Abstract: This paper focuses on the perceptions of teacher leaders regarding their participation in school-based decision-making during the contemporary Chinese curriculum reform. A qualitative study was conducted through interviewing with ten teacher leaders in ten Chinese primary schools. The data suggest that teacher leaders were involved in decisions about personnel, staff development, school-based curricular and instruction, general administration, school vision, and school culture. It was significant that much of teacher leaders’ decision-making reflected the notion of parallel leadership. Teacher leaders were closely aligning their working goals in conjunction with the decision-making of their principals and working at a different level to achieve the school development goals. Two significant characteristics of parallel leadership, namely mutual trust and shared purpose, explained the process of teacher leaders’ involvement in decision-making. Findings have important implications for principals and teacher leaders in China to reflect on their beliefs and practices.

Abstract: The covid-19 pandemic has led to a violent adjustment of university education to distance learning. This paper examines the impact of distance education on the pedagogical relationship between university teachers and students. Our sample includes both university teachers and students of Greek universities. The analysis of the data shows that the majority of both university teachers and students consider distance education necessary, although individual differences are apparent. It is also important to stand by a significant minority of both teachers and students who have a different opinion. Two concluding formulations stand out. First, that distance education is here to stay and that it enriches university teaching by making it more flexible. Second, that more research is needed on the effects of distance education on the pedagogical relationship between teacher and students.

Abstract: Social work students who aspire to be skilled clinicians must be capable of teaching emotional regulation to their clients despite not having always mastered the skill themselves. This can be observed as dysregulation during course and field work. It therefore behooves us as social work educators to intentionally teach emotion regulation skills and ensure that it is appropriately scaffolded into the curriculum. Informed by literature on trauma informed pedagogy and the Neurosequential Model of Therapeutics (Perry, 2006), the sequential use of somatic, affective and cognitive skill building can be used in the classroom as a way to help social work students learn and heal.

Abstract: This article investigates teachers’ misconceptions (National Research Council, 1997) about differentiation of teaching and learning which affect teachers’ attitudes towards theory and the implementation of differentiation in classrooms of mixed readiness. The aim of the article is to answer the question usually addressed by teachers in all levels of education referring to the difficulty to teach simultaneously students with different academic needs and to fulfil their different expectations. The question as such reveals implicit theories and misconceptions pertaining to teachers’ understanding of differentiated instruction. Clarification of the concept and provisions for the participatory in-service teachers’ training through Action Research (e.g. Koutselini, 2008b; 2010) are provided.

Abstract: This research highlights one private midwestern university’s response to COVID-19. The author collaborated with university recreational directors and the campus ministry program in planning and implementing a mentoring program focused on first-year graduate students enrolled in a communication sciences and disorders program. By its nature of being a health science, it carries a high level of rigor. Additionally, the graduate program is highly competitive. The mixed-methods study describes the mentoring program and how it was implemented. As such quantitative and qualitative data are shared to show how communication sciences and disorders graduate students’ first-year experiences have been shaped by participation in an interprofessional mentoring program. T-test scores showed extremely significant changes in students’ perceptions of their own resilience from the beginning to the conclusion of the semester-long mentoring program. Qualitative data obtained from student interviews substantiate the quantitative data. Discussion of results, study limitations, as well as implications for practice are included.

Abstract: Empirical work that examines the profile of young people finds that the generational characteristics of young people currently evolving in violent situations are more complex than the literature would lead an observer to expect. Empirical literature, researchers, and professionals that study the ‘knife crime epidemic’ correspond to symptom clusters that put youth at risk because of various underlying socio-economic issues. The continuum of crisis in Greece and its socio-economic consequences has exposed pre-existing social protection problems and the weaknesses of the welfare state. In the context of the present study, the continuum of crisis can be considered as a framework for understanding and interpreting the actions of social subjects, where the pandemic crisis followed the refugee and the Greek socio-economic debt crisis. The current paper aims to contribute to the analysis of the underlying assumption that according to their generational characteristics young people in Greece exposed to crisis and risk situations, with adverse childhood experiences, learning difficulties, living in poverty, or excluded from school are more likely to be vulnerable to involvement in knife crime. Daily obstacles such as poverty and risk caused by the weakness and sometimes absence of social policy mechanisms are associated with deviant behaviors and ultimately lead young people in Greek society to deviance, trapping into dystopian conditions.

Abstract: The purpose of the study was to develop soft skills among the Bachelor of Education undergraduates through integration of soft skills into the teaching learning process. Undergraduates’ satisfaction level on contribution from Bachelor of Education Curriculum for developing soft skills varied with 80% satisfaction in time management skills. Over 60% were very satisfied with contribution towards Teamwork, Work Ethics, Presentation skills, Interpersonal, Organizational, Listening skills and Motivation. Need for informal and formal soft skills development and training for teaching and other employment were highlighted. Teaching practice and school experience provide opportunities for supervising, developing, guiding, and evaluating soft skills. Enhanced acquiring of undergraduate soft skills was observed at end of Course. Conclusions include need for providing guidance and opportunities for soft skills development with a self-learning environment and student-centered learning reducing competition and examination mentality; undergraduates to integrate soft skills into lives developing a personality students can learn from.

Abstract: The positive attitude of the teacher, the recognition received and participation in art competitions lead to adequate or high self-esteem, increase students' self-confidence. High, adequate self-confidence leads to success in all areas.