Abstract: This study presents a qualitative analysis of data to help understand online teacher presence, self-perceptions, and experiences of faculty who are teaching online at a large adult learner University. Online programs have been designed to facilitate high quality teaching for this population by combining elements of both synchronous and asynchronous instruction. In this study, instructors were asked to describe their online teacher presence and experiences. Focus groups were conducted with faculty participants online to capture their voices. Transcripts from participants’ comments were analyzed qualitatively using a phenomenological method of inquiry. This analysis resulted in a narrative integration of significant statements, formulated meanings, and a cluster of themes. Themes centered around being present, making a positive impact, establishing connections with students, and related a sense of power through interactive dynamics. These themes described behaviors that resulted in empowerment of faculty online presence and a pathway to teacher presence in online instruction.

Abstract: The present paper, which utilizes theoretical models and typologies to determine the frameworks of school-family collaboration, aims, on the one hand, at investigating the recognition of the value that the Kindergarten employs by refugee parents as well as the work provided by teachers to their children and, on the other hand, highlighting the forms of cooperation developed between refugee parents and teachers working in the Kindergartens of Reception and Identification Centers in5 islands of the Eastern Aegean. The research was conducted in September 2019 using a semi-structured interview, involving 9 students of the Department of Educational Sciences and Early Childhood Education of the University of Patras in the context of the Research Project entitled: "Early Childhood Program II– Creative Employment Program in the Aegean Islands". The research also includes thirteen refugee parents (ten mothers and three fathers) who originate mainly from Afghanistan. The research results showed that refugee parents recognize the multiple benefits that Kindergarten offers to the cognitive and psychosocial development of their children, and they appreciate the work provided by teachers working in the Kindergartens of Reception and Identification Centers. Furthermore, forms of cooperation between refugee parents and teachers are formulated with reference to the child focusing on the development of his/her various skills in the context of the educational process.

Abstract: Rural education is a weak link in China’s education system, which is characterized in the shortage, low quality, insufficient vitality and serious loss of rural teachers. As an area with strong economic strength and high quality of elementary education, Beijing has issued a policy of post subsidy for rural teachers, input a lot of funds, and tried to solve the above problems through economic compensation. In this study, 1628 teachers from 39 schools in 8 suburban counties of Beijing were investigated. The multi-layer linear model was used to analyze the impact of the policy on teachers' flow will and work enthusiasm. The study finds that the highsubsidy policy reduces teachers' flow will to a certain extent, but it has no obvious effect on preventing the flow of high-level teachers, and does not significantly improve teachers' work enthusiasm. In a word, economic leverage plays a limited role in solving the problem of rural teachers' loss. The most important obstacle to teachers’ vitality is still the restraint of the education system, which the subsidy policy can’t break through. Further decentralization and the improvement of school management are essential to the educational management system.

Abstract: According to the National Institute for Literacy (2007), writing skill could hinder a person’s professional and academic growth. Lack of writing skills can prove to be detrimental in an individual’s ability to obtain and maintain a job. Resumes and cover letters are generally the first impression a potential employer sees. Without being well written, the individual is less likely to be asked to interview. If the individual does obtain the position, writing skills may be a factor in him/her keeping the position. For teachers, writing is a necessity: lesson plans, notes home to parents, permission slips, tests and quizzes, and a myriad of other writing pieces are expected from educators of every discipline. Therefore, it is imperative that teachers be able to write in a variety of styles for a multiplicity of purposes.

Abstract: Most teacher education programs emphasize on writing lesson plans, journals of field experiences, and reflections on lessons taught.However, embodied and unplanned practices require as much attention as language use. Videotaping plays a crucial role in the often-overlooked embodied dimensions of teaching (e.g., gesture, posture, gaze, tone of voice, facial expressions, and position) and provides a mechanism for preservice teachers to reflect on their teaching practice.Theories of embodiment guide this study, including Mauss’ theory of “techniques of the body,” and Bourdieu’s theory of “body habitus,” which give theoretical support to analyze preservice teachers' bodily techniques. Preservice teachers can consciously reflect on how to use their bodies as powerful pedagogical tools through reviewing the videos of themselves teaching; at the same time, cultivate the ability to deal with the unplanned teaching moment.

Abstract: This article is to explore the importance of family literacy and parents’ role in children’s evolving literacy skill and also to provide some suggestions that could help immigrant parents to partner with schools or communities. Some teaching resources and practical instructional activities (e.g., cooking, STEM, rhyming etc.) step by step, to enhance young children’s literacy skills are included.