The purpose of this qualitative research was to identify the preparation needs of principals through the lens of school superintendents in the southeastern United States. This research was based on a collaborative university, multi-school district partnership. Superintendents were interviewed to determine their perceptions regarding the professional learning needs of principals. Three themes emerged from the analysis:(a) principal perception of community matters, (b) formal support is necessary, but challenging to schedule and scope, and (c) instructional and operational leadership are differentiated. These findings present several implications for university and district-based leadership preparation programs, both individually and collaboratively.
Responding to the forces of internationalization and globalization, universities are partnering across national borders to expand their outreach, increase capacity, expand research possibilities, and for a list of other reasons. This study looks at one international university partnership between an institution in the United States and one in the Middle East. This article examines the impetus for partnership, the steps and decisions of formation, the benefits, and challenges experienced, the lessons learned, as well as the implications and the possible paths forward. This study will provide the conceptualization and practical framework for those interested in forming international partnerships.
When educators have difficulty accessing peer-reviewed research, it is inequitable to expect them to compete with educators who have access to a plethora of resources. Inequities have been a historically-identified educational problem; however, the forced online learning that occurred during COVID-19 restrictions amplified discrepancies experienced by tertiary educators. Scholars who were forced to work without strong information communication technologies infrastructure and who experienced limited access to online resources struggled more than those that had 24-hour uninhibited access. Education came to a near standstill for those that could not easily move their activities online. Prior to the pandemic, individuals working with curricula were already feeling handicapped by the lack of access. When physical libraries were closed, it became nearly impossible for many to move forward. This chapter explores the changing publishing paradigms, particularly the role of OA and how increasing open dissemination of scholarly outputs can reduce inequities in curricula and research activities.
Scholars from regions outside of high‐income countries experience additional barriers as active consumers, producers, and sharers of scholarly outputs. This study will examine these barriers through a lens based on critical theories, specifically those focused on epistemic injustice. The findings will highlight the experienced impediments and demonstrate theoretically how disparities can be categorized. The findings will also highlight current publishing paradigms affecting the management of scholarly outputs and at times perpetuating these injustices. Possible future research to support these claims will also be discussed.
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