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The National Association for School-University Partnerships ([NASUP], formerly known as the National Association for Professional Development Schools [NAPDS]), annually awards the Exemplary PDS Partnership Award to partnerships who exemplify many or all of the NAPDS Nine Essentials (NAPDS, 2021). This article provides an overview of the Exemplary PDS Award and provides a review of peer-reviewed journal articles published by recipients of the NASUP/NAPDS Exemplary PDS Partnership Award between 2014 and 2024.

This paper uses a basic review of literature.

Findings indicate that most Exemplary PDS Awards between 2014 and 2024 cite the NAPDS Essentials 1 and 4. Essential 1 focuses on PDS partnerships have a comprehensive mission and mutually beneficial partnership that advances teaching, learning, and equity. Essential 4 focuses on innovative practice and reflecting on PDS partnership activities.

This article provides a review of peer-reviewed journal articles published by recipients of the Exemplary PDS Award.

The main purpose of this review was to synthesize pre-service teachers' digital self-efficacy in the context of education 5.0 and to identify the elements that affect pre-service teacher's digital self-efficacy and preparedness for future technologies. A systematic review approach was employed to analyze the 22 articles about the pre-service teachers' digital self-efficacy of in the paradigm of education 5.0. The review was conducted from 2012 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. In this study, PICO model was used in framing research questions. The findings of the review revealed that limited study has been carried out in the context of digital self-efficacy in the context of education 5.0. It was found that previous studies were only focusing general digital self-efficacy through traditional ways. Moreover, findings revealed there is lack of research on digital self-efficacy pre-service teachers in the realm of education 5.0 paradigm in the literature. More specifically, the results revealed that implementation of education 5.0 into teacher preparation programmes faces numerous challenges, including a lack of technological approach, poor digital infrastructure, the digital divide, a paucity of professional training opportunities for teachers and a lack of importance in policies. This synthesis of the literature review has practical implications for pre-service teachers along with policymakers. Pre-service teachers are required to increase their digital skills for the reason that they could teach the advanced generation. The policymakers can revisit and update the curriculum to incorporate education 5.0 principles in the teacher education programmes. This comprehensive review helps to better understand the pre-service teachers' digital self-efficacy towards education 5.0 and contributes to the body of existing knowledge on digital self-efficacy. Moreover, this study gives valuable insights on the incorporation of education 5.0.

This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee–work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs.

The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey.

The authors find that restorative practices, workplace mediation and reteaming enhance the participants’ perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset.

The theoretical contribution stems from an in-depth exploration of trainee–work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

This study aims to evaluate the current educational opportunities available to hermaphrodite (Hijra) students, analyze their difficulties while pursuing academic degrees and suggest potential approaches to address these issues.

This research used a qualitative method to analyze the challenges Hijra individuals face in pursuing education. A total of 20 interviews were conducted with two Hijra groups those who are pursuing an education and those who have abandoned it to collect primary data. The purposive sampling technique was used to identify and choose diverse sources of information. Moreover, the phenomena have been comprehended using the Access Theory and the Gender Stratification Theory.

The findings show that although every Bangladeshi has the right to a decent education, few Hijra youngsters attend schools. Numerous barriers, such as discriminatory views and remarks about third-gender people, physical and mental harassment, a lack of emotional and financial support, family issues, discrimination in the school community and hostility from classmates and teachers, make it difficult for hermaphrodite students to receive a proper education.

This research paper fills a gap in the current body of knowledge by presenting empirical evidence regarding young people’s perceptions of the third-gender, the societal barriers faced by Hijra individuals in their pursuit of quality education, their future opportunities, the root causes of these challenges and possible solutions.