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Elaine Chan Ed.; Vicki Ross Ed. – Advances in Research on Teaching, 2023
Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both expected and unanticipated, that each individual…
Descriptors: Longitudinal Studies, Cross Cultural Studies, Professional Identity, Student Attitudes
Mary Lopez; Kirsten Wandschneider – Journal of Economic Education, 2024
The authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to connect with economics allow students to understand and be empowered by the value they add to the classroom. The suggested practices thus include providing…
Descriptors: Sense of Community, Inclusion, Teaching Methods, Beginning Teachers
Amanda L. Sullivan; Thuy Nguyen – Great Lakes Equity Center, 2024
This "Equity Tool" is intended to facilitate use of the concepts and processes described in greater depth in the Equity by Design brief, "Promoting Socially Just Evidence-based Practice." We summarize the framework presented in this brief and offer guiding questions to support educators' preparation for and engagement in…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Misconceptions, Community Involvement
Rodrigues, Susana, Ed.; Mourato, Joaquim, Ed. – IGI Global, 2023
Higher education institutions (HEIs) are providers of knowledge and competencies. HEIs are very important to the development of society and the regions they impact geographically. The current uncertainty and challenges require new ways of educating. They require the use of new pedagogical tools that prepare students to deal with real and future…
Descriptors: Higher Education, Economic Development, Geographic Regions, School Community Relationship
Abate, Melaku Takele; Wedajo, Abbi Lemma; Hunde, Adula Bekele – International Journal for Lesson and Learning Studies, 2023
Purpose: This study aimed at exploring mathematics teachers' reactions, learning, school leaders' support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice. Design/methodology/approach: The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers' knowledge…
Descriptors: Foreign Countries, Mathematics Teachers, Teacher Attitudes, Assessment Literacy
Shelton, Ryann N.; Rogers, Rachelle Meyer; Wilkerson, Trena L. – International Journal for Lesson and Learning Studies, 2023
Purpose: The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study. Design/methodology/approach: This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a…
Descriptors: Preservice Teachers, Perception, Middle School Teachers, Secondary School Teachers
de Novais, Janine – Teachers College Press, 2023
At the core of the intractability of racism is the persistent cultivation of our collective ignorance of it. This book argues that this cultivated ignorance compels us to support a status quo that we abhor. We are stuck because we cannot imagine a world beyond racism. We are also stuck because engaging with issues of racism with others usually…
Descriptors: Racism, Elementary Secondary Education, Higher Education, Social Justice
Lemelin, Cosette; Gross, Cole D.; Bertholet, Renette; Gares, Sheryl; Hall, Mark; Henein, Hani; Kozlova, Valentina; Spila, Michelle; Villatoro, Valentin; Haave, Neil – Bioscene: Journal of College Biology Teaching, 2021
Shorter lectures punctuated with activities to engage students in the learning process can increase student understanding, critical thinking, and overall learning. However, some students have negative responses to active teaching strategies. Here we explore the topic of student resistance to active learning, including reasons for this opposition…
Descriptors: Resistance to Change, Active Learning, Resilience (Psychology), College Faculty
Jonathan Eckert Ed.; Bradley W. Carpenter Ed. – IAP - Information Age Publishing, Inc., 2024
In chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy…
Descriptors: Educational Environment, Educational Improvement, Communities of Practice, Leadership Styles
William J. Chopik; Jeewon Oh – Teaching of Psychology, 2024
Introduction: Improving students' experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity. Statement of the Problem: The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in…
Descriptors: Distance Education, Synchronous Communication, Undergraduate Students, Graduate Students
Benjamin Kutsyuruba, Editor; Frances K. Kochan, Editor – IAP - Information Age Publishing, Inc., 2024
This volume of the Perspectives on Mentoring Series explores the role of mentoring in promoting wellbeing of both mentees or proteges and mentors in K-12 school settings. At its core, mentoring is about helping, advising, supporting, and guiding mentees and proteges to gain a wide variety of skills, abilities, and/or attributes. Another outcome of…
Descriptors: Mentors, Well Being, Elementary Secondary Education, Mental Health
Tanvir Prince – Numeracy, 2024
This research centers on implementing Quantitative Reasoning (QR) within a differential equations course at an urban public community college. As a participant in the Numeracy Infusion for College Educators (NICE) faculty development program, I sought to integrate QR skills into my curriculum. Students in the course were introduced to QR goals…
Descriptors: Mathematics Skills, Thinking Skills, Equations (Mathematics), Urban Schools
Liszka, James; Card, Robert; Clark, Patricia; Coleman, Kimberly J.; Leibensperger, Eric; Mattingly, R. Bruce; McGuire, Mary; Nollenberg, Joshua; VanSlyke-Briggs, Kjersti; Wilson, Leigh – Journal of the Scholarship of Teaching and Learning, 2022
The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47…
Descriptors: Active Learning, Student Projects, Interdisciplinary Approach, Community Involvement
Ventura, Steve; Ventura, Michelle – ASCD, 2022
What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should "start" doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results?…
Descriptors: Communities of Practice, Outcomes of Education, Educational Improvement, Teacher Effectiveness
Monica Stevens – ProQuest LLC, 2022
Professional Learning Communities (PLCs) can provide a structure for teachers to engage in learning processes that improve their classroom practices collaboratively. If followed consistently with the literature, PLCs are a robust professional learning model that can support teachers collectively through learning and reflecting on their classroom…
Descriptors: Faculty Development, Communities of Practice, Teacher Collaboration, Leadership Responsibility