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The US National Science Foundation (2013, 2015) surveys of earned doctorates in education show that between 2003 and 2014, over 20,000 degrees were granted in a field broadly defined as Educational Administration. It is then important to discuss the pedagogies of teaching not only the content area courses for educational leaders, but research as well. We highlight the intertwined tensions between different discourses: the ways of thinking about research that our students bring to the online classrooms, the course goals that we aspire to achieve, and the ways we teach qualitative research online. In doing so, we see our classes as spaces of the (not always smooth) interplay between the firm structure of expected goals and free-flowing nature of qualitative research.

This paper investigates the policies and politics of including European Roma students in mainstream educational systems within the context of two European Union (EU) policies: the Decade of Roma Inclusion (2005-2015) and EU National Roma Integration Strategies (2013-2020). Drawing on the scholarship about inclusion and its practical achievements, we examine the tensions between policy planning and policy implementation. We conclude that there is a discrepancy between what inclusion represents in current educational discourse and how inclusive efforts are working (or not) for Roma students.

Case Study Research, a book by Peter Swanborn, a former chair of methodology at the Universities of Utrecht and Amsterdam, joins the collection of scholarly sources available to students, researchers and practitioners interested in doing case studies. The author situates the book within a general methodological framework, useful for graduate courses with a strong emphasis on quantitative research, mainly organizational science, information management, marketing, health sciences, and psychology. The book offers precise advice regarding the case study design, steps to be followed in conducting it, and a secure epistemological-methodological space in which appropriate strategies lead to solutions/answers.

This paper follows the discursive loops we have been attempting to untangle as a result of our work on a federally sponsored 3-year mixed methods research project at a private, not-for-profit university, which we will call Midwestern Regional University (MRU), in the mid-western United States. Grounded in the social model of disability, the project aimed to improve MRU's ability to provide a quality education for disabled students. We explore two sets of tensions: methodological ones that emanate from different epistemological assumptions of qualitative and quantitative inquiry that we combined, and theoretical ones stemming from different ideological underpinnings that position the medical and social model of disability as incongruent. These methodological and theoretical tensions also reverberated to the ethical and political aspects of our research.

This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers’ professional life and that teachers desire (a) to have more time to do research, and (b) collaboration with and assistance from colleagues and administrators. Ethnographic data from three participants revealed that each understood research differently, which affected what was unfolding in the classrooms. Implications for teacher research are discussed.

This study explores the ways Balkan immigrants in the United States constructed their racial and ethnic identity while living in the Balkans, and how these identities have become re-constructed upon immigrants' adaptation in the new country. The study has two goals: to narrow the theoretical gap that surrounds the field of contemporary European immigration to the United States, and to explore the impact of new immigrants' sense of racial and ethnic identity on the complex reality of North American multiculturalism. The theoretical contribution of this study resonates with a mission of critical pedagogy, viewed as a contextual and political practice that has the power to enable people not only to examine their identities, but also to consider their own role in creating, sustaining, and resisting power relations, inequality, and social injustice. Aiming at deeper understanding of a small group of people, the narrative analysis of immigrants' stories was employed. Thirteen immigrants who now reside in the Chicago metropolitan area were interviewed. Immigrants' narratives revealed that racial and ethnic identity is fluid, multi-layered, and contradictory, contingent upon history and geography, as well as various aspects of social life: urban and rural origin, educational level and social mobility, cultural practices, sets of beliefs, webs of family ties and friendships. The identity markers such as race and immigration status grant the Balkan immigrants multiple choices. Depending on the social issue they want to avoid or embrace, immigrants could utilize either their marginality which stems from their foreign status, or their dominance caused by white supremacy. Thus, race could be avoided, unnamed, or transformed, but remains an inescapable part of white immigrants' life in the United States. While the outcome of the contemporary wave of immigration from the Balkans is difficult to predict, several factors indicate immigrants' willingness to incorporate white mainstream American values. Therefore, assimilation is not necessarily an oppressive force, since immigrants are not passive subjects upon whom assimilation is imposed or simply happens; they can choose the aspects of the host society they wish to embrace for their own advancement.

Case Study Research, a book by Peter Swanborn, a former chair of methodology at the Universities of Utrecht and Amsterdam, joins the collection of scholarly sources available to students, researchers and practitioners interested in doing case studies. The author situates the book within a general methodological framework, useful for graduate courses with a strong emphasis on quantitative research, mainly organizational science, information management, marketing, health sciences, and psychology. The book offers precise advice regarding the case study design, steps to be followed in conducting it, and a secure epistemological-methodological space in which appropriate strategies lead to solutions/answers. Key words: Case Study, Research Design, Empirical/Analytical Paradigm, Quantitative Research

This paper describes three examples of one-to-one school-university collaborations. In all cases, each one of us-the university partners-collaborated with a teacher who was enrolled in preservice or inservice graduate teacher education programs at our university. The teachers, who taught in different schools, were former students in our research classes. We invited interested students to participate in a collaborative action research with them and three teachers expressed their interest. Even though all three collaborations fell under the heading of “One-to-One” collaboration, each partnership was very different depending on the needs of the teachers, availability of both partners, and interest of the partners. The lengths of time the collaborations took place were also different, ranging from 6 weeks to 8 months. The collaborations were informal, in that no contracts were signed.

With the global introduction and widespread administration of COVID-19 vaccines, there have been emerging reports of associated vasculitis, including leukocytoclastic cutaneous vasculitis (LCV). In this paper, we present a case of a 68-year-old female patient who developed painful purpuric skin lesions on her feet 12 days after administration of the inactivated COVID-19 vaccine BBIBP Cor-V with histopathological confirmation of LCV and no signs of systemic involvement. The case is followed by a comprehensive literature review of documented LCV cases associated with COVID-19 vaccination with overall 39 articles and 48 cases of LCV found in total. In the majority of cases (56.3%) the first symptom occurred after the first dose of the COVID-19 vaccine, with symptoms manifesting within an average of seven days (6.8 ± 4.8) post-vaccination. The adenoviral vaccine Oxford-AstraZeneca (41.7%) and the mRNA vaccine Pfizer-BioNTech (27.1%) were most frequently associated with LCV occurrences. On average, LCV resolved within 2.5 (± 1.5) weeks. The preferred treatment modality were glucocorticoids, used in 70.8% of cases, resulting in a positive outcome in most cases, including our patient. While the safety of a subsequent dose appears favorable based on our review, individual risk–benefit assessment is crucial. This review emphasis the importance of considering COVID-19 vaccination as a potential trigger for the development of cutaneous vasculitis. Despite rare adverse events, the benefits of the COVID-19 vaccination outweigh the risks, highlighting the importance of immunization programs.