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Overemphasis on teaching academic literacy and legislating high-stakes accountability measures have foregrounded narrow literacy approaches in early childhood settings and sparked debates over teacher professionalism (Reinking et al., 2023). This study examines the experiences of early childhood teachers following a two-year in-service Professional Development (PD) program. The PD program was designed to enhance the teachers' professional capital in early childhood literacies.

Using phenomenology as the design of the study, three focus groups, one survey, and observations during two events were conducted to document “the essence” of participant teachers’ views and lived experiences (Creswell, 2013).

Our data analysis revealed that participant teachers demonstrated an increased awareness of different literacy teaching approaches and applied new strategies in their literacy teaching through continuous discussions with other participant teachers and co-workers within their schools.

This phenomenological study underscores the value of integrating collaboration into in-service PD programs for leveraging teachers’ professional capital, in addition to strengthening their human and decisional capital, as reported by the teachers. The study also contributes to scientific knowledge about the ways teachers experience collaborative PD opportunities and their self-initiated strategies to create a cooperative learning environment at their schools.

Although building professional capital improves student learning and the effectiveness of schools in educating students, it needs to be explored in the area of primary schools in Ethiopia. Thus, this study was conducted to explore the practices of primary school principals to develop the professional capital of teachers and the associated challenges.

A case study was used to collect data from nine teachers and five principals of Ethiopian primary schools using a maximum variation sampling. Data obtained from interviews and two focus groups were subjected to thematic analysis.

Principals and teachers reported that to develop the human capital of teachers, principals provided teachers with opportunities to attend training, encouraged informal collaboration for professional improvement and encouraged the practice of continuous professional development programs. For the development of social capital among teachers, the principals also formed various social groups, encouraged frequent interactions between school stakeholders and created a caring school culture to strengthen the interactions between school stakeholders. For building the decision-making capital of teachers, principals promoted an environment in which teachers' professional judgment and wisdom are respected and so forth. The challenges to develop professional capital were related to teachers and principals, schools and education bureaus.

Building teachers' professional capital increases school effectiveness, although primary schools still need to investigate this further. Therefore, by improving knowledge and information on approaches to building professional capital in teachers, this study is important to administrators and other relevant school stakeholders. This also helps principals transform their leadership behavior to be more pedagogical in leading teaching and learning and enhance teachers' ability to build and exercise effective social and professional behaviors towards their students in their daily practices.

Social interaction is an essential determinant of self-esteem. However, studies have rarely examined the psychological mechanisms underlying social interaction and self-esteem or variations in the relationship between these factors under different levels of familiarity between interactants. Therefore, the present study filled this research gap by investigating the relationships between online social interaction, social exclusion, self-esteem, and familiarity as well as the mediating effect of social exclusion and the moderation effect of familiarity on the relationship between social interaction and self-esteem.

We employed snowball sampling for conveniently and efficiently sampling a broad range of social media users to investigate how online social interaction affected their self-esteem through the mediating effect of social exclusion and the moderation effect of familiarity.

An analysis of 390 valid questionnaires indicated that online social interaction was positively related to self-esteem. Moreover, the results indicated that this relationship was mediated by social exclusion and moderated by familiarity.

We recommend that social media developers avoid including a “read” mark in their applications because such a mark can result in negative emotions, negative behaviors, and social problems in users.

The purpose of this study is to examine how Taylor Swift’s music influences language acquisition, gender representation, emotional well-being and cultural awareness among Thai university students within the context of lifelong learning. By exploring these dimensions, the study aims to uncover the transformative potential of integrating popular culture, particularly music, into lifelong learning frameworks, thereby offering insights into the role of music in fostering continuous education, cultural sensitivity and personal growth.

This qualitative study employed semi-structured interviews and focus group discussions to explore the impact of Taylor Swift’s music on language acquisition, gender representation, emotional well-being and cultural awareness within the context of lifelong learning. Around 32 university students from six prominent universities in Thailand participated in the study. Thematic analysis was used to identify and interpret the recurring themes related to how Taylor Swift’s music influences these aspects of lifelong learning, providing an in-depth understanding of her music’s role in educational and personal development.

The study found that Taylor Swift’s music significantly impacts language acquisition by providing an immersive and engaging learning environment. Her music also challenges traditional gender norms, promoting self-expression and empowerment. Additionally, the emotional resonance of her songs contributes to students' emotional well-being, offering solace and encouragement. Furthermore, her advocacy for diversity and inclusivity enhances cultural awareness, fostering empathy and cross-cultural understanding. Overall, Taylor Swift’s music serves as a powerful tool for promoting lifelong learning, cultural awareness and emotional resilience among university students.

This study primarily focused on Thai university students, which may limit the generalizability of the findings to other cultural contexts. Future research could explore the impact of Taylor Swift’s music on a broader demographic, including different age groups and cultural backgrounds. Additionally, a longitudinal approach could provide deeper insights into how sustained engagement with music influences lifelong learning and personal development over time. The findings underscore the need for further exploration of popular culture’s role in education and its potential to enhance learning outcomes across diverse contexts.

The findings suggest that integrating popular music, like Taylor Swift’s, into educational curricula can enhance language learning, promote cultural awareness and support emotional well-being. Educators are encouraged to incorporate music-based activities into their teaching strategies to create a more engaging and relatable learning environment. Furthermore, the study highlights the importance of using music as a tool for challenging traditional gender norms and fostering inclusivity, suggesting that educational programs should leverage popular culture to promote social empowerment and personal growth among students.

The study demonstrates that Taylor Swift’s music plays a significant role in promoting social empowerment, gender equality and cultural sensitivity among university students. By challenging traditional norms and advocating for inclusivity, her music encourages listeners to embrace diversity and engage in lifelong learning. The findings suggest that popular culture, particularly music, can be a powerful force for social change, fostering a more inclusive and empathetic society. This underscores the potential of music to contribute to broader social objectives, including gender equality, cultural awareness and emotional resilience.

This study is unique in its comprehensive examination of Taylor Swift’s music as a tool for lifelong learning among university students in Thailand. While previous research has explored music’s role in language acquisition or emotional well-being, this study integrates multiple dimensions – language learning, gender representation, emotional well-being and cultural awareness – within the context of lifelong learning. By focusing on a global pop icon’s influence in a non-Western setting, the research provides valuable insights into the transformative potential of popular culture in education, offering educators innovative strategies to engage students through music.

This paper aims to focus on the assessment of a domestic property's energy performance status by a domestic energy assessor (DEA), to ascertain the possible underlying reasons for variability in the results of Energy Performance Certificates (EPCs). By variability, the authors mean discrepancies in assessment between different DEAs on similar properties. This is important because the uses for the EPC have been extended beyond their original function as an asset rating system, to include themes encompassing building policy decisions, building performance and the distribution of incentives and grants. Consequently, inaccuracies in EPC reporting will have a greater impact than may have been the case at the outset.

A case study approach involving the conducting of semi-structured interviews with 20 practicing DEAs was carried out, with transcribed recordings of the interview material subjected to thematic analysis. This formed part of a wider mixed methods study.

The results identify a wide range of underlying reasons for variability driven by issues in both practice and process, including conflicts of interests, the EPC auditing process, the default inputting of missing data by RdSAP where information may not be available/discoverable by the DEA, the quality and perception of EPCs and DEA training and experience.

The sample size of 20 is by definition limiting, and it is possible that different results would have been obtained from a different sample. Although thematic saturation from the analysis of the responses on the key question of whether EPCs are considered variable does mitigate this. The respondents were all in possession of five years or more experience and of carrying out EPCs for different purposes. Less experienced DEAs may inevitably have responded to questions differently. The thematic analysis gives the researcher control over the presentation of the results, and it is noted that this creates a potential for bias. The researcher is immersed in the world of construction and property, with regular contact with DEAs and EPCs, which may influence the perspective of the results.

The research identifies risks to the accuracy of EPCs. To this end, and with the specific research findings in mind, this research may be of interest to construction professionals with respect to EPC practice and procurement, to the Accrediting Bodies who audit EPCs, to the creators of RdSAP with respect to automated EPC inputs, to academics either at face value or for use in further research and to policy makers who may wish to consider RdSAP data in future with qualifiers or margins of error, or may even look to review the EPC as the instrument of choice for some applications.

There is much literature analysing the shortcomings and nuances of RdSAP results, and the software model that generates the EPC, but only very limited literature extending the discussion about RdSAP to its operator: the DEA. At the time of writing, there is no literature focusing directly on the DEA and its role within the EPC production process. Their role is more important now, given the expanding use of EPCs, and increased reliance on EPC data.

Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.

Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.

The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.

The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.

Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.

This study aims to identify the determining factors of perceived altruism and attitude toward an inclusive sponsorship activation, as well as the impact of these variables on the attitude toward the sponsor.

Online survey data were obtained from 1,228 respondents from France, the UK and South Africa. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).

The results show that the cause-brand fit has a strong positive impact on the perceived altruism toward the motivations underlying inclusive activation, while skepticism toward advertising has a very weak negative impact. In return, perceived altruism positively influences the attitude toward inclusive activation and sponsor attitude. Furthermore, this attitude toward inclusive activation is positively influenced by involvement in women’s soccer and France men’s national football team identification. The attitude toward inclusive activation also positively influences the attitude toward sponsor attitude. However, contrary to what had been advanced, identification with the France women’s national football team and the nationality of the respondents (French, British or South African) had no impact on the attitude toward inclusive activation, while the perceived importance of the cause had very weak impact on attitudes toward inclusive activation.

This study highlights the potential benefits of investing in inclusive sponsorship activations, particularly with respect to their positive impact on consumer attitude toward sponsor attitude. It also highlights the importance of establishing, in advance, a strong association between the brand image and the cause supported, so that the motivations underlying the inclusive activations are perceived as more altruistic.

Middle leadership in education is often considered one of the most challenging roles within educational leadership, and it is often under-conceptualised and theorised. A key role of a middle leader is making decisions. This paper presents some initial findings from a study of 22 middle leaders in England, exploring their decision-making ability.

This study uses the Iowa gambling task (IGT), a commonly used psychological tool designed to assess decision-making through risk-based activities. All participants were asked to complete the IGT online. They were asked to select one of four cards from a virtual deck. The decks yielded either a positive gain (a financial win) or a net (financial) loss. Participants repeated the selection of a card 100 times.

Participants quickly learned which decks provided a positive net gain. However, what was apparent was that between cards 40 and 60, there was a significant spike in their ability to gain net wins in the cards selected. This suggests that middle leaders are more risk-seeking when they are trying to minimise losses, as in blocks 1 to 3 in the experiment. However, once they have reached a self-determined threshold, they become risk-averse to maintaining the potential gains they have made.

Understanding how leaders make decisions is particularly important if staff are to be encouraged to take responsibility and make decisions within their roles as middle leaders. However, this study has limitations, notably that only 22 participants participated.

This paper offers a contemporary review underpinned by a preliminary study of middle leaders' decision-making ability against a backdrop of the limited literature on this topic.

This paper aims to examine the stock market performance of knowledge-intensive employee-owned firms.

It constructs a portfolio comprising stocks of employee-owned wealth management companies listed in the UK Employee Ownership Index. A simple equal-weighted portfolio simulation strategy with annual rebalancing is employed and returns are analysed for the period 01.2002–12.2015.

The employee-owned firms consistently generate significantly higher returns, averaging 13% per annum. During favourable market conditions, the returns are even more significant at 16.40% higher than the market average annual returns. The outperformance persists in single-year and five-year investment periods, full and sub-sample periods, including bullish, stable and challenging economic times and even at high transaction costs and zero dividends. This superior performance is linked to a positive feedback loop created by homogeneous knowledge-workers who are incentivised to perform better in employee-owned business setting through participative decision-making and exhibiting risk aversion skills.

Adoption of the employee ownership model of running a business can be highly rewarding within knowledge-intensive firms. This study emphasises the need for a comprehensive database of employee-owned companies, which is currently lacking in the UK.

No prior study could be found to have studied the relationship between employee-owned knowledge-intensive firms and their stock market performance.

Online health communities can be both supportive and vulnerable and highly rely on stable engagement from core members. Understanding the factors affecting core member churn is vital. This study examines a hair-loss-related online health community, taking a meso-level community approach. It investigates how users’ potential social capital, proactive social engagement and received social support in the community influence their churn.

This study collected the complete dataset spanning 13 years from a hair-loss-related online health community in mainland China. It identified 4,270 core users with over ten posted messages each, along with their associated text. Social network analysis and survival analysis were then used to calculate user node centrality and create a hazard model for user churn.

The findings indicate that increased social capital and social support can help prevent churn. However, higher social engagement alone does not directly reduce users’ likelihood to withdraw. Instead, users are more likely to stay in the community when highly engaged if they also receive substantial social support. Social support emerges as a critical factor in this mechanism.

This study innovatively adopts a meso-level community perspective, investigating user churn within an online health community for individuals with a self-limiting condition – hair loss. The research probes the interactive effects of user engagement and social support on churn within the online health community. Advice on sustaining member participation is given based on the findings as well as Chinese culture.