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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.

The present study aims to investigate the effects of sector 4.0 technologies, particularly Financial Technology (Fintech), on Sustainable Business Success (SBS) within the Indian garment sector. It aims to analyse the impact of Fintech Integration (IF) and Extent of Financial Knowledge (EFK) on sustainability performance, with a focus on understanding the mediating effect of Financial Accessibility (FA) in this relationship.

The study utilizes covariance-based structural equation modelling (CB-SEM) to analyse data collected from 683 enterprises in the Indian garment sector. The theoretical frameworks of Ecological Modernization Theory (EMT) and the Resource-Based View are employed to guide the research.

The investigation reveals that Fintech Integration (IF) and environmental friendliness knowledge significantly impact the promotion and maintenance of sustainability within the Indian garment sector. Moreover, the study highlights the moderating influence of financial Accessibility (FA) on the associations among fintech integration, Extent of Financial Knowledge, and sustainability attainment. Furthermore, sensitivity studies demonstrate that improved financial access positively affects a firm’s sustainability performance.

This study contributes to the existing literature by addressing significant knowledge gaps and offering practical insights for managers and policymakers in the Ready-Made Garments (RMG) industry. It provides a comprehensive approach that integrates fintech and financial expertise to enhance credit accessibility and foster long-term viability for enterprises within the Indian garment sector. The originality lies in its holistic perspective, combining technological integration with the Extent of Financial Knowledge to drive sustainability in a specific industrial context, thus providing valuable guidance for industry stakeholders.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

In the Fall of 2019, Marietta College and Marietta City Schools, in Marietta, Ohio, piloted a program to improve literacy knowledge and pedagogy through completing LETRS training, a two-year literacy professional development based on the science of reading, as peers.

This project was aligned to effective professional development research that states better trainings are content-specific, allow support and collaboration and are ongoing throughout the school year (Blank and de las Alas, 2009; Darling-Hammond, Hyler, and Gardener, 2017) and respect participants work/life schedules (Bigsby and Firestone, 2017).

Some benefits of this collaboration were that teachers, college faculty and teacher candidates were able to communicate more effectively about literacy because we all had shared background knowledge and spoke the same language when it came to literacy. We were also able to make more meaningful clinical experiences for our teacher candidates because we created a stronger connection between the knowledge and pedagogy taught in students’ literacy courses and the practices they saw in real classrooms. Inservice teachers saw the college faculty and teacher candidates as strong partners, which greatly strengthened our clinical preparation.

The paper includes implications for the development of stronger partnerships between teacher preparation program faculty and school partnership faculty and more authentic and meaningful clinical experiences for teacher candidates.

This project shows how meaningful partnerships and clinical experiences can be created when partnership faculty are seen as peers.

An individual's capacity to manage finances has become critical in today's environment. The availability of various sophisticated financial instruments, combined with the economy's complexity and rising uncertainty, has prompted a significant push to analyse from where the youth learn about managing their money. This study intends to investigate the differences in the selected social predictors (Parents, Friends, School, Books, Job Experiences, Life experiences and Media) that influence the money management behaviour of emerging adults. The data was collected through a structured questionnaire from 230 undergraduates in the age group of 18–22 years. To test the normality of data, Kolmogorov–Smirnov (KS) test was applied and further Kruskal–Wallis test was found to be the appropriate method based on the identification of statistically significant deviations. The results show that parents have been considered as the most influential predictor (X = 3.565) of money management behaviour among emerging adults. followed by Life Experiences (X = 3.526). Whereas School and Job Experience were the least influential social predictors with mean value of 2.278 and 2.130 respectively. The study provides insights to the regulators, academicians and policymakers to initiate innovative strategies and processes for helping emerging adults for effective money management to increase their academic performance in a stress-free environment. Further, this paper contributes towards effective money management advice by recommending implementation of tools, apps and programs relating to Financial Literacy for better Financial Behaviour. Lastly, the paper provides implications that focus on enhancing the financial literacy of the parents as they act as role models for their children by teaching them skills to manage money.

This paper delves into the pivotal role of public libraries in supporting and promoting literacy, with a particular focus on their relevance in financially and infrastructurally low-resourced territories (FILTs). Literacy, being a fundamental skill, empowers individuals, enriches education and contributes to social and economic development. Nonetheless, numerous FILTs encounter substantial obstacles in granting access to quality education and fostering literacy skills among their people. As an opinion piece rooted in empirical literature, this paper serves as an introductory exploration, acknowledging that it only skims the surface of raising awareness.

This paper expands upon the existing body of literature concerning public libraries and the imperative for literacy programs. It purposefully addresses a range of issues that may appear contradictory in FILTs, primarily due to economic constraints. However, from the authors’ perspective, these issues actually highlight the vast potential for intervention and progress.

Numerous evident strategies can be identified to attain the goal of an enlightened and educated nation, fostering empowered individuals. One such approach involves prioritizing the promotion and support of literacy programs in public libraries. Nonetheless, there is a pressing need for heightened awareness regarding the significance of adopting a holistic perspective when addressing various interconnected issues. This includes the long-term advantages associated with an educated and literate society, particularly in FILTs.

The literature within the field of library and information science offers scarce publications regarding literacy support programs in libraries, despite the fact that fostering informed and literate citizens is a prominent goal in the mission and vision plans of numerous FILTs. This paper presents an exploratory perspective, aiming to raise awareness about the significance of considering diverse approaches to support and promote literacy in public libraries within FILTs. It also proposes the development of a framework as a means to facilitate this endeavor. While the context of the paper is framed for FILTs, aspects of the framework may also be useful and applicable in other well-resourced regions and libraries.

The chapter engages in womanist musings to critically examine the intertwining of race, class, and gender within the realm of motherhood. Employing the rhetorical tool of “snips” to “read” intersectional experiences, the author underscores the significance of the public library and motherhood as institutions of meaning-making in the realm of knowledge production, which is essential to womanist work. The chapter illuminates the ways in which the COVID-19 pandemic has laid bare the complexities of navigating public spaces within private realms and vice versa. Overall, this chapter offers an insightful examination of the interplay between race, class, and gender, within motherhood, emphasizing the pivotal role of public libraries in supporting mothers in pursuit of knowledge production, meaning-making, and empowerment.

With the progress of the education system, many technological inventions have been found to develop the learning and teaching process. Several factors contributed to the advancement of education, from computer-based materials to web-based programs and technical tools. All these have revolutionized the whole education system and changed it from a monotonous and traditional teacher-centered approach to a motivating and interactive learner-based approach. Recently, digital technology has been implemented in many educational processes to increase teacher–learner interaction. The main feature characterizing digital learning is the active engagement that transforms learners from passive attendants to active participants in the learning process. From this perspective, teachers and learners are considered educational technologists. The purpose of this chapter is to shift the role of creativity and critical thinking from teachers to learners and show how the latter could create authentic writing by employing technology that is used and needed in the workplace. In doing so, learners become ready for their career life, and they learn to be more creative and collaborative individuals.

The primary purpose of this study is to explore the effect of technical changes on provincial-level income inequality in Vietnam. The authors also investigate whether the quality of institutions and human capital level moderate this relationship.

This research applies the fixed-effect and random-effect models on a balanced panel data set of 63 Vietnamese provinces/cities from 2010 to 2020.

The study’s empirical results show that technical improvement has a nonlinear influence on income disparity in Vietnamese localities. When the local level of technology is limited, technological change can mitigate income disparity. However, as local technological levels increase, inequality tends to rise. Moreover, the study also reveals that the quality of a province’s institutions and the level of human resources are factors that moderate the correlation between technological change and income inequality. For provinces with better institutional quality and/or better human resources, inequality tends to decline under the impact of technological change.

The results of this study suggest that while encouraging technology advancement, localities should also ensure sustainable development, reduce income inequality and focus on improving institutional quality and human resources development.

There are increasing concerns about the impact of technical change on inequality in income distribution; however, empirical evidence on this relationship in developing countries remains scarce. This study is among the few attempts to examine this issue at the provincial level of a developing country considering the moderation effect of institutional quality and human capital level.