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Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers' adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee's discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

This study examines undergraduates' research practices, as described in reflective essays submitted in applications to a library research award. Thematic analysis of 24 student award essays identified three strong themes in student reflections about their research experiences. Students experienced research as a social process, made meaning closely tied to disciplinary ways of knowing and practicing, and underwent a transformative process from beginner to apprentice researchers. Through a discussion of these themes, the authors highlight implications for information literacy instruction and suggest this instruction be closely connected to disciplinary practices.

This study was to explore the current state of creativity among university teachers in Shaanxi, China. The study was based on creativity systems theory and a questionnaire survey was conducted with a convenience sample of university teachers in Shaanxi Province. A total of 711 teachers from 30 universities were sampled to compare the effects of demographic variables such as gender, title, subject background, and creativity award experience on statistical differences in creativity, and SPSS was used to analyse the effects between teachers' cognitive needs and creativity in the university context. The results of the study revealed that there were significant differences between title, subject background, and creativity award experience on creativity and cognitive needs of university teachers in Shaanxi; and there was a positive and significant effect of cognitive needs of university teachers on creativity.

This qualitative study explored the relationship between creativity, time, age, and the literary world among 16 award-winning Israeli writers in the second half of their lives. Based on data collected through in-depth interviews with the participants, the findings indicate that the writers' creativity in the second half of life was linked to "Preservation, Growth," and "Decline," leading to four interrelated dimensions: (a) preserving youth through creativity, (b) enhancing creativity over time, (c) navigating creativity, acclaim, and ageism, and (d) managing creativity amidst a changing world. The study found that the writers' creativity was enhanced over time, as they gained experience and developed their skills. However, some writers experienced a decline in stamina or their ability to write long novels. The study also found that the writers' experiences of acceptance from the literary world and the audience changed over time. Some writers continued to receive acclaim and attention, while others experienced ageism and a decline in the audience's interest in their work.

Teachers of beginning readers have choices in the books they select. A careful look at the features of books provides an informed basis for choosing books that engage young readers. In this article we share insights from a comparative content analysis of leveled readers and Geisel award books that can motivate children to read and prepare them for entry into the world of authentic children's literature. We end the article with descriptions of diverse award winning and honor books that can be used in interactive read alouds with beginning readers and provide recommendations for preparing for an interactive read aloud using one of the books.

Challenges exist with the discourse in education around terms such as 'best practice', 'excellence', and 'impact', which raises questions around who decides what 'excellent' teaching looks like. To better understand the different facets of teaching excellence, this research project investigates the stories of twelve national Tertiary Teaching Excellence awardees in New Zealand, exploring awardees' trajectories and practice, including views on their identity, and on what they consider to be excellence in tertiary teaching. This article focuses on the personal characteristics of this group of awardees, highlighted through analysis of their narratives. Educators, mentors, and curriculum designers can gain a deeper understanding of teaching excellence, and of how teachers perceive their own practice and their impact on others. It is hoped too that educators will recognise elements of themselves and their practice, and will feel motivated and inspired to share these with their peers.

Character is a fundamental literary element and it is defined as the act of describing characters in literature, particularly their physical attributes as well as personal traits. In multimodal texts, the visual and textual sign systems are interlaced together to exemplify meaningful characters. In this study, two picture books were examined to determine how semiotic meaning-making systems work together to develop the literary element 'character' based on an adaptation of Painter et al.'s (2013) multimodal discourse analysis framework. The findings showed a lack of detailed characterisation elements in the textual meaning-making systems for character attribution and affiliation between characters, but the visual depiction of characters in both the picture books addressed this shortcoming effectively. The textual mode helped to confirm the identity of characters especially when the visual manifestation is metonymic or incomplete. In short, knowledge of visual meaning making systems is necessary as it will enable young readers to attain a deeper understanding of the literary element 'character' and fully comprehend multimodal texts.

A sense of belonging and feeling at home at their institution are key factors in student success at university. Engaging with extracurricular activities is part of this dynamic, and an area in which 'international' students face additional barriers. These include institutional and psychological barriers to belonging, resulting in a shortage of meaningful opportunities to belong and a lack of motivation to take part. Increased belonging uncertainty and negative stereotype threat are among the potential concerns for such students. In response, we have developed the Student Extracurricular Engagement Award for pre-sessional undergraduate students at the University of Leeds Language Centre, UK. This scheme draws on theoretical approaches related to co-construction, participation, identity, opportunity and motivation. This innovative educational intervention seeks to address the issues affecting belonging by providing encouragement and guidance in engaging with the university's extracurricular activities. By validating activities in areas other than academic language and literacies, the award raises student awareness of the value of their successes in those areas. This more holistic and rhizomatic approach to student learning is argued to bring a greater sense of belonging to 'international' students.

This study examines four award-winning school leaders asking, "What makes a school leader effective?" A series of interviews were conducted with four award-winning school leaders (State Teacher of the Year, State Middle School Principal of the Year, State High School Principal of the Year, and State Superintendent of the Year), all of whom work within close geographic proximity to each other. The results were coded for themes and best practices for current school leaders who are preparing students for tomorrow's global society. The study sheds light on the perceived characteristics, skills, and best practices implemented by successful school leaders.

The purpose of this study is to explore the life and work of Pierre Sancan (1916-2008), an exemplary piano teacher who, like many masters in the apprenticeship tradition, is chiefly remembered today by his pupils alone. An all-round musician, Sancan had early success as a composer when he won the Prix de Rome in 1943, and enjoyed a flourishing career in solo and ensemble piano performance. His applied studio practices were based on the French school but extended beyond it by drawing on Russian approaches to technique, a study of anatomy, and the influence of jazz improvisation. However, at the height of his creative career, hailed as 'one of the biggest names in French music today', Sancan became professor of piano at the Paris Conservatoire, increasingly devoting his expertise and energies to the musical lives of his pupils and influencing generations of pianists and piano teachers around the world. In this study, Sancan's musical career is examined through archival material including institutional documents, interviews and personal memorabilia, alongside an interview and survey study with former pupils including Jean-Philippe Collard and Jean-Efflam Bavouzet.

This study aimed to explore teacher self-efficacy after a year of teaching during the COVID-19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self-efficacy during COVID-19. The current study included 316 participants from the United States who completed the Teacher Self-Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significant predictor of total, instructional, and classroom management self-efficacy. Additionally, emotional exhaustion and personal accomplishment significantly predicted all four self-efficacy scales. Finally, administrative support significantly predicted engagement and classroom management self-efficacy. The current study provides suggestions of variables that influenced teacher self-efficacy at the end of the 2020-2021 school year, which was impacted by COVID-19.

This study examines whether community-level social disorganization and community engagement initiatives are associated with public high school performance. Analyzing data from the National Center for Education Statistics (NCES) School Attendance Boundary Survey (SABS), a latent variable measuring community-level social disorganization is examined within a structural equation model for 302 traditional public high schools in Florida. The study finds a statistically significant and large negative association between community-level social disorganization and a latent variable representing Florida Department of Education performance metrics. Correspondingly, the recognition of receiving the Florida Five Star School award for satisfying recommended community engagement criteria is positively associated with high school performance with social disorganization factors simultaneously considered. This research hopes to further provide an emphasis for recognizing and engaging community within the context of addressing disparities in public education performance.

Though there are a multiplicity of approaches that have been used to promote Nature of Science (NOS) among school students, an approach based on exploration of a scientific discovery indigenous to the sample population, of contemporary interest, and based on a topic outside the school science syllabus seems to be lacking in the literature. This study focused on Chinese high school students (N = 98), using the discovery of an anti-malarial drug by a recent Nobel Prize winning Chinese scientist as a focus. A popular science article on this discovery formed the basis for the intervention, and a mainly qualitative approach was used. Variants of an explicit-reflective approach were used for the three groups formed by random sampling for the intervention. The four NOS attributes targeted were: socio-cultural, empirical nature, scientific method, and creativity/imagination, and these were explicitly interrogated through four open-ended questions, respectively. Responses to these questions were parked into five rating levels, which helped to explicate the extent to which the samples were able to provide descriptors to characterize their understandings. The approach based on reading of the article followed by student discussions and mediation by the instructor showed, overall, more gains in NOS as compared to just: (1) reading/re-reading of the article and reflecting on it; and (2) reading of the article followed by small sub-group discussions and reflecting on it. It is suggested that there is a case for using indigenous scientific discovery as an approach to foster interest in NOS among students. Some implications of the study are discussed.

The purpose of this communication is to explore possibilities for children's literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children's literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children's literature (White et al., 2020). The communication starts by introducing a text -- a recent example of 'awarded' and therefore high-quality children's literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children's literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.

Teaching awards provide faculty members external validation of their excellence in the classroom and opens pathways for leadership and research collaboration. The objective of this study was to identify barriers and facilitators experienced by faculty members during the nomination process. We conducted semi-structured interviews with 12 faculty members in agriculture and natural resources to gather information about their experiences during the teaching award nomination process. Barriers experienced during the nomination process included time and effort needed to prepare the nomination package lack of administrative support, lack of awareness of award opportunities, questioning one's own competitiveness, and perceived biases in the award selection process. Factors that facilitated a faculty member submitting a nomination package included a culture of support; demonstrated efforts to improve one's teaching effectiveness; self-confidence, valued external recognition, and persistence; promotion and tenure deadlines; and familiarity with the nomination process. Removing barriers and assisting faculty members during the nomination process requires improved communication about the existence and importance of teaching awards and support from administrators or faculty peers. This support could include teaching workshops, opportunities to participate in the scholarship of teaching and learning, and assistance in editing and preparing a teaching award nomination package.

It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.

Wattpad platform has reached a significant number of users in Turkey as well as in the world. Therefore, books written in Turkish on Wattpad are essential reference sources for researchers to determine the transformation and development of Turkish and popular literature in the digital environment. The tags are keywords assigned by the author and contain valuable information about the general characteristics of a book. The browse categories when sorted by hot listing option, give a popularity ranking of a category at the current time. Tags enable the readers to discover the book more easily and provides the book to be ranked on top of the popularity rankings. In this study, from the tags that are obtained from the top 10 books of popularity rankings of a 13-year-old user profile, it is aimed to analyze the subjects of interest of adolescent readers, their choices and the quality of the Turkish books that appeal to them. The tags are classified and it was determined that the most used tags among the classified groups were related to the genre of the story, the subject of the story, and the K-pop culture, respectively. This shows the effect of K-pop culture in Turkish books on Wattpad. It is also seen that words related to kinship and affinity names, professions and occupational names, media and social media communication tools, mature themes, venues, supernatural, and mythological elements, Watty Awards, gender and age, religions, personal, physical and age characteristics of protagonists, and reign are used as tags.

The Notre Dame of Maryland University Professional Development School Network was a 2022 recipient of the NAPDS Exemplary PDS Partnership Award. This article details the network's use of many of the NAPDS's 9 Essentials in building and sustaining strong partnerships over time with a deliberate focus on continued improvement from year to year. A unique feature of Notre Dame's PDS network is its commitment to the university's mission in advancing equity and social justice in its collaborative work in individual PDS partnerships. Aligned with the University's mission and the School of Education's focus on engaging in service to others and promoting social responsibility, the mission of Notre Dame's PDS network is to support and sustain professional development school partnerships that are equity-focused, learning communities that improve student learning, prepare educators through clinical practice, provide reciprocal professional development, and conduct shared inquiry.

We explore how the influx of foreign funding into the higher education sectors of the United States and United Kingdom has raised the challenge of "reputation laundering"--when foreign donors and individuals use donations to prestigious universities to boost their international public image and offset negative images or reported controversies back in their home country. We outline four pathways for reputation laundering--donations for academic programs/schools, naming rights, honorary degrees and board seats; and the offer of favorable admissions decisions--and examine the variety of policies, practices and safeguards that have been adopted by U.K. and U.S. universities in response. We present evidence, drawn from a survey of U.K. development officers, that university diligence procedures, which usually focus on compliance with the law, often are inadequate for filtering or deterring most types of reputation laundering.

The Whippoorwill Award aims to bring attention to the theme of rural spaces and people in the larger genre of young adult literature. This award annually recognizes the best books for the middle grades and young adult readers that portray the value of rural spaces, knowledge, people, and cultures. The Whippoorwill Award is intended to be a resource for young readers, their teachers and other adults in their lives to help identify authentic, complex, meaningful, and well-written portrayals of rural life. This article discusses the third cycle of Whippoorwill Book Award winners, covering the publication years of 2020 and 2021. The winners include 13 diverse and compelling books that portray rural people and places in dynamic and energizing ways.

This article sheds light on the emergence of private tutoring in Denmark. Written from the perspective of a tutoring entrepreneur, it discusses the challenges and opportunities faced by a fledgling tutoring company in present-day Danish society. The article is a personal narrative of the author's experience with establishing the first major Danish tutoring company. The enthusiastic response by parents to the services offered by the author's company shows that there has long existed a hitherto unmet need for private tutoring in Denmark. However, the author also argues that the political turmoil surrounding the 2013 Danish school reform made parents increasingly sceptical that mainstream schools could effectively address the needs of their children. It thereby prepared the ground for launching a private tutoring concept. It is only in the last decade that private tutoring has emerged in Denmark. The article provides a unique insider's perspective on this largely unexplored development.

Education, either formal or informal, plays an important role to help the masses. As such, educators, especially trainees, are entrusted to teach young generations all important elements, principles, or concepts in a wide range of disciplines. Surely, such an undertaking, especially for early childhood care and education, requires quality teachers. In this regard, existing early childhood care and education modules or curricula should be periodically reviewed and revamped (if necessary) to help produce competent teachers who are excellent in all aspects encompassing content, pedagogical, and technological knowledge. This paper discusses the professional growth and development of trainees in early childhood care and education (ECCE) in terms of short- and long-term goals, missions, and career path-planning. The paper also elaborates on the relevant training workshops, courses, modules, and curricula that can be implemented to help improve their practical skills. The discussion also highlights the importance of incentives, such as attractive salaries, bonuses, acknowledgments, and awards, from employers that can not only motivate trainees but also advance their professional growth and development. Certainty, strong development knowledge, practical skills, and experiences can help such trainees to be become highly competent, which can significantly contribute to nation-building efforts in Malaysia.

Academic management is an important activity in managing a university. Failure in managing academic and student affairs can void a university credibility and program accreditation by MQA. Ineffective management approach will halt the university's progress in achieving the academic excellence and creating Society 5.0. To overcome the issue, various approaches can be applied and one of them is the Malcolm Baldrige National Quality Award (MBNQA) approach which includes six important elements in management. Malcolm Baldridge model emphasizes Leadership role, Strategic Management, Customer Focus, Data Measurement, Human Resource Focus and Work Process in order to improve organizational performance (Result). However, there is a question on what factors should be given the priority in ensuring excellence in organizational management. Therefore, this study has been conducted in order to see what is the main factor among these six elements in MBNQA approach that is considered more important in achieving organizational goals. A sample of study have been conducted on 129 staffs in Universiti Teknologi MARA Kelantan Campus (UiTMCK). Hypothesis testing revealed that 5 out of 6 factors of management elements are having a positive relationship. While IPMA analysis shows that the Human Resource Focus is the most important factor, followed by Data Measurement, Work Process Focus and Customer Focus factors that influence the effectiveness of organization. Leadership factor gained the highest performance despite its less importance compared to other factors in IPMA analysis.

This case study delineates the process that a small, private liberal arts university employed to amplify its high-impact practices in an already award-winning undergraduate research (UR) program. The process was catalyzed by combined institutional factors: the start of a new accreditation cycle and the launch of our university's strategic vision, The Furman Advantage (TFA). Established in 2016-2017, TFA ensures all students have access to a high-impact engaged learning experience--UR, study away, and/or an internship. This institutional imperative provided an opportunity to assess the degree to which Furman's UR program was meeting high-impact criteria. We compared Furman's summer UR program against the emerging research on high-impact practices and made changes to enhance learning and to close equity gaps in access. We reoriented our UR program to focus on the characteristics of high-impact practices, particularly the mentoring relationship between faculty and students and the importance of student self-reflection. We reviewed improvements to our summer fellowship program, namely, changes in the application and review process, professional development for faculty, pre-experience training for summer research fellows, and modifications to our survey and self-analysis instruments. Broader programmatic changes included articulating common learning outcomes for engaged learning experiences and creating an evidence-driven assessment mechanism to help us meet learning outcomes and institutional objectives. Implementation of these changes required sustained collaboration at the institutional level between the Offices of Undergraduate Research, the Center for Engaged Learning, the Office of Institutional Research and Assessment, and the Faculty Development Center. In addition to measuring changes within UR over time, we have also been able to make comparisons across different engaged learning experiences, principally study away and internships, and then use this data to continue TFA improvements. Preliminary findings indicate that we have successfully enhanced our implementation of high-impact practices.

When we considered how current sociopolitical events may impact experiences of girlhood today and remembered our own lived girlhood experiences, we came to the collective realization that we often turned to books as a way to make sense of our liminal experiences during girlhood. Given the sociopolitical moment in which we are living and considerations of the impact historical fiction had on our own navigation of girlhood, our author team wondered how historical fiction texts could help young readers to understand and navigate the liminal experiences of girlhood today. Building from these analyses of connections between the past and present in historical fiction literature, we interrogate girlhood across time to consider what readers might learn about contemporary girlhood from historical texts. Depictions of history often tend to be white-centric and to omit or deemphasize the histories and stories of other communities. Specifically, the lens of new historicism applied to portrayals of girlhood allowed for an examination of these portraits of girlhood in relation to historical context as well as power dynamics. This analysis broadens readers' notions of girlhood, both historically and in the present day, beyond white-centric conceptions.

A good education is the necessary element at the foundation of efforts to lift people out of poverty, reduce inequalities, tackle prejudices, skill the next generation to face a job market being transformed by technology, and train the scientists and leaders who will answer the enormous challenges society faces from climate change to pandemics and food insecurity. The World's Best School Prizes contribute to this vital cause, which celebrate schools everywhere for the pivotal role they play in developing the next generation of learners and for their enormous contribution to society's progress, especially in the wake of the COVID-19 pandemic. The winners of the five World's Best School Prizes--for Environmental Action, Community Collaboration, Overcoming Adversity, Innovation, and Supporting Healthy Lives--share a $250,000 award. As important as these funds are to improving education for children, especially in poorer contexts where resources are stretched thinnest, the prizes are about far more than just providing financial support to schools. Instead, they serve as a powerful platform to surface the expertise of trailblazing schools that are transforming the lives of their students and making a real difference to their communities. This article shares the stores of the five winning schools so that others might be inspired by their examples.

The purpose of this study is to portray Special Rank Teachers' morality development in China. Interview data were collected from 14 Special Rank Teachers from 13 provinces in China in 2018. Analyses of the findings revealed that Special Rank Teachers' morality, like their other professional competences, follows a development progress. This study suggests a 'three-stage' framework for understanding Special Rank Teachers' development of teacher morality in China.

Many institutions adopted test-optional policies during the COVID-19 pandemic, meaning that nonstandardized parts of the application may play a more influential role in admissions. Our research team examined extracurricular activities reporting in more than six million applications submitted from the Common Application dataset and found that White, Asian American, higher socioeconomic status, and private-school students reported more activities, more top-level leadership positions, and more activities with honors and awards. These disparities are influenced by inequitable access to extracurricular activities and the various dynamics of admissions at selective institutions. We recommend institutions reassess the weight that extracurricular activities are given in admissions, provide training for admissions staff, and for institutions and application platforms to consider reducing the maximum number of activities that students are allowed to list on their applications.

This article asks: How is peacemaking represented in the Jane Addams Children's Book Award (JACBA) collection of children's book awardees (2015-2021)? The authors sought to build on previous scholarship that has examined JACBA, including Taber's (2015) study of JACBA for older readers and Colabucci and Napoli's (2017) study of JACBA's books for younger children. The authors were intrigued by Colabucci and Napoli's (2017) findings that one of the least represented criteria in JACBA (2005-2015) was "paths to peace" (p. 35). It is this issue to which the authors turn their attention in the present study of the JACBA collection for younger children (2015-2021). Uniting peace studies and critical discourse studies provides a prism-like lens to envision actions associated with peacemaking in the JACBA collection (2015-2021).

In past years, translation education has shifted from a "transmissionist approach" to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a process. Throughout this process, mistakes are valued as learning opportunities, and no translated text is seen as an authoritative version to which all others are unfavourably compared. This approach is somewhat at odds with an increasingly competitive job market, in which translators must be capable of autonomous and individual work, and translation is mainly viewed and evaluated as a final product. Although translation workflows involve a growing amount of group effort, translators still need to work alone and take responsibility for their own versions and translation choices. In order to prepare students to become professional translators, the annual Technical and Scientific Translation Award aims not only to give winners visibility before potential employers but also to work as an opportunity for young translation students and graduates to put their skills to the test. This paper focuses on the translation competences activated by the contest, as defined by the Competence Framework produced by the European Masters in Translation Network. It also discusses the potential of this initiative as a motivational tool for translation students and graduates, concluding that individual contests counterbalance the predominance of collaborative activities in the classroom and are therefore a relevant complement to academic training.

This study analyzed how disabilities were portrayed in picturebooks with the Américas Book Award to address the intersectionality of LatinX racial identity and disabilities. The pool of 41 picturebooks recognized by the Américas Book from 1993 to 2020 was used as the data for our systematic content analysis. Then 22 picturebooks developmentally appropriate for PreK-2nd Grade children were selected from this pool. Then six picturebooks were further analyzed as they portrayed characters with any disabilities. Only three characters whose presence impacted the story were identified to have a disability. The characters with disabilities and the types of disabilities were represented disproportionately in the books compared to the general PreK-2 population with disabilities in the United States. Four characters exhibited an orthopedic impairment, one was with emotional disturbance, and one was with a visual impairment. More materials that mirror LatinX children characters with disabilities are needed in the U.S.

Against a backdrop of legislation aimed at classroom book bannings and efforts to whitewash curriculum, this article draws from interviews with the winners of the 2022 International Literacy Association's Social Justice Literature Award winners to offer hope and inspiration for literacy teachers, researchers, and most importantly, young readers. Utilizing a World Cafe approach, the authors of this article talk with the award winners about their personal stories, the origins of these social justice books, and their message for students, teachers, and caregivers in these tumultuous times. It concludes with a discussion of the use of social justice texts in the classroom and the importance of the continued need for diverse representation in children's and young adult literature.

This article presents a state of the art of the history of education in Western and Southern Europe by 'cutting together-apart' (Barad) 'knotting-s' (Ingold), in terms of both discipline formation and historiography across and beyond countries in these regions. It (dis)entangles national and regional particularities in terms of approaches, themes and constraints, and contributions to thriving international networks in the history of education. It sketches local trends and developments of the last 30 years and situates these within their differently evolving national and/or language-based disciplinary and institutional landscapes. Its snapshots of the history of education across the Benelux, Germany and Germanophone regions, the Iberian Peninsula, Italy and France highlight the contribution and interaction of national/linguistic intellectual traditions, institutional nodes of activity, (inter)disciplinary identities, methods and approaches, and vibrant scholarly communities.

The Delphi Project on the Changing Faculty and Student Success is a national effort to better support the professoriate. In 2018, The Delphi Project launched an award for campuses that had made significant efforts to better support their nontenure-track faculty, including exploring and implementing new faculty models that lead to more secure and professional faculty positions. This article summarizes insight from winners at three institutions from varying sectors in higher education who have received the award.

Previous statistical studies found that polymathic networks of vocational and avocational interest predominate among Nobel Prize winners, discriminating them from less-successful peers. Here we confirm qualitatively and phenomenologically that this multidisciplinarity is a considered creative strategy. Peers often recognize Nobel laureates as "Renaissance" intellects; Nobel Prize committees often award their prizes for transdisciplinarity and integration; Nobel laureates often describe their polymathy as conscious choice to optimize creative potential. That so many Nobel laureates should develop diverse interests and harness them to creative ends is, probably, the result of a confluence of factors. Laureates experience, on average, enhanced access to education; they train differently and more broadly than their peers; they retrain and extend themselves as serious amateurs; and they meld vocational and avocational sets of skills and knowledge into integrated networks of transdisciplinary enterprise. In effect, this combinatorial approach to learning and doing enables them to perceive unusual problems at the intersections of disciplines, to transfer ideas and techniques from one field to another, and/or to synthesize knowledge across domains. Specializing in breadth can be a path to innovation comparable to, and (at least in terms of Nobel Prizes) arguably better than, specialization alone.

Putting into question its central presupposition of 'inner freedom', this paper deconstructs the 'resistance through culture' of the Paltinis School of dissident thinkers in Romania under communism in the 1970s and 80s. The philosopher Constantin Noica, and his follower Gabriel Liiceanu, argue that resistance to authoritarian repression and dictatorial regimes is best achieved by preserving culture by schooling selected individuals in that culture rather than through direct political action or publicly speaking out. Adducing precisely which cultural values underpin the arguments of these thinkers -- values such as purity, exceptionalism, individualism and genius -- I show that the culture propounded by them is essentially patriarchal and, further, that this culture is complicit with the very tyranny it seeks to resist: philosophically, ideologically and in practice. This is evidenced by the exclusion of women from the culture espoused. Additionally, by focussing on a fairly recent debate between Liiceanu and Nobel prize-winning author Herta Müller, herself an exile from communist Romania, I delineate two opposing philosophies of language which might best be described as "birth of the word is in the head" versus "birth of the word is on the page", effectively re-staging a problem going back to early defences of liberty, for example in Spinoza and Mill, the relationship between freedom of thought and freedom of expression. Only by understanding selves as linguistic bodies whose language is socialised and shared through affective relations to others and to oneself do we arm ourselves with the resources to resist censorship, repression and tyranny.

The consensus-based assessment has long been a prevalent methodology employed in "panel crit" settings in design education and professional design awards. Acknowledging the subjective nature of design evaluation and its importance to the design development process, we report two studies investigating the effect of three levels of design expertise (expert, quasi-expert, and novice) on the evaluation of award-winning lamp designs using the consensual assessment technique (CAT). The pilot study (N = 30) preliminarily examined expertise-related differences in evaluation outcome (i.e., ratings and rankings) and the use of the CAT instrument. In a follow-up study (N = 135), we tested four hypotheses using the refined CAT instrument. Results showed a significant interaction effect between expertise group and design on evaluation. Correlations between groups showed that quasi-experts were more similar to novices than experts. This finding contributes to the discussion on whether quasi-experts should be considered proper substitutes for experts. Furthermore, the reliability of ratings on individual CAT scale items varied among groups, suggesting that the degree to which raters were consistent within a group depends upon which aspect of design quality they were assessing. Taken together, the findings provide valuable insights into the influence of design education and experience on judging design quality.

Using the notion of 'ideology in pieces' as a guiding concept, this paper presents a case study of one teacher who won his state's history teacher of the year award. This study uses critical discourse analysis to explore the complex and at-times competing racial logics this teacher expressed regarding what race/racism is, how it operates in society, and its role in his teaching. Ultimately, this paper reveals that this teacher's racial ideologies emerged 'in pieces,' constituted by a range of factors including his perception of the needs of his student population, community context, and his larger epistemological stances on both race/ism and history. While some discourses seemed to be in conflict, ultimately, white supremacy was protected through a lack of systemic analyses of racism and undergirding anti-Black logics.