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As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

Common pedagogical approaches to entrepreneurship education include business plan writing, case studies, consulting, and simulations. Yet, in effect, these learning vehicles are simply proxies for the venture launch process. Operating under the assumption that learning entrepreneurship is a complex endeavor best addressed by a portfolio of pedagogical techniques, some instructors have experimented with launching student businesses in addition to traditional approaches.The challenge is how to do this with inexperienced undergraduate students within the confines of a 15-week semester. Included in the article are an outline of the process, a qualitative assessment of student learning, and suggestions for further research.

This study aims to investigate the impact of technologies on the knowledge transfer process. In particular, the authors aim to analyze the topic of knowledge brokers and the relationship between broker and digital tools in the knowledge transfer process in the sport context. The study developed, therefore, aims to investigate the creating of this environment for knowledge transfer and knowledge sharing between man and machine, looking to improve the planning of technical sports projects of the clubs.

This paper presents a qualitative approach aimed at analyzing how platforms and the players’ agents can be useful tools in the knowledge transfer process. The research was conducted through a survey with a structured questionnaire via e-mail to 64 managers at the head of clubs playing in the Italian Series B basketball in the 2021–2022 championship. The total number of questions administered is 21.

The results demonstrate how sports directors, for the construction of a technical sports project, in addition to learning off the pitch by interactions with media, fans, pressure management, leadership skills, positive attitude, tolerance, understanding of other opinions, background and cultures, see the athletes’ agents as the main stakeholder of the managers. The research resulted, by the clubs’ managers, in both formal learning and informal-type learning. Informal learning, by far the most frequently used and most important in the general learning process of executives, is identified in the use that executives make of information available on digital platforms and of the fiduciary relationships that management has with players’ agents.

The results demonstrate the valuable opportunities for executives, coaches, managers and clubs to strategically manage learning and knowledge sharing. Improving and managing knowledge-sharing strategies would help increase knowledge, not only of the sports directors but also of the entire club, thus improving the absolute quality of the game within the Italian basketball divisions. The authors have developed an innovative framework regarding the construction of a “typed sports technical project”, and the authors have identified a series of crucial phases capable of determining the creation of a new roster of athletes.

In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.

The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education.

Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education.

The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts.

Incineration has become increasingly important in many large cities around the world because of fast urbanization and population growth. The benefits of energy production and large reduction in the waste volume to landfills also contribute to its growing adaptation for solid waste management for these cities. At the same time, the environmental impact of the pollutant gases emitted from the incineration process is a common concern for various stakeholders which must be properly addressed. To minimize the pollutant gas emission levels, as well as maximize the energy efficiency, it is critically important to optimize the combustion performance of an incinerator freeboard which would require the development of reliable approaches based on computational fluid dynamics (CFD) modeling. A critical task in the CFD modeling of an incinerator furnace requires the specification of waste characteristics along the moving grate as boundary conditions, which is not available in standard CFD packages at present. This study aims to address this gap by developing a numerical incinerator waste bed model.

A one-dimensional Lagrangian model for the incineration waste bed has been developed, which can be coupled to the furnace CFD model. The changes in bed mass due to drying, pyrolysis, devolatilization and char oxidation are all included in the model. The mass and concentration of gases produced in these processes through reactions are also predicted. The one-dimensional unsteady energy equations of solid and gas phases, which account for the furnace radiation, conduction, convection and heat of reactions, are solved by the control volume method.

The Lagrangian model is validated by comparing its prediction with the experimental data in the literature. The predicted waste bed height reduction, temperature profile and gas concentration are in reasonable agreement with the observations.

The simplicity and efficiency of the model makes it ideally suitable to be used for coupling with the computational furnace model to be developed in future (so as to optimize incinerator designs).

The purpose of this paper is to investigate changes in, and associations between, sense of coherence (SOC) and emotional distress in women who participated in an accredited motivational program (VINN) in correctional institutions in five countries.

A prospective study with a pre- and post-test design included 316 participants from Sweden, Estonia, Denmark, Russia and Norway. Global emotional distress was measured by the Hospital Anxiety and Depression Scale. SOC was measured using the 13-item Orientation to Life Questionnaire. One-way analysis of variance and multilevel regression models were used in the statistical analyses.

An increase in SOC was associated with a decrease in emotional distress. Emotional distress decreased significantly −3.80 points (95 percent CI (−4.61, −2.97)), and SOC significantly improved from pre- to post-measurement by 1.82 points (95 percent CI (0.72, 2.92)), regardless of country and correctional institution.

The results add new knowledge regarding a coherent theoretical foundation of a motivational program for women. The ability of a program promoting health is important for researchers, health-care workers and facilitators delivering programs for women in correctional facilities. An increase in SOC can act as a protective factor in order to manage stressors and risk factors among women serving in correctional facilities.

The present study indicates that enhancing women’s coping resources and providing income alternatives to crime is fundamental to their capacity to desist from criminal behavior.

Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

Innovation and entrepreneurship competitions are employed as an important policy tool by the Chinese government and universities to promote entrepreneurship education and training. However, its effect has seldom been verified by empirical studies, especially in students’ leadership development, one of the core objectives of innovative talent cultivation. This study aims to test how undergraduate students’ participation and different team roles in innovation and entrepreneurship competitions can impact their leadership development.

Based on a questionnaire survey of 1,431 undergraduate students, this study used independent sample t-tests to verify the effect of whether to participate or not in innovation and entrepreneurship competitions on their self-reported leadership competence, and furthermore, to verify the effect of different team roles in the competitions on leadership improvement. Then, the propensity score matching method was used to verify whether team role was the most critical factor contributing to differences in leadership improvement.

The study found that undergraduate students who participated in the innovation and entrepreneurship competitions had significantly higher leadership value-added than non-participants. Among the students who participated in the competition, those who took the role of team leader were significantly better than team members in seven leadership dimensions, including sense of adventure, planning, information processing, problem solving and teamwork. They also differed in some individual educational experiences, family backgrounds and personal traits (especially vigor). The study verified that being a leader was a key factor in the difference of leadership improvement among undergraduate students.

On the one hand, the introduction of the vigor factor into the field of undergraduate student development expands the application space of the theory while verifying the role of vigor traits in students’ leadership behavior. On the other hand, it confirms the nurturing effect of innovation and entrepreneurship competitions in leadership and points out the direction of optimizing the quality of innovation and entrepreneurship education.