Faculty Development

Academic staff development in the pedagogical applications of new technologies is fundamental to the transformation of teaching and learning in tertiary education settings. We present a case study of a staff development activity at Deakin University, a multi-campus university offering on and off-campus programs, which aimed to develop a collegial online experience for academics interested in using online technologies. It is contextualised within a broadly based centrally funded project initiated by the ...

This study was a preliminary phase of an ongoing PhD investigation focusing on incorporating Indigenous Knowledge into Creative Arts education in specific rural schools. The paper examined teachers' perceptions on the proposed initiative, aiming to identify obstacles to the indigenisation process and explore potential strategies to overcome these challenges. Despite the South African curriculum's emphasis on appreciating Indigenous Knowledge Systems, Creative Arts teachers often rely on Eurocentric textbook content and approaches. The study, based on Social Judgment Theory, involved nine purposefully chosen teachers from the intermediate and senior phase of these schools. The theory posits that people's tendency to accept or reject new information exists on a continuum. The study aimed at elucidating the various factors and processes influencing individuals' diverse perceptions and reactions to the same information or concerns. The research employed a qualitative method collecting data through semistructured interviews supplemented by informal conversations. To analyse the gathered data, a thematic approach was applied, involving thorough reading and coding processes to identify and categorise themes. The findings revealed insufficiency of resources and infrastructure, incongruity between the content knowledge and the learners' contextual knowledge and inadequate skills and knowledge among indigenous teachers. The researcher advocates for the integration of the knowledge, skills, and participation of the school and community members, to collectively provide relevant information for the comprehensive growth of learners in their cultural understanding and identity.

This study is a mixed-methods study, with both quantitative and qualitative research. The quantitative research studies the important factors influencing the work readiness of Generation Z in Thailand. While the qualitative research studies employers in both the business and public sectors. The important variables in the study, according to the conceptual framework, are attitude, proactiveness, knowledge, intelligence skill, technology skill, learning skill, work motivation, integrity, emotional quotient, and social quotient. The data collection in the quantitative research uses questionnaires from 400 Generation Z throughout Thailand and analyzes the statistics using the partial least squaresstructural equation modeling analysis. The qualitative research uses semi-structured interviews from 40 employers and analyzes the content to find conclusions. The results found that key factors influencing work readiness of Generation Z include attitude, technology skill, learning skill, work motivation, integrity, emotional quotient, and social quotient. The findings from employers revealed that five factors affecting work readiness are technology skill, learning skill, attitude, work motivation, and knowledge. When comparing research results from both students and employers, the key findings were that four factors were considered to influence work readiness included technology skill, learning skill, attitude, and work motivation.

A grande maioria dos alunos hoje navega com naturalidade pela Internet, acessa informações, participa de redes sociais, ouve música e assiste a ví­deos online.  As escolas e os educadores buscam estabelecer uma conexão entre estes novos hábitos e os processos de ensino e aprendizagem.  Com objetivo de atender a esta demanda, surgiu uma nova categoria de software, o Ambiente Virtual de Aprendizagem (AVA). Trata-se de um tipo de sistema que permite o controle de conteúdos, professores e alunos na condução de cursos e disciplinas através da internet, pois oferece tecnologias que ampliam os limites de tempo e espaço para a realização de atividades í  distância.Neste contexto, em 2008 desenvolveu-se um AVA para os cursos de Pós-Graduação Lato Sensu em Enfermagem Obstétrica, Enfermagem do Trabalho e Medicina do Trabalho, da Faculdade de Medicina de São José do Rio Preto/SP. O AVA recebeu o nome de EspecialiZaida (www.especializaida.com.br), em homenagem í  Profa Dra Zaida Aurora S.G. So...

Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influ...

Background: Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system. Methods: This research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty's professional development were selected. Results: This meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty's knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot. Conclusion: This article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners' knowledge and skills.

According to recent estimates, countries around the world must recruit 68.8 million new teachers in the next 14 years to achieve goals of SDG 4 (UIS, 2016) SDG 4.C à "Increase the supply of qualified teachers" through improved and relevant pre-service and inservice teacher training workshops (UNGA, 2015) Education 2030 agenda At the same time, countries must also take steps to better retain these new teachers in the system

The transition from student-teaching to full-time teaching is an understudied period in teachers’ careers. This paper uses a cumulative risk (CR) framework to assess personal and professional risks experienced by 135 student-teachers in rural Ghana during pre-service training and later as newly qualified teachers, and examines how risks relate to their professional well-being and learning outcomes of children in their classrooms. Higher CR was associated with lower teacher motivation and personal accomplishment. Furthermore, higher CR predicted lower child numeracy skills and socioemotional development over the school year. Implications for teacher professional development and improving educational quality are discussed.

We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students' literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children's literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.

The increasing trend of the application of Artificial Intelligence (AI) is changing the face of organizational leadership. This is requiring leaders to go beyond the traditional management concepts to be able to effectively function in a technology-driven environment. This study aims to explore the changing face of leadership concepts as a result of the increasing trend of AI. Additionally, the study aims to highlight the expectations of the current and emerging leaders. Based on the existing literature, industry practices, leadership concepts, and leadership theories, the study identified the following five leadership competencies as essential to leadership functions in an AI-driven environment. These are digital literacy, AI-driven decision-making, ethical leadership in AI, organizational agility, and human-AI collaboration. The study further aims to explore the impact of AI tools on the face of leadership development processes. Finally, the study identifies some of the challenges associated with the integration of AI tools into the organization. Some of the challenges identified are issues such as bias in AI tools, trust, workforce preparedness, and the generational gap. The study identifies the importance of ethical leadership, flexibility, and balanced decision-making between humans and AI tools to the success of an organization.

Liderazgo distribuido en la educación en América Latina: Colombia Este documento fue encargado por el Informe de seguimiento de la educación en el mundo como insumo para la elaboración del Informe GEM 2025 sobre liderazgo en la educación en América Latina. No ha sido editado por el equipo. Los puntos de vista y opiniones expresados en este documento son los de su(s) autor(es) y no deben atribuirse al Informe de seguimiento de la educación en el mundo ni a la UNESCO. Los documentos pueden citarse con la siguiente referencia: "Documento encargado para el Informe de seguimiento de la educación en el mundo 2025, edición regional sobre liderazgo en la educación: Liderar para la democracia". Para más información, póngase en contacto con

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs across five modalities that reflect decades of evolution and adaptation in the field of educational development. Our findings are intended to provide the foundation for new pathways of research, practice, and inquiry regarding the implementation of CTL fellowship programs.

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure-and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion.

The study investigates the effectiveness of a co-teaching model in enhancing student learning outcomes in an organizational behavior course at Caucasus University (CU), Georgia. The model combined academic theory with real-world industry practices by having two instructors teach 39 MBA students at the same time. One instructor delivered theoretical content, while the other, an industry specialist, contributed applied insights. A mixed-methods design guided the research, incorporating pre-and post-course surveys, semi-structured interviews with instructors, student focus group discussions, and course material analysis. These tools enabled a comprehensive evaluation of student perceptions, the impact of industry engagement, and instructor collaboration. Findings indicate that exposure to industry professionals significantly improved students' understanding of organizational behavior concepts, critical thinking, and problem-solving abilities. Students particularly valued real-life case studies and industry visits. Analysis informed by fuzzy-set Qualitative Comparative Analysis (fs/QCA) showed that the most effective learning occurred when academic instruction, practical engagement, and interactive learning co-occurred. The work contributes to the literature on innovative and sustainable pedagogical practices in higher education, particularly within emerging contexts such as Georgia. It highlights the potential of co-teaching to bridge the gap between academic knowledge and real-world competencies while promoting pedagogical sustainability through collaboration, relevance, and lifelong learning. The model supports the broader goals of education for sustainable development by preparing graduates for adaptive, ethically responsible professional practice.

The rationalization of this research was to investigate about improving professional development system through Quality Assurance Practices (QAP) in the Universities of Pakistan pertaining to the opinions of students, teachers and Directors of Quality Enhancement Cells’ (QEC’s) and to differentiate the ideas of students, teachers and Directors of QECs regarding professional development system as well as offer quality assurance practices in the universities of Pakistan. This study had a quantitative and qualitative research design. This study was conducted on a sample of 28 universities (public and private sector) of Pakistan by using random and purposive sampling techniques. Questionnaires and semi structured interviews were planned to gather information from students, teachers and Directors of QECs related to professional development system about quality assurance practices in the universities of Pakistan. The data was analyzed by using descriptive, inferential statistics and SPSS....

As American adults experience record levels of material affluence, they are giving less to religious organizations and are experiencing declines in well-being and mental health even while turning in greater numbers to religion. At the same time, a rising percentage of college students aspire to be well-off financially and overspend in ways that may constitute a modern form of mammon worship. In response, this paper provides Christian college instructors biblical and social science resources and thought-provoking discussion questions to use with their students to demonstrate that while money is not inherently evil, it cannot buy happiness, and aspiring for affluence actually leads to harmful psychological outcomes.

This paper investigates the ways in which department chair and principal leadership influence the teaching secondary social studies classes. Based upon research in three sets of high schools, leadership efforts in the areas of curriculum program development, faculty collegiality, staff development, and school culture are explored. Instructional leadership at the department level that generates a common vision around a shared conceptualization of thinking, combined with curriculum development within a culture of collegiality and attention to teaching and pedagogic strategies, seemed to facilitate improved levels of classroom thoughtfulness in high school social studies classes. A 12-item list of references is included as well as tables of data. (Author)

Medical students' effective clinical skills training are an important goal of any medical school. When adequate, graduate doctors will have sufficient skills to consult a patient by taking proper history and conducting appropriate physical examination. The question under scrutiny is the optimal place for providing such training. Since the aim is to graduate general physicians, many literatures highlighted the importance of implementing such training in the primary health care centers. A special clinical skills training program was developed for the Year 4 pre-clerkship medical students of the Arabian Gulf University during the academic year 2011-2012. It was important for these students to acquire certain skills before transferring to the clerkship phase where they deal directly with patients. For the 130 students involved in this study, a self-assessment and clinical exam were conducted at the beginning and end of the program. The study showed that students benefited greatly from this training program with significant differences between their preexisting known skills and clinical skills acquired by the end of the program. Primary care centers are ideal places for optimal training because of small group training setting that is one tutor to two students and of the advantage that students face real patient environment.

This study was primarily conducted to explore the nature of current professional development programs implemented for secondary school teachers in the context of Libya. For this purpose, four purposively selected English language teachers were interviewed to explore their views regarding the effectives of the professional development activities and their supervisors. The findings of this investigation indicated that Libyan supervisors are doing well in terms of implementing the professional development programs in their respective schools. However, teachers reported that they receive very minimal support from the government although it has a line up in-service training programs for faculty and staff. This implies that school supervisors should serve as the prime movers or leaders in the design, delivery and evaluation of professional development programs with the support of the local and/or national government of Libya. Key words: English language teachers, professional development ...

Methodology: A pre-test-post-test research design was employed using a School Learning Action Cell (SLAC)-based training and writeshop model. Descriptive statistics, including frequency and percentage, were used to measure changes in teachers' research capabilities, while the Wilcoxon Signed Rank Test determined the significance of differences in research output before and after the intervention. Results: Findings revealed that prior to the implementation of Project DCBARS, teachers demonstrated low levels of research capability across key domains such as technical skills, collaboration, institutional support, and application of research findings. After the intervention, significant improvements were observed, with capability levels increasing from low to high. Research productivity notably improved, with twelve completed action research studies in School Year 2024-2025 and nine research proposals in School Year 2025-2026 (W = 0, p < 0.05). The SLAC-based training and writeshop approach effectively enhanced teachers' confidence, motivation, and competence in conducting research. Conclusion: Project DCBARS is an effective and replicable model for strengthening teachers' research capacity and fostering a sustainable culture of inquiry and evidence-based practice. The findings highlight its potential to support instructional improvement, inform curriculum development, and enhance school leadership initiatives. However, further efforts are needed to expand research dissemination beyond the school level.

The Center for English as a Lingua Franca (CELF), an initiative of a private university in Tokyo, was founded with serious consideration given to the pedagogical implications of the widespread use of English as a lingua franca (ELF). Such deliberation is not yet prevalent among academics and practitioners who should be most affected by ELF (Seidlhofer, 2011). Most ELF users have different first languages and do not usually interact with speakers of English as a first language, but rather with other ELF users. The transformation occurring in English as it is being used as a lingua franca need not be viewed as unusual but can be seen as part of the process of language evolution (Seidlhofer, 2011). In this paper we consider the implications of this process for teaching and learning in Japan, report on research in progress, and discuss how an ELF perspective may influence current pedagogical practices.

Se presenta una reflexión sobre el trabajo colaborativo e interdisciplinario que realizaron profesores expertos para construir contenido, actividades y estrategias de aprendizaje y evaluación para la asignatura de Ciencias de la Salud I, del Plan de Estudios del Bachillerato a Distancia. El principal objetivo de este enfoque didáctico, que parte de la experiencia y el conocimiento de docentes expertos en las diferentes áreas del saber, es que los estudiantes logren aprendizajes integrales e interdisciplinarios, relacionen lo que están estudiando con otras disciplinas y puedan encontrar respuestas tanto a situaciones problema escolares como de la vida cotidiana.

Background: While EM departments have designated new leadership roles to focus on diversity, equity, and inclusion (DEI) in recent years, the experiences of DEI leaders have not been thoroughly investigated. The purpose of this study was to describe the factors that impact the effectiveness of DEI leaders within EM. Methods: We conducted a national qualitative study of DEI leaders in EM. Participants participated in a 60-min semi-structured interview. An interview guide was pilot-tested and iteratively refined. The interview audio was recorded and professionally transcribed. Two team members developed a codebook, independently coded transcripts, and generated categories using content analysis. We analyzed the interview transcripts using inductive and deductive content analysis. Inductive analysis allowed us to identify emerging categories, while deductive analysis allowed us to overlay Camara Jones' Allegory of the Levels of Racism to our data. Results: We completed 24 interviews, representing 21 unique institutions in 14 states. In our adapted allegory, the DEI leader is represented centrally within the ecosystem. The effectiveness of the DEI leader is influenced by institutionally mediated, personally mediated, and internally mediated factors. Institutionally mediated factors included the macroenvironment, administrative positioning, and promotion pathways. Personally mediated factors included communication skills, ongoing leadership development, change management prowess, and seeking colleagues' support. Internally mediated factors included personal commitment to DEI work, as well as feelings of workplace inclusion, imposter syndrome, and tokenism. Conclusions: This qualitative analysis of EM DEI leaders highlights how factors at various levels influence their experience. Jones's allegory helps conceptualize how a DEI leader functions in a dynamic, continually evolving environment that is sometimes beyond the leader's control. Our research identifies opportunities at the personal, departmental, and institutional levels, such as maintaining a personal commitment to the work, supporting leadership development, and improving administrative positioning that can assist DEI leaders' effectiveness.

This qualitative study explored influences that helped to shape Japanese L2 (Second language) English users' identity development. 81 Japanese undergraduates shared selfperceptions of their L2 English identity development from personal experiences, both domestically (in Japan) and internationally. The primary focus of this study was an exploration of enabling influences on Japanese L2 English identity development. A secondary focus was an exploration of constraining influences on Japanese L2 English user identity development. Findings from this study suggested that Japanese L2 English user identity development is influenced by the individual's awareness of what identity roles are accessible and available for negotiation, and what kind of learning occurs. Major influences that emerged through thematic analysis of the data indicated that L2 English classroom-based experiences in Japan, engagement in study abroad and volunteer abroad programs, and overseas travel and living abroad with family were the most commonly referred to enablers of Japanese L2 English user identity development. Additionally, inadequate English language skills, insufficient exposure to English in daily life, and hesitancy (and avoidance) to communicate in English were the three most commonly referred to constraints of Japanese L2 English user identity development.

This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unreavelling the negative effects of isolation on teachers’ professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional development, and (5) drawing implications for practice. Since collaboration leads to professional development and academic satisfaction, it is suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions taht are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and chane them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constru...

The article addresses the problem of providing in-service education within government-led reform initiatives yet enhancing professionalism in the Early Childhood Education and Care sector. The study was conducted during policy-mandated reform in Australia to investigate effective ways to support educational leaders in centres rated as not meeting the national quality standard. Data were derived from a larger project designed as a formative intervention and funded by the Australian Research Council. In this article, we focus on the positioning of the educational leaders over the course of the intervention as they endeavoured to develop workplace practices. We found that the participants' status as leaders of low-rated centres was featured in the way they positioned themselves initially. How the researchers responded has been highlighted in our analysis and, we argue, repositioning these participants as professionally capable and responsible was essential to the success of the intervention for them. This article contributes an original methodological approach to researching individual learning within the collective processes of workplace practice development and provides an understanding of the reform process from the perspective of 'working-towards' educational leaders.

Excerpt: What happens when a group of faculty interested in SoTL gets together? This essay presents a case study of the Faculty Learning Lommunity [FLC] on SoTL at Georgia Southern University since its inception in 2006. Included in the discussion are the history and origins of the FLC, its evolution over the last four years, the products and outcomes of the FLC, and reflections from recent members on the influence of the FLC on their teaching,...

University policy documents shape how instructional responsibility, curriculum design, and stakeholder interaction are defined within higher education institutions. The U-M Guidance for Faculty/Instructors (University of Michigan, n.d.) provides a structured case for examining how leadership perspectives are reflected in instructional governance and teaching expectations. Purpose and Research Questions: This study examines responsible governance and stakeholder collaboration in teaching and learning within higher education leadership at the University of Michigan by analyzing how transformational, servant, inclusive, and ethical leadership perspectives appear within instructional policy and curriculum expectations. Methodology and Data Sources: A qualitative document analysis was conducted using the U-M Guidance for Faculty/Instructors (University of Michigan, n.d.). The document was examined through four leadership frameworks: transformational leadership (Bass & Riggio, 2006), servant leadership (Greenleaf, 2002), inclusive leadership (Chin, 2010), and ethical leadership (Brown, Treviño, & Harrison, 2005). The analysis focused on governance identity, curriculum design authority, engagement expectations, institutional culture, and ethical change requirements.

Leadership decisions play a central role in determining how higher education institutions respond to generative systems. This study examines how administrative and faculty leaders at the University of Texas at Austin and Dallas College guide AI integration, interpret institutional responsibilities, and navigate governance structures that shape instructional and administrative practice. Using a qualitative comparative design supported by variable-based institutional comparison, the study analyzes institutional documents, policy guidance, and governance materials to identify leadership behaviors across two contrasting organizational environments. The findings show that administrative leaders at both institutions establish expectations for responsible use, but decentralized governance at UT Austin produces unit-level interpretation, while centralized governance at Dallas College produces system-wide directives. Faculty leaders at both institutions evaluate AI through instructional responsibilities and ethical concerns, though the degree of autonomy differs across governance structures. Leadership behaviors align with Transformational, Distributed, Adaptive, and Socio-Technical Systems perspectives, demonstrating how institutional mission and governance shape leadership responses to technological change. The study contributes a multi-theory comparative model for analyzing leadership behavior during AI integration and offers recommendations for strengthening leadership practice, supporting faculty decision-making, and improving institutional readiness for generative systems.

This analysis examines how leadership in higher education directs the integration of artificial intelligence (AI) to improve teaching and learning outcomes. The study emphasizes a leadership framework that applies institutional monitoring to ensure AI tools support academic goals and faculty development. By examining fiscal planning, policy implementation, and structured professional development, the study shows how leadership decisions provide stability for instructional improvement. Findings indicate that AI integration is most effective when guided by a clear plan that defines expectations, measures results, and aligns resources with student learning outcomes. This framework contributes to higher education leadership by providing a plan that can be implemented immediately, with specific steps and measurable results, ensuring AI use strengthens instruction while maintaining institutional standards and academic integrity.

In the online environment, faculty engagement in the form of professional development takes on a new significance. Online programs hold strategic importance and growth opportunities for institutions, and therefore universities need faculty members who are engaged and effectively teaching in the online environment (Allen & Seaman, 2013, 2016; Dennis, 2013). Faculty professional development provides a vital component to overall faculty engagement and student success in the online environment. Extant research shows that when faculty members are active within the university, they are also likely to be engaged in the classroom (Drew & Klopper, 2014; Umbach & Wawrzynski, 2005.) Effective professional development specifically offered for online faculty needs to provide additional layers of support to help foster community, support faculty use of technologies, and meet university requirements (Meyer & Murrell, 2014). This paper presents a reorganized, more systematic professional developmen...

This study examined the effectiveness of the Five-I Instructional Model on students' attitude, motivation, selfefficacy, creativity, and academic performance in Biology. A quasi-experimental pretest-posttest control group design was employed involving two intact Grade 9 classes (N = 50). The experimental group was exposed to the Five-I Instructional Model, while the control group received conventional instruction. Data were collected using validated instruments measuring cognitive and affective outcomes, including a biology performance test, standardized scales for attitude, motivation, self-efficacy, and the Alternate Uses Task for creativity. Data were analyzed using paired samples t-test and Wilcoxon signed-rank test for within-group comparisons, Mann-Whitney U test for between-group comparisons, and Cohen's d to determine effect sizes. Results revealed statistically significant differences in favor of the experimental group across all variables. Effect size analysis showed extremely large effects for attitude (d = 2.669), motivation (d = 2.437), self-efficacy (d = 1.936), and creativity (d = 2.800), indicating substantial improvements in affective and higher-order thinking outcomes. Academic performance also improved significantly with a moderate effect size (d = 0.643). These findings suggest that the Five-I Instructional Model is highly effective in enhancing students' engagement, confidence, creativity, and academic achievement in Biology, although its strongest impact is observed in affective and creative domains. The study provides empirical evidence supporting the integration of structured, learner-centered instructional models to promote 21st-century skills and holistic science learning in secondary education.

Workshops and training courses help early-careers researchers to improve their research abilities. [1] Given the continuously growing area of medical research, one need in-depth understanding of research techniques, statistical tools, and ethical considerations. [1] Indeed, doing high-quality research calls for a strong basis in research technique. [2] Validity and dependability of the data are ensured by the knowledge of research techniques. [3] In addition, it ensures that data collection methods are reliable, consistent, and capable of producing repeating results. [3] Due to a lack of a well-defined methodology, the results of an investigation might not be reliable. [3] Acknowledging this need, the All India Institute of Medical Science (AIIMS) Gorakhpur research group decided to conduct a comprehensive 4-day workshop targeted at strengthening its postgraduate students with the necessary instruments for dealing with the terrain of scientific research in healthcare environments. [4] Designed

A Maximal Variation Exploration Justin Ible Only 6.4% of post-secondary institutions in the US are classified as research institutes. At these institutes the average full-time faculty teaching responsibilities account for 40% of their time (NCES, 2010). This observation clearly states that teaching is a significant portion of post-secondary faculty regardless of institution. Further implying that the preparation of graduate students for this reality requires a shift of the primary focus of researcher development to include substantial development as instructors. The history of University development is discussed along with a proposed holistic framework in developing alignment across an institution in graduate student development. This exploratory study incorporated maximal variation sampling to provide a detailed description of graduate student instructor development at a comprehensive university. Focused on the qualitative analysis, this study collected interview data from 4 faculty members and 2 graduate student instructors along with a focus group of 3 teaching assistants of a graduate seminar in university teaching. The progression of how graduate students develop into post-secondary instructors in 5 different academic disciplines was mapped out along with the development of the teaching assistants. The study found that there were a variety of expected learning outcomes within the individual departments. Each department had developed a unique path to meet the needs of their students within their academic discipline. The institutions expected learning outcomes established by the seminar in university teaching exceed the stated outcomes of the individual academic departments but not necessarily those of the graduate students seeking an academic career in post-secondary institutions.

A Maximal Variation Exploration Justin Ible Only 6.4% of post-secondary institutions in the US are classified as research institutes. At these institutes the average full-time faculty teaching responsibilities account for 40% of their time (NCES, 2010). This observation clearly states that teaching is a significant portion of post-secondary faculty regardless of institution. Further implying that the preparation of graduate students for this reality requires a shift of the primary focus of researcher development to include substantial development as instructors. The history of University development is discussed along with a proposed holistic framework in developing alignment across an institution in graduate student development. This exploratory study incorporated maximal variation sampling to provide a detailed description of graduate student instructor development at a comprehensive university. Focused on the qualitative analysis, this study collected interview data from 4 faculty members and 2 graduate student instructors along with a focus group of 3 teaching assistants of a graduate seminar in university teaching. The progression of how graduate students develop into post-secondary instructors in 5 different academic disciplines was mapped out along with the development of the teaching assistants. The study found that there were a variety of expected learning outcomes within the individual departments. Each department had developed a unique path to meet the needs of their students within their academic discipline. The institutions expected learning outcomes established by the seminar in university teaching exceed the stated outcomes of the individual academic departments but not necessarily those of the graduate students seeking an academic career in post-secondary institutions.

The study determined school security management procedures applied by principals for effective administration of public secondary schools in Anambra State. One research question guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 258 public secondary schools principals. A 17 items structured questionnaire which was validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka was used for data collection. The questionnaire was structured on a five point rating scale. To establish the reliability of the instrument, it was administered on 10 Principals of Public Secondary Schools in Enugu Metropolis, Enugu State who were not included in the population of the study. The Cronbach Alpha reliability method on the obtained data yielded a score of 0.75 for internal consistency which was deemed high for the study. Out of the 258 questionnaires distributed, 238 were returned and were used for data analysis. The data collected from the respondents were analyzed using descriptive mean, standard deviation and t-test. Findings of the study indicated that principals of public secondary schools in Anambra State apply school security management procedures to a low extent. Findings also revealed that location and gender did not significantly affect the respondents mean ratings on their application of school security management procedures for effective administration of secondary schools in Anambra State. Based on these findings, the researcher makes the following recommendations among others, that the Anambra State Government through the State Ministry of Education and the Post Primary School Service Commission (PPSSC) should formulate a comprehensive framework of security procedures for public secondary schools in the State. it was also recommended that the Anambra State Government through the State Ministry of Education and the Post Primary School Service Commission (PPSSC) should organize seminars and workshops for secondary school principals where they will be trained on current trends in school security management procedures.

This academic book review examines Higher Education Leadership: Challenging Tradition and Forging Possibilities (Carducci, Harper, & Kezar, 2024) and evaluates its contribution to higher education Leadership studies. The review analyzes how the editors address equity, institutional culture, shared responsibility, and organizational change, and assesses the relevance of these themes for contemporary Leadership practice. The review also identifies key omissions, particularly the absence of discussion on artificial intelligence, digital ethics, and the Leadership responsibilities associated with automated systems. A structured comparison with related Leadership literature highlights how this book aligns with, diverges from, and complements existing scholarship on digital leadership, leadership identity development, and institutional leadership frameworks. The review concludes that while the book offers valuable insights into fairness and institutional culture, its long-term usefulness will depend on pairing these principles with digital leadership literature to address the evolving demands facing higher education leaders in technology-driven environments.

Assessment as a formative process that can assist teachers to plan for addressing the needs of diverse students is an essential feature of emerging inclusive classrooms. This book examines both theoretical models and practical approaches to developing an &quot;assessment for learning&quot; approach. The book draws upon an empirical studies into effective classroom assessment approachs and is based upon interactions with teachers working in inclusive schools internationally and on specific workshop activities conducted with teachers in Tbilisi in Georgia.

This longitudinal qualitative study
investigates how cultural experiences
of staying in Japan may affect attitudes
and self-directed learning of kanji
among learners of Japanese as a
foreign language. Six beginner learners
pursued semester-long weekly kanji
learning sessions and their diachronic
behaviours were observed and
recorded for attitudes and self-directed
learning. The learners who had spent a
considerable time in Japan consistently
demonstrated trends of negative
feelings toward kanji compared to
those who had not been to Japan at all.
These attitudes were partially reflected
in their reported ability for self-directed
learning. This interesting finding is
discussed in terms preconceived
beliefs and how teachers could help
develop positive attitudes in learners.

This article examines the correlation between the MBTI profiles and teaching-learning processes at the University of Swat. The main focus of this study is how the personalities of teachers affect their teaching strategies, course design assessment, and feedback strategies. An explorative quantitative research design was used, and 50 teachers were asked to fill out a standardized questionnaire. The MBTI was employed to classify personality types, while a Teaching Preferences Questionnaire was admittedly used to measure perceptions of teaching and learning types. The information was received using a 5-point Likert scale, and the statistical analysis of the results was carried out with the help of the SPSS 27.0 program. Independent T-tests, ANOVA, Chi-Square tests, logistic regression analysis, and Pearson correlation tests were employed to analyze the above relationships. They pointed out that the presence of feeling-oriented and intuitive attributes significantly predicted differential usage of dynamic teaching approaches that focused on the learners. These personality traits affected how lessons were to be taught, incorporated the use of technology in teaching and provided feedback. The study showed that feeling, intuition, and judging had a significant influence on teaching preferences and strategies among the participants using their MBTI personality profiles.

This descriptive study investigated the comprehension levels, numerical skills, learning behaviors, and difficulties of non-STEM senior high school students in solving physics word problems. The respondents were 100 non-STEM students from Dimaukom National High School who completed tests and survey questionnaires. Reading comprehension was assessed using the Philippine Informal Reading Inventory (PIRI) of the Department of Education, while numerical skills were measured through an adapted DepEd Numeracy Assessment Tool. Students' difficulties in physics problemsolving were identified using a test focusing on unit conversion, formula selection, and mathematical operations. Learning behaviors, attitudes, and interests toward physics were examined using Wrenn's Study Habit Inventory, Entwistle's Student Attitude Inventory, and the Guilford-Zimmerman Interest Inventory. Results showed that students were at the instructional level in reading comprehension and moderately numerate, suggesting the need for academic intervention. Survey findings indicated that students generally found physics unengaging, as reflected in their poor study habits, attitudes, and interest. Among the identified challenges, mathematical operations were the most difficult, followed by selecting appropriate formulas and converting units. Overall, non-STEM students were more comfortable with simple calculations than with complex, multi-step worded physics problems.

The goal of this study was to assess if a neurological disorder ultrasound workshop for the first-year medical students significantly enhanced the students' ability to retain and apply concepts related to neuroanatomy and neurophysiology. We performed a prospective study to evaluate student performance before and after an optional ultrasound workshop. Data were collected through a within-population pretest-posttest design. Purposive sampling was used to recruit first-year medical students for this study. The six stations were transcranial doppler ultrasound, ocular ultrasound, ultrasound-guided external ventricular drain placement, high-intensity focused ultrasound for brain lesions, carotid artery scan with ultrasound, and ultrasound-guided central line placement. We used a pre-post workshop survey to identify opinions and perceptions about ultrasound and a pre-post workshop test to assess knowledge about neuroanatomy, neurophysiology, and related ultrasound topics. Twenty-two 22 first-year medical students consented to participate in this study. The Wilcoxon signed-rank test showed a statistically significant difference in pre-and posttest scores, suggesting that participants demonstrated higher levels of medical knowledge related to neurological physiology, anatomy, and ultrasound after participating in the workshop. The analysis of the pre-post survey showed participants attributed greater value to ultrasound as a useful tool for their future medical practice after participation in the event (Z = -2.45, P = 0.014). There is value in integrating experiences with ultrasound into the neurological disorder block of medical school. Future studies, with a larger sample size, are needed to further explore the efficacy of this workshop in enhancing knowledge retention.

This paper proposes a field-adjusted evaluative framework for assessing academic, professional, and public-facing scholarly contributions across diverse forms of output and service. Contemporary faculty evaluation systems often privilege a narrow set of conventional products, especially peer-reviewed journal articles, while lacking clear and consistent ways to value books, book chapters, conference presentations, invited interviews, original podcasts, peer reviewing, guest editing, editing academic anthologies, dissertation committee service, and other forms of scholarly contribution. The framework is motivated by four concerns: top-journal publication is an imperfect proxy for scholarly merit under conditions of extreme selectivity; novel and transdisciplinary work may struggle to find outlets because of poor fit with existing journal expectations; scholars vary in their strongest modes of expression, making it unreasonable to overprivilege writing as the dominant medium of academic legitimacy; and public-facing multimedia often has greater societal reach than paywalled academic publishing. The proposed model combines structural consistency with disciplinary flexibility, allowing fields, departments, and institutions to calibrate evaluative weights, levels of granularity, and the degree to which transdisciplinary and public-impact work are rewarded. The result is a more plural, context-sensitive, and mission-aligned approach to academic evaluation.

Given the growing urgency of global water challenges, there is a pressing need to integrate environmental education into English as a Foreign Language (EFL) instruction. This study aimed to investigate the effectiveness of Content and Language Integrated Learning (CLIL) for teaching water-related issues such as scarcity, pollution, and conservation within an EFL context. A quasi-experimental design was employed, involving 60 eighthgrade students divided into two groups: an experimental group (n = 30) receiving CLILbased instruction and a control group (n = 30) taught through traditional EFL methods. Data were collected using language proficiency tests, environmental awareness questionnaires, and semi-structured interviews. Results showed that the experimental group significantly outperformed the control group in both language proficiency (mean score increase from 65.2 to 78.4, p < 0.01) and environmental awareness (mean increase from 12.3 to 17.8, p < 0.01). Interview data also revealed higher motivation and engagement among CLIL learners. These findings support the integration of environmental topics into EFL through CLIL as an effective strategy to promote both language development and ecological literacy.

Many faculty in higher education have little-to-no formal preparation in the process of instructional design and the use of technology for learning, especially in research-intensive contexts. As such, professional development opportunities that focus on these issues play an important role in supporting best practices in teaching and learning. Communities of practice in the form of faculty inquiry groups (FIGs) may provide an effective avenue for faculty to enhance their awareness and implementation of technology-enhanced instructional strategies. This article describes the design and development of a series of faculty inquiry groups at a Research I institution and provides results of a comprehensive evaluation of those groups.