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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design with 68 secondary students in Hong Kong, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. With descriptive aims, a mixed research methodology was designed using quantitative and qualitative data collection instruments. Among the findings, it is argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students' agency and provide educators with guidance in Secondary Education and beyond. [Note: The page range (190-203) shown on the PDF is incorrect. The correct page range is 190-202.]

Vocabulary knowledge plays an important role in writing. Previous research has examined the relationship between various aspects of vocabulary knowledge and independent writing performance and limited attention has been given to integrated writing such as summary writing. Our study investigated the contribution of two aspects of vocabulary knowledge (vocabulary size and lexical richness) to summary writing quality. In addition, we examined the extent to which lexical richness measures relate to summary writing quality among students who have smaller vocabulary sizes and students who have larger vocabulary sizes. We addressed these questions by administering a lexical decision test called the LexTALE and analyzing lexical richness and writing quality in the summary writing of 73 English as a Foreign Language (EFL) learners of English. The results revealed a strong positive correlation between vocabulary size and summary writing quality indicating that a larger vocabulary size is associated with higher-quality summaries. However, most measures of lexical richness did not show a significant correlation with summary writing quality. Interestingly, the relationship between lexical richness measures and summary writing quality varied when learners were put in two groups with different vocabulary sizes. Implications of the findings of the study for language teaching pedagogy and for research on the complex relationship between vocabulary knowledge and summary writing are discussed.

Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher training practices, and limited space for decision-making. Bringing in a social justice orientation, this study documented language educators' ways of challenging the dominant ideologies and schooling practices. This research brought voices from various layers to provide a composite picture of the potential gap(s) between their practice contexts and initial and in-service teacher-training practices.

The article analyzes professional collaboration in a lesson study involving university mathematics professors, with the objective of contributing to professional development. The research was guided by the question, What principles promoted professional collaboration among university mathematics professors participating in a lesson study? The research focused on a lesson study involving university professors of mathematics and mathematics education over twelve weekly meetings of two hours each. The empirical material included the researchers' field notes and the transcripts of the recordings of the lesson study sessions. A qualitative analysis, based on content analysis, revealed that collaboration involved: "professional sharing" and "decision-making." The research shows that by fostering collaboration the lesson study mobilized different principles of teaching professionalism, such as knowledge that is basic to teaching, values and ways of conducting university teaching, a social and moral commitment to teaching, and teaching autonomy, contributing to the professional development of higher education professors.

The general purpose of this research is to test the applicability of the career construction model with the structural equation model in explaining the relationships between adaptive readiness (personality traits and hope), adaptability resources (career adaptability) and adapting responses (career decision-making self-efficacy). This research was carried out with the participation of 296 emerging adulthood [Ageranj = 19-26, AgeMean =21.46, AgeSd = 1.29] in different departments of the education faculty of a public university in Turkey. Data was gathered through the Dispositional Hope Scale, The Big Five Inventory, Career Adaptabilities Scale and Career Decision Self-Efficacy Scale. A two-stage structural equation model based on the maximum likelihood estimation was used in data analysis. The mediation test in this research was interpreted according to the stages of Baron and Kenny. The structural equation model tested in the research findings was confirmed.

The main purpose of this study is to examine the effect of promotional activities applied in e-commerce on the consumer behavior of individuals living and shopping in the Turkish Republic of Northern Cyprus. The study was conducted using quantitative research method based on Söker's (2022) scale form. The population of the study consists of all individuals residing and shopping in the Turkish Republic of Northern Cyprus, while the sample consists of 336 consumers. The reliability of the collected data was evaluated in the analyzes carried out using SPSS 28.00 program. According to the results of the research, there is a general perception among the respondents that promotional sales strategies are effective on consumers. In particular, promotions such as second item free have the potential to influence respondents' purchasing decisions. The distribution of discount coupons and the use of fair/exhibition booths on digital platforms are other types of promotions that are viewed positively. However, some respondents expressed reservations towards certain promotional strategies. For example, 15.2% had a negative attitude towards discount coupons, while 33.3% believed that promotional products are generally not preferred. These results suggest that the impact of promotional strategies is not the same for everyone and that businesses need to understand their target audience well. In conclusion, promotional selling strategies are generally perceived positively, but some consumers have reservations about such strategies. These findings emphasize the need for businesses to carefully plan their promotional strategies and understand their target audiences.

This study aims to examine the self- confidence and self-efficacy levels of soccer referees. It was conducted with relational using survey model quantitative research method. The sample of the study consisted of 100 people working as football referees in Nicosia, Famagusta, Kyrenia, Güzelyurt and Iskele districts in TRNC. As data collection tools, a form containing personal information of the participants, the Self-Confidence Scale developed by Akin (2007) and the Referee Self-Efficacy Scale developed by Myers, Feltz, Gullien, and Dithurbide (2012) and the Turkish validity oath reliability study conducted by Karaçam and Pulur (2017) were used. According to the data obtained, it is seen that soccer referees generally have a high level of self-confidence and self-efficacy. Of particular, it is noteworthy that the average values of general self-confidence and general self-efficacy are quite high. However, there are lower means values in some areas in the subscales, indicating that there is potential for improvement in certain areas. Moreover, a positive oath significant relationship was found between self-efficacy levels of soccer referees oath internal self-confidence. Similar to a positive oath significant relationship was found between external self-confidence and self-efficacy levels (Sertel, Gökbörü & Yinal, 2023). Similar results were obtained by examining self-efficacy in general, and positive oath significant relationships were found between physical self-efficacy, game knowledge, decision making, pressure oath communication and self-efficacy. However, the relationship between external self-confidence and self-efficacy was not statistically significant the effect of general self-confidence on self-efficacy levels are statistically uncertain As a result, it is seen that external self-confidence does not have a significant role in explaining self-efficacy levels, but the The effect of general self-confidence is uncertain. Others variables may need to be taken into consideration to further explain this model.

The impact of Muslim parents on their daughters' sports and games in inclusion varies, spanning from progressive endorsement due to the physical and social advantages to reservations grounded in traditions and religious convictions. This has culminated in limited Muslim female inclusion in sporting events. This study explored the inclusion of female Muslim students in sports and games in Islamic schools using a qualitative research approach with 20 participants, which include 10 teachers and 10 parents. Concerning parents' and Islamic teachers' perceptions of Muslim females' inclusion in sports and games, three core thematic areas were revealed: positive influence on character development, school for Important Skills, and secret Code for Success, which favourably influences the diverse development of Muslim girls. Numerous considerations at individual levels of the Social Ecological Model (SEM) influence parental decisions about Muslim female sports inclusion. Individually, parental choices are induced by weighty factors, including religious convictions (prayer periods), cultural principles, and modesty concerns. The study further unearths how teachers shape the sports climate at the organisational level. The organisation's endeavours to provide inclusive and supportive settings for Muslim female girls are shown in the adaptation of activities, deliberate education and awareness promotion, partnership promotion and incorporation of scientific notions into sporting events. As sports are seen as important educational instruments for fostering the development of Muslim female students, they must be integrated into the curriculum. Stakeholders in the education sector must collaborate to guarantee Muslim female students receive a fair opportunity to excel in sports and games while respecting their cultural and religious beliefs utilising these synchronised initiatives.

Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.

In the study reported on here we explored the influence of life-design counselling intervention on high school learners with career indecision who hail from resource-poor contexts in rural South Africa. Purposeful sampling was used to select 17 participants from a resource-constrained area. A mixed-methods group-based intervention embedded in social constructionism was used to address the research questions. The qualitative outcomes for the 17 participants who constituted the intervention group are reported in this article. Data were generated using life-design-based intervention strategies and qualitative (postmodern) techniques. The intervention enhanced the facets of career adaptability of participants and improved their ability to make career decisions. The results show that participants benefited in planning their future and preparing to leave school. The value of the intervention described in this article can be confirmed in longitudinal research with larger samples of diverse participants and contexts as well as different design and assessment measures.

It is widely known that women are underrepresented in science, technology, engineering, and mathematics (STEM). We have a lack of women who choose STEM careers and women leave these careers at a higher rate than men. Women of color are especially underrepresented and face additional hurtles in building their STEM career. While interventions often focus on increasing female interest and confidence in STEM, my work addresses the lack of research on how STEM recruiting and hiring practices impact female career progression and career decision making (Friedmann & Efrat-Treister, 2023). Through identifying barriers women face during the recruitment process, I seek to break down societal inequities that limit female career progression in technology roles and lead to women feeling insecure about their career prospects despite having confidence in their technical skillsets.

This study investigates the application of the fuzzy logic method for scoring open-ended items, specifically comparing its effectiveness against traditional scoring methods. Utilizing the fuzzy TOPSIS method within the mathematics domain, this research established seven criteria for evaluating open-ended responses, developed in consultation with three experts. Due to constraints imposed by the pandemic, the study did not proceed with a real-world application; instead, it simulated data for 25 students to compare the rankings derived from traditional and fuzzy logic methods using the MS Excel program. The research produced three distinct rankings using the conventional method and analyzed the correlation between these rankings and those generated by the fuzzy TOPSIS method, employing the Spearman rank correlation coefficient. The findings reveal a significantly positive correlation between the rankings obtained through traditional methods and those acquired via the fuzzy logic approach, suggesting the latter's potential as an effective alternative for evaluating open-ended responses.

Today, we revisit our initial stance of eliminating standardized test scores from the college admissions process to improve equity and student diversity. With refreshed data about test-optional admissions, we address the import of institutional responsiveness to redress persistent equity gaps that impact our state's workforce diversity and hiring challenges. Leveraging data to inform advocacy is representative of the skillset cultivated in the CANDEL program for evidence-based decision-making. Moreover, the pre-pandemic position over standardized testing exemplifies how CANDEL encouraged us to explore novel approaches to address persistent and troublesome equity issues. With leadership roles in the community college and the University of California systems and a particular emphasis on workforce development, we reflect on the CANDEL ethos of scholar-practitioner leadership in our practice areas to promote equitable educational and career outcomes.

This article explores how TCTELA's 2024 Teachers of the Year forged the future through their literacy teaching at the elementary, middle school, high school, and college levels. Each essay captures how they understand their work as literacy educators and intentionally educate their students toward a brighter future amid trying local contexts. The first essay details how an elementary teacher threads the needle of maintaining high expectations that surpass academic success in the classroom to include holistic development as people and citizens in their future communities. The second essay describes how a middle-school reading community is crafted around a focus on representation and diverse texts. The third essay examines the use of the workshop model and the incorporation of choice and how those practices foster autonomous, innovative, and emboldened citizens. The final essay explores the power and hope of cariño for preservice and in-service teachers. Often translated as "care," the Spanish word "cariño" refers to a rich wisdom and practices of Latina teachers to care for and teach their students who live in between cultures, languages, and identities. Each essay aims not only to outline steps each teacher takes to pursue excellence in their teaching but also to offer a humanizing look into the heart it takes to teach day in and day out.

This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.

Simulation has been recognized for its ability to develop competency-level skills and as a replacement for some introductory fieldwork (FW) hours. This study explored how occupational therapy competency-related skills developed over sequential in-person simulations across health practice contexts during Level 1 FW. Entry-to-practice occupational therapy students (N = 66) participated in six sequential, formative, Level 1 FW simulations. The first three sequential simulations (the same patient case evolves in each successive interaction) included a trained simulated patient in a community mental health context and the following three engaged a trained simulated inpatient in a physical health context. Evaluation rubric variables included selected Competencies for Occupational Therapists in Canada (2021) scaffolded to performance expectations at an introductory Level 1 FW placement level. Quantitative pre-post comparison design with secondary data analysis was analyzed using Wilcoxon signed-rank test and ordered logistic regression. Each additional simulation demonstrated significant increases in the odds of improved performance in clinical skills, clinical decision making, responding to evolving patient's needs and priorities, identifying their own strengths and weaknesses, articulating clinical reasoning, and receiving constructive criticism. However, students' skills in the physical health context for decision-making and responding to the patient's needs and priorities did not demonstrate the same improvement trajectories as the mental health context. Sequential simulations are an effective modality for developing Level 1 competency related skills in different practice contexts. Depending on the competency-related practice skill and context, three or more formative unfolding simulations in that context may be needed for a significant improvement.

This brief report presents the results of a re-analysis of data by Yi, Man, and Maie (2023), who investigated L1 and L2 intuitive knowledge of phrasal frequency and collocation strength in multiword sequences. We utilized an individual-differences approach and examined which participant variables (age of onset, length of residence, language use, and L2 proficiency) predicted the participants' accuracy in judging the phrasal frequency and association strength of multiword sequences in English. We found that the demographic variables were only related to the accuracy in judging association strength, but those variables differentially predicted the accuracy depending on whether the collocations were of high or medium association strength.

The paper argues that the Warin Ukraine is promoting and accelerating the Westernization of the region's higher education. The paper employs Mignolo's (2011) geopolitics of knowledge as the theoretical framework to illustrate how internationalization promotes the adoption of Western/English liberal education and how the War in Ukraine is speeding up the process. Using focus groups, I capture conversations with local graduate students in Kazakhstan to demonstrate that Western education is acquired to 1) accelerate the de-Russification of Kazakhstan by moving away from the former imperial power, 2) use English to undermine the Russian language and cement Kazakhstan's independence from Russia, 3) acquire internationally recognized English credentials for global/Western competitiveness and modernity. The participants in this study framed their decision to pursue university graduate studies as freedom from the Soviet system, de-Russification, and modern development, underscoring the high value that some graduate students have for an English credential.

The aim of this research is to explore the system of knowledge of the Lebanese secondary physics teachers that affects the selection and integration of educational resources. This teachers' knowledge was studied through their pedagogical and technological pedagogical content knowledge (PCK and TPCK) concerning instructional strategies, students understanding, curricula, and curriculum materials, including technology that is mobilized in their practice. For this aim, a qualitative approach was employed, and four physics teachers purposefully selected from four secondary schools participated in this study. Classroom observations and interviews were used as research data collection tools. The data analysis revealed that the system of the different teachers' knowledge studied in this research could be seen as a whole, while one system of knowledge was highly related to another. This study, hence, called these consistent knowledge systems "nested knowledge system." This study also showed that this "nested knowledge system" determines teachers' didactical decisions in general and influences the selection and integration of resources in particular. It also revealed that misconceptions are persistent and cannot be changed easily. Moreover, the context of the teaching-learning process reshapes the teacher's knowledge about students' understanding, which is the only knowledge that shows inconsistency between intended and operational practice. In addition, it showed that teachers' knowledge about students' understanding (PCK/U) has a significant effect on teachers' knowledge about curricula and instructional strategies (TPACK/C & TPACK/S).

Using the pull-and-push model as a main theoretical framework, this qualitative interview-based study explores the changes in STEM students' intentions to pursue international mobility in the context of the Russia-Ukraine war and the factors related to students' mobility decisions in the context of geopolitical tensions. The findings suggest that in situations with military conflict, STEM students are 'pulled' and 'pushed' to make decisions under the influence of the factors located both on the receiving and domestic sides, and the decisions of whether to pursue international mobility were primarily driven by safety, financial, and social tension concerns. The study's findings offer some theoretical and practical implications of the changes in student mobility in the context of war conflict for higher education institutions internationally.

The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance.

The present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers' chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.'s (2010) questionnaire was used to examine the participants' regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants' awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers' recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers' perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics.

This research aimed to reveal the decisions of master's students about whether to pursue their doctoral degree or not and the factors affecting these decisions. The participants of this research, in which the basic qualitative research design was used, consisted of 28 students (19 female and 9 male) in different parts of the educational sciences departments. To gather the data from the participants, a semi-structured interview form, which was prepared by the researchers, was used. The participants' answers were analyzed via the content analysis method and categorized under the main themes of personal, professional, and academic factors. The research findings are explained in light of the details given in the theoretical framework section, namely postgraduate education, reasons to pursue postgraduate education, and reasons for not completing postgraduate education. The findings demonstrated that the majority of the participants were willing to pursue a doctoral degree. According to the results, it was seen that the participants' master's degree experiences affected their decision to be willing or unwilling to pursue their education and enroll in doctoral studies. However, the participants also stated that they didn't have much knowledge about doctoral degree during their master's degree and could only get information with their own efforts. This finding showed that master's degree students needed to be informed more about doctoral degree at the master's degree level.