a foundation for the systematic development and evaluation of KIOs and their KM practices. The results from this study can stimulate issue formulation and hypothesis generation for investigation by KM researchers and academics. The study focused on a few types of organizations drawn from the literature which may limit the generalizability of the results. However, restricting the study to the core organizations identified in the literature provided the authors with leverage for an in‐depth empirical exploration of these organizations' characteristics.

To a KM practitioner this study aids in delineating the different elements to keep in mind when designing or evaluating KM practices in KIOs.

This paper is among the early works to empirically explore KIOs. It advances a framework of how to recognize the knowledge‐intense factors defining KIOs, thereby providing the required foundation for analyzing KM practices in KIOs. Also by identifying the core dimensions defining knowledge intensity, the study underscores the importance of the relations between workers, the community (organization) of which they are members, and the conceptions the workers have of their activities as presented in the theory of organizations as activity systems. While the importance of knowledge has often been demonstrated within work groups or for particular organizational processes, this study has demonstrated a useful foundation for analyzing an organization as a whole.

The purpose of this paper is to briefly illustrate the test of an explanatory framework of the factors affecting the success of internal communities of practice (CoPs).

The analysis is based on a qualitative case study of the formation and management of intentionally created CoPs inside a large division of a multinational oil company.

The results of the study appear to confirm the utility of the framework as a tool for a sound and systematic investigation of the functioning of a CoP, and for understanding the reasons of its success or failure

Since it if the first attempt to test the framework, further empirical investigation is needed. In particular, it would be particularly useful to apply the scheme to cases of failure.

The suggested framework can be of use for the design and management of intentionally created CoPs. In particular, it can provide insights into “good practices” or “mistakes to be avoided”.

The main contribution of the paper is the application of a comprehensive and coherent model, which can represent the initial step toward the definition of a “check‐list” for the creation and management of CoPs.

Purpose – To provide educators with an overview of strategies that can be incorporated into clinical settings that foster vocabulary and comprehension development.

Design/methodology/approach – The chapter highlights underlying themes of reading failure, benefits of large vocabularies and comprehension skills, and components for remediation/instruction.

Findings – Content provides detailed information on designing clinics that prepare students to meet the vocabulary and comprehension demands of reading in the 21st century.

Research limitations/implications – The chapter highlights the most reliable and practical reading strategies that are fundamental to every reader's advancement.

Practical implications – This chapter serves as a resource for all clinical instructors, providing a wealth of ideas for incorporation into their clinics and classrooms.

Originality/value of paper – This compilation of vocabulary and comprehension strategies works in tandem to produce highly skilled readers who can in turn learn independently.

The purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.

Sport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.

The findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.

Introducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.

The benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.

The study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.