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The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

The purpose of this study is to demonstrate the power of affective pedagogies and playful literacies to resist neoliberal framings of video game play and design in educational contexts.

Focusing on the Giga-Games Camp, a video game design camp for adolescents, the authors mobilize different methodological impulses across a number of different registers, using interview data to trace institutional arcs, focal frames from a GoPro camera to see vitality in action and descriptions of platform events to follow these lines through the shift to online instruction brought on by the COVID-19 pandemic.

The authors narrate three transversal movements of the Giga-Games Camp to reveal how play-centered pedagogies can challenge the neoliberal tendency to assimilate young people’s video gaming practices as a vehicle for future-proof science, technology, engineering and mathematics learning.

The authors offer the concept of actually existing vitality rights to describe how attending seriously to vitality in learning spaces will often manifest organically in very real strategies to reimagine and restructure preexisting, neoliberally sedimented uses of space, institutional configurations and constellations of sociopolitical power.

Although there has been considerable growth in the higher education systems of Turkey and China in about the last two decades, there is still a room for development in enabling equity in all regions, increasing opportunities and resources regardless of socio-economic status or gender differences. Students coming from disadvantaged backgrounds do not have enough tools to change their fate for the better due to the accumulated barriers they face. Given this background, the chapter discusses how the barriers to equitable HE admissions relate to each other and which one has a greater negative impact over the Accumulated Conversion Barriers Modal we propose defined by personal, discriminatory, institutional, and geographical barriers. The perspectives of Turkish and Chinese HE stakeholders were examined through 21 in-depth interviews that were subjected to content analysis and interpreted in a comparative style using the lens of Capabilities Approach of Sen. We also offer policy suggestions to increase students’ conversion capacities for better outcomes to serve both the national and the international educational contexts owing to the adaptable nature of our modal to other countries experiencing similar issues in their higher education systems.

In transnational families worldwide, different family members have varying degrees of mobility, as well as different physical and emotional experiences with relatives and places throughout their lives. For this reason, in recent decades, increasing attention has been placed upon the experiences of migrants' descendants growing up across borders.

Based on data from a multi-sited ethnography and a survey, this chapter explores the experiences of children growing up in Chinese transnational families split between Zhejiang province and their parents' immigration countries, located mainly in Europe. First, it introduces the migration context and methods, presenting the profiles and basic information of the 77 Chinese migrants' descendants who participated in a ‘Roots-seeking Journey’ summer camp held in their family area of origin in China, in 2018. Second, it explores their heterogeneous early childhood paths and conditions, paying particular attention to mobility, care strategies, intergenerational relations and transnational ties. Finally, this chapter introduces the concept of fluid childhoods, and reflects on the key role of care-related mobility and communication technologies in shaping their early life paths and experiences as well as further transnational engagement.

This study aims to assess service quality in sport child camps among both participants and parents and its effects on satisfaction and behavioural intentions.

Data were collected from participants (n = 258) and parents (n = 226) of a sport child camp. A confirmatory factor analysis analysed the psychometric properties of the constructs, and a subsequent structural equation model examined the effects of service quality on satisfaction and behavioural intentions.

The results indicate a multi-dimensional construct of service quality that influences satisfaction and behavioural intentions differently among parents and participants. For participants, Service Failures and Recovery, Safety and Food influenced satisfaction, while Service Failures and Recovery and Fun influenced Behavioural Intentions. For parents, Management Commitment to Service Quality, Staff, Food and Contact with Physical Environmental influenced satisfaction, while Management Commitment to Service Quality and Staff influenced Behavioural intentions.

Both parents and participants' perceptions of service quality in sport child camps were captured and its effects on satisfaction and behavioural intentions. The study provides sport child camp managers with critical information about service delivery and its outcomes among the two key consumers (participants and parents).

This study offers new ideas to advance knowledge on sport child camps by capturing the perceptions of two key stakeholders and providing useful insights into how different attributes of service quality influence the levels of satisfaction and behavioural intentions among parents and participants.

This paper aims to tell something of the story of the “Hawkspur Experiment” (1936–1941), a therapeutic camp organised early in the modern history of therapeutic community as an intervention into the lives of young men who were viewed to be at risk of delinquency (Wills, 1967). Although it was to have a remarkable influence on group and therapeutic community practice and theory, the authors argue that its influence is not as well-remembered nor incorporated into contemporary therapeutic understanding and discussion as it should be.

This paper is a historical reflection based on systematic examination of the clinical and administrative records of Hawkspur Camp for men, and supporting documents held in the Planned Environment Therapy Archive. In addition, the authors use published primary and secondary sources.

Hawkspur Camp was a cross-disciplinary enterprise which brought together psychoanalytic thinking, social work, an interest in groups, political activism, a concern with the dynamics and working of democracy and the application of emergent social science methods. It was overtly an intervention into the criminal justice system but was also an intentional exploration of the therapeutic benefits of community living and of a “pioneering” lifestyle; a rigorous experiment in how psychoanalytic ideas might be used in group residential settings; and a politically grounded exploration of participative democracy as a fundamental therapeutic principle.

To the best of the authors’ knowledge, this paper presents the first findings from a systematic study of the records of Hawkspur Camp.

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.

The authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.

The pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).

Additional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.

The school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.

Suggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.

Through a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

The article gives an overview of responsible management in education using an example of the Almaty Management University (AlmaU) in Kazakhstan. At AlmaU, social responsibility is considered as a core model both from the perspective of managing education and teaching. Several projects and initiatives for staff and students reflect this model in action. The United Nations' Principles for Responsible Management Education initiatives and concepts serve as guiding principles and help benchmark initiatives on the global scale.

This paper aims to examine rural tourism preferences as an alternative niche market to mass tourism destinations. The analysis discusses the differences in perceptions and willingness to pay (WTP) for various packages of rural tourism activities in Gran Canaria Island among residents and non-residents.

The analysis is based on a convenience sample of potential young customers who are familiar with outdoor recreational activities in nature. This study considers a discrete choice experiment that includes the type of accommodation as well as four types of rural tourism activities: active, passive, cultural and aquatic. The degree of preference for the considered attributes is obtained from the estimation of different discrete choice models.

Results reveal that the inclusion of the investigated attributes in holiday packages increases tourists’ utility, which motivates the promotion of rural tourism for young residents and non-residents. The most significant differences in perceptions of attributes between residents and non-residents were found in the activities of diving/snorkelling and stargazing, as well as the type of accommodation and package price.

This study will contribute to a better understanding of an alternative tourism market which will help key stakeholders in the tourism sector to better serve this important segment of the industry and to encourage more sustainable tourism in the future.

To the best of the authors' knowledge, this is the first study evaluating the WTP for rural tourism packages as a more sustainable alternative in mass tourism destinations and taking into account resident vs non-resident perceptions.

本文将乡村旅游偏好视为大众旅游目的地的替代利基市场。该分析讨论了居民和非居民对大加那利岛各种乡村旅游活动的看法和支付意愿的差异。

该分析基于熟悉户外休闲活动的潜在年轻客户的便利样本。该研究考虑了一个离散选择实验, 包括住宿类型以及四种类型的乡村旅游活动：积极、消极、文化和水上活动。所考虑属性的偏好程度是从不同离散选择模型的估计中获得的。

结果表明, 度假套餐中包含调查的属性增加了游客的效用, 从而促进了年轻居民和非居民的乡村旅游。在潜水/浮潜和观星活动, 以及住宿类型和套餐价格方面, 居民和非居民对属性的认知差异最显着。

据作者所知, 这是第一项评估农村旅游套餐的支付意愿作为大众旅游目的地更可持续的替代方案的研究, 并考虑了居民与非居民的看法。

该研究将有助于更好地了解替代旅游市场, 这将有助于旅游业的主要利益相关者更好地服务于该行业的这一重要部分, 并鼓励未来更可持续的旅游业。

Este trabajo examina las preferencias del turismo rural como nicho de mercado alternativo a los destinos turísticos de masas. El análisis discute las diferencias en las percepciones y la disposición a pagar por varios paquetes de actividades de turismo rural en la isla de Gran Canaria entre residentes y no residentes.

El análisis se basa en una muestra de conveniencia de potenciales clientes jóvenes que están familiarizados con las actividades recreativas al aire libre en la naturaleza. El estudio considera un experimento de elección discreta que incluye el tipo de alojamiento, así como cuatro tipos de actividades de turismo rural: activo, pasivo, cultural y acuático. El grado de preferencia por los atributos considerados se obtiene a partir de la estimación de diferentes modelos de elección discreta.

Los resultados revelan que la inclusión de los atributos investigados en los paquetes vacacionales aumenta la utilidad de los turistas, lo que motiva la promoción del turismo rural para jóvenes residentes y no residentes. Las diferencias más significativas en las percepciones de los atributos entre residentes y no residentes se encontraron en las actividades de buceo/snorkel y observación de estrellas, así como en el tipo de alojamiento y el precio del paquete.

Hasta donde los autores saben, este es el primer estudio que evalúa la disposición a pagar por paquetes de turismo rural como una alternativa más sostenible en destinos de turismo masivo y que tiene en cuenta las percepciones de los residentes frente a los no residentes.

El estudio contribuirá a una mejor comprensión de un mercado turístico alternativo que ayudará a los principales agentes del sector turístico a atender mejor este importante segmento de la industria y a fomentar un turismo más sostenible en el futuro.