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This article shares findings from a qualitative inquiry that explores preservice teachers' evaluation of social studies curriculum resources found on Pinterest and Teachers Pay Teachers. Both at the beginning and the end of their elementary social studies methods course at a large university in the southeastern United States, the teacher candidates were asked to identify good and bad examples of social studies resources and justify their choices. Their choices and the justification they provided were analyzed using qualitative coding. Findings indicate that while teacher candidates' choices and justifications were sometimes further developed by the end of their social studies methods course, their critical evaluation of shared online curriculum resources was incomplete or limited to near-exact examples from the class. The author poses a number of on-going considerations regarding teacher candidate equity literacy skills as they relate to evaluation and usage of online curriculum sharing sites.

This article reports on a unique collaboration between principal and teacher preparation programs within one college of education at a rural university in southeastern United States. The collaborative project worked to meet both the need of teacher candidates to receive instructional feedback and coaching on their teaching and the need of principal candidates to gain experience giving instructional coaching to novice teachers. Feedback and coaching were provided through video capture and annotation technology (VCAT) allowing the principal candidate to provide specific feedback using evidence from the teaching candidate's teaching video to support their instructional coaching. Researchers explored quantitative and qualitative data of principal candidates' coaching experience to determine the change in their self-efficacy in providing instructional coaching over the course of a semester and their perceptions of their experience using VCAT to facilitate the coaching.

The status quo is no longer an option. School leaders need to model care, courage, and open communication. Superintendent Jennifer Gallagher reflects on three important components of adaptive and effective leadership--communication, care, and courage--that she found helpful in navigating her district through the challenges of the pandemic.

Amy Yarborough, a veteran teacher and curriculum resource leader in a rural district in Virginia, facilitates a professional learning community focused on social justice and equity-oriented instructional practices. When allegations of teaching critical race theory are reported via the state's email tip line and community social media groups, Amy is asked to present her professional learning community materials to the local school board. In the midst of stakeholder protests and media scrutiny, Amy must decide how to explain her professional decisions. Current and future educational leaders interested in issues related to race and equity will consider the roles of policy and the public in influencing teachers' lessons.

Critical inquiries--those seeking to disrupt and alleviate injustice--amplify the stakes and challenges of designing effective compelling questions. Teachers must navigate decisions about what constitutes an injustice, which perspectives are legitimate, and how to maintain a focus on justice and equity while neither indoctrinating students nor legitimizing oppressive ideologies. Crowley and King's critical inquiry framework offers guidance using three Inquiry Design Model (IDM) components: (1) Ask compelling and supporting questions that explicitly critique systems of oppression and power; (2) Expose students to sources that include the perspectives of marginalized and oppressed groups; (3) Develop tasks and a Taking Informed Action activity that push students to take tangible steps toward alleviating the injustice explored in the inquiry. Given the central role of compelling questions in framing the direction, quality, and criticality of inquiries, this article aims to support educators in developing principled and robust questions. Based on our experiences as teacher educators, the authors illustrate an iterative process called "Getting Critical with Inquiry Questions," which supports this goal. They guide readers through this process, offering examples from their teacher candidates' work. They also clarify how this approach avoids indoctrination and deepens criticality.

The term 'upstanding' encompasses actions and behaviors grounded in one's defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one's beliefs. A directional application of upstanding behavior, or the notion of 'upstanding for justice,' frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students' understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of 'bullying' and historical injustice to expand ideas of 'upstanding'. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts. [For the corresponding grantee submission, see ED605878.]

This paper presents a multi-case study of teacher candidates in a pre-service middle grades social studies methods course. The study aimed to understand how middle grades teacher candidates viewed their future as upstanders with agency in middle grades settings. The focus of the research was on heuristic representations that the teacher candidates created to illustrate how they understood their role in supporting the democratic aims of middle grades social studies. Qualitative data was collected and analyzed through chordal triad of agency theory (Emirbayer & Mische, 1998). The findings indicate that pre-service teachers best understand their future as change agents through their role of curriculum and instruction and their impact on students, additionally their conceptualizations of their intended agency were influenced by their past and present experiences as well as their projected goals for the future. This research also suggests that heuristics may be a powerful tool in the preparation of teacher candidates, helping them to think through their role in supporting the democratic aims of social studies, middle grades education and social justice education. Important constraints about teacher candidates' perceptions (or lack thereof) of oppressive structures within middle school settings are considered.

Millions of teachers regularly turn to Internet sharing sites such as Pinterest and Teachers Pay Teachers for curriculum resources and ideas. While this innovative technology poses a number of advantages for teachers who are almost never given an appropriate amount of time to engage in curriculum planning, and who can supplement their frustratingly low salaries by selling their ideas, it also presents serious disadvantages. In this article, the authors argue that seeking out curricular resources through these sites without critical literacy habits can deter the kind of active and critical reflection that is vital to meaningfully planned lessons. If teachers care about engaging students in curriculum and pedagogy that is multicultural and justice-oriented, then they must adopt a filter to help assess what resources, activities, and ideas they bring into the classroom from sharing sites. What the authors call "pinning with pause" is especially important as it relates to elementary social studies. Elementary classrooms are often the first places where children begin to construct concepts about the social world--a process they are engaged in throughout the school day whether or not their teacher is explicit about it. If teachers are not careful, they can inadvertently send problematic and mixed messages about the social world through curriculum from all different disciplines.

Background: Globally, there is growing attention towards health system strengthening, and the importance of quality in health systems. However, fragile and conflict-affected states present particular challenges. The aim of this study was to explore health system strengthening in fragile and conflict-affected states by synthesising the evidence from published literature. Methods: We conducted a review of systematic reviews (Prospero Registration Number: CRD42022371955) by searching Ovid (Medline, Embase, and Global Health), Scopus, Web of Science, and the Cochrane Library databases. Only English-language publications were considered. The Joanna Briggs Institute (JBI) Critical Appraisal Tool was employed to assess methodological quality of the included studies. The findings were narratively synthesised and presented in line with the Lancet's 'high-quality health system framework'. Results: Twenty-seven systematic reviews, out of 2,704 identified records, considered key dimensions of health systems in fragile and conflict-affected states, with the 'foundations' domain having most evidence. Significant challenges to health system strengthening, including the flight of human capital due to safety concerns and difficult working conditions, as well as limited training capacities and resources, were identified. Facilitators included community involvement, support systems and innovative financing mechanisms. The importance of coordinated and integrated responses tailored to the context and stage of the crisis situation was emphasised in order to strengthen fragile health systems. Overall, health system strengthening initiatives included policies encouraging the return and integration of displaced healthcare workers, building local healthcare workers capacity, strengthening education and training, integrating healthcare services, trust-building, supportive supervision, and e-Health utilisation. Conclusion: The emerging body of evidence on health system strengthening in fragile and conflict-affected states highlights its complexity. The findings underscore the significance of adopting a comprehensive approach and engaging various stakeholders in a coordinated manner considering the stage and context of the situation. [ABSTRACT FROM AUTHOR]

Oral health is high on the global agenda following the adoption of the 2022 global strategy on oral health at the 75th World Health Assembly. Given the global burden of oral disease, workforce development to achieve universal health coverage [UHC] is crucial to respond to population needs within the non-communicable disease agenda. The aim of this paper is to present an overview of the oral health workforce [OHWF] globally in relation to key contextual factors. Data from the National Health Workforce Accounts and a survey of World Health Organization [WHO] member states were integrated for analysis, together with country-level data on population and income status. Data are presented using the WHO categorisation of global regions and income status categories established by the World Bank. Workforce densities for key OHWF categories were examined. Multiple regression was used to model workforce density and contextual influences. Challenges and possible solutions were examined by country income status. There are approximately 3.30 dentists per 10,000 population globally, and a combined OHWF [dentists, dental assistants/therapists and dental prosthetic technicians] of 5.31 per 10,000. Marked regional inequalities are evident, most notably between WHO European and African regions; yet both make greater use of skill mix than other regions. When adjusted by region, 'country income status' and 'population urbanization' are strong predictors of the workforce density of dentists and even more so for the combined OHWF. Maldistribution of the workforce [urban/rural] was considered a particular workforce challenge globally and especially for lower-income countries. Strengthening oral health policy was considered most important for the future. The global distribution of dentists, and the OHWF generally, is inequitable, with variable and limited use of skill mix. Creative workforce development is required to achieve the global oral health agenda and work towards equity using innovative models of care, supported by effective governance and integrated policies. [ABSTRACT FROM AUTHOR]