In this article, we report on an aspect of a study related to the implementation of challenging mathematical tasks in an initial teacher education program. Challenging mathematical tasks are complex, requiring problem solving and reasoning capabilities. Data collection consisted of a survey and a focus group interview administered after the implementation of tasks. Tasks were designed to include the challenged necessary to generate student productive struggle. Data analysis used both quantitative (descriptive statistics) and qualitative (content analysis) methods. An outcome of the study was the generation of a framework for the Design and Implementation of Challenging Online Mathematical Tasks (DICOMT). Data analysis indicated that initial teacher education students held reservations about the implementation of challenging mathematical tasks in school classrooms. These reservations appear connected to an uneven understanding of different mathematical topics and pre-existing beliefs that effective instruction should be based on problems which required familiar routine approaches to finding solutions.

Education systems worldwide are being challenged to re-examine the statistical and mathematical capabilities needed for an informed and critical citizenry, in light of disruptive phenomena such as global warming and climate change, migration, and pandemics. These phenomena are having a significant impact on the quality of life and wellbeing of citizens across the globe—and likely to continue to do so into the future. This article outlines the findings of a joint qualitative study in three countries (Brazil, Australia, South Africa) that focused on mathematics teacher autonomy during a time of disruption. The study draws on focus-group interviews with teachers regarding perceptions of enacting changes in content (what) and methods (how) they were teaching in response to the new mathematical and statistical demands associated with the COVID-19 pandemic crisis. The results contribute to new knowledge by highlighting the complex nature of teacher autonomy via a mapping of eight enabling and inhibiting influences affecting perceived situational freedom, at four levels: Classroom (curriculum demands; students’ knowledge), School (school leadership; time pressure), Profession (teacher self-efficacy; perceived responsibility for change), and External influences (from outside the school system, e.g., pandemic effect on students, parents, community; politicized sensitivities). Each influence was found to act in a dual fashion as both an enabler and inhibitor in relation to teacher autonomy. The discussion and conclusions reflect on implications for theory and practice, and point to directions for educational systems that can support the autonomy that teachers need to make changes when responding to (future) disruptions.

This paper reviews the current literature on consumers’ buying intentions in relation to organic food purchases, and finds a critical research gap in relation to exploring the role of marketing communications. Consequently this paper develops a conceptual model. The paper examines the central role of marketing communications as moderated through the variables of personal values, trust and perception about organic food. The paper argues that further empirical research is required to explain the divergence between consumers’ generally positive attitudes towards organic food and their relatively low levels of purchases.

Purpose – The Purpose of this paper is to explore the critical research issues in terms of service quality in higher education.

Design/methodology/approach – The paper critically examines a number of leading studies in satisfaction, service quality, and higher education.

Findings – The paper finds five critical research agenda in the field of service quality in higher education sector.

Research limitations/implications – The paper shows the research gaps of service quality in higher education through a review of literature. Future research should empirically address those gaps.

Practical implications – The growth of service quality literature started with commercial enterprises. Later, it is expanded in the management and marketing of higher education sector. Measuring and modeling service quality in higher education is new. The paper shows the nature and future directions of service quality research in higher education.

Originality/value – The research issues developed for this paper are relevant to antecedents, dimensions and consequences of service quality in the context of higher education.