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The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.

A mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.

Although test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.

The addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.

The challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.

Exploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.

The current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.

The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative, evidence-based skills fair intervention on nursing students' achievements and perceptions of critical thinking skills development.

The explanatory sequential mixed-methods design was employed for this study.

The findings indicated participants perceived the intervention as a strategy for developing critical thinking.

The study provides educators helpful information in planning their own teaching practice in educating students.

If there is one thing that truly characterizes entrepreneurship and especially social entrepreneurship, it is the “engaged scholarship” at their very heart. That is, teaching, outreach/service and research are connected, often tightly. The purpose of this paper therefore is to discuss the evolution of social entrepreneurship and the lessons learned.

The paper reports on the results of a multi‐country survey dealing with social entrepreneurship.

It is found that a lot of maturing needs to be done in the area of social entrepreneurship work.

This paper provides real value to the literature by showing what is actually done in the teaching of social entrepreneurship.

Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching.

The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined.

The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other.

Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice.

The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere.

The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

From its earliest incarnations, entrepreneurship has been linked to innovation, and often innovations with a societal or social impact. Although classical economists discussed the role entrepreneurs play in handling risk in an economy (Hébert & Link, 2009), perhaps the greater risks have been the social impacts which entrepreneurship brought to societies (Drucker, 1985). The power of mercantile economies like the Phoenician or two thousand years later the British came as much from the new ideas and processes they introduced to the societies of trading partners as from the goods traded.

The purpose of this paper is to identify and describe the reference works useful for finding written information on the North American Indian (that is, Indians presently and in the past living in what is now the United States and Canada).

There has been great interest in social enterprise as an innovative response to challenging social problems, where mission and market are intertwined in a hybrid organization. The purpose of this paper is to provide students with a rich learning experience about social enterprises and how a social entrepreneur balances the double bottom line while trying to create social value.

The teaching case study was developed using personal interviews with the founder, board of directors and employees of the organization, observations and materials from the organization.

The findings from the field show that it is one thing to design a social enterprise that fulfils a social mission, quite another to make it sustainable. At the end of the 2005, the founder of Appalachian By Design (ABD), Diane Browning was faced with the difficult task of improving the financial condition to save the organization. The epilogue and detailed teaching notes provides insights into the impact of the organization on creating job opportunities for rural women in a shifting global economy.

This longitudinal descriptive case study provides social enterprises with the lessons learned and raises questions that all social entrepreneurs face when developing a social enterprise. The case provides a detailed analysis of the organization development and sustainability which will assist social entrepreneurs in addressing these issues early in the organizations development.

The value of the case of Appalachian By Design to the field is providing a robust analysis of the issues facing social enterprises and building a business model that sustains social value.