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School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.

This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.

Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.

A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

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.

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.

A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.

The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.

This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

Many students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs.

Following subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching.

Based on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017).

The study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading.

There can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs.

The author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

All colleges of medicine in the Gulf Cooperation Council (GCC) adopt English as a language of instructions. This study aimed to examine medical students' views on introducing medical terminology in Arabic within an English-based curriculum.

This descriptive study targeted preclinical second- and fourth-year students in the College of Medicine and Medical Sciences at the Arabian Gulf University, during the academic year 2022–2023 (n = 407). Within the pharmacology teaching material in unit I (second year) and unit VIII (fourth year), which are taught in English, students were provided with medical terms in Arabic. At the end of these two units, students' views were sought by using a self-administered questionnaire.

The number of respondents was 263 (response rate 64.1%: 22.2% males, 77.8% females). Most participants received their school education mainly in Arabic (78.8%). A significant percentage of students believed that providing Arabic terms helped their learning (79.8%). If pharmacology is taught exclusively in English, majority of the students anticipated to face difficulties when explaining drug treatment to their patients in the future (71.3%). Most respondents expected this intervention to help them communicate with patients (86.7%), and preferred to include it in the clinical skills training (82.2%). The second-year students and those whose school education was mainly in Arabic were more likely to agree to the intervention (p < 0.05 for both).

The introduction of medical terms in Arabic is an acceptable alternative to complete Arabization, and is believed to help students in their learning and communication with their patients.