This qualitative research study examined the experiences of two Black female teachers and six White female teachers who participated in five Diversity, Equity, and Inclusion (DEI) workshops that incorporated Open Studio Process (OSP) using Expressive Therapy Continuum (ETC). It is informed by research on defensiveness and resistance that often…

The purpose of this qualitative descriptive study was to explore how experienced elementary educators in Central Montana described their use of new knowledge from research evidence to inform their teaching practice. Data sources included 15 semi-structured interviews and two focus groups. The Cognitive Affective Model of Conceptual Change was…

This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The…

Because of environmental and personal factors, EFL teachers are often exposed to job burnout. However, the problem and factors that form causal associations seem ignored in the context of the study. This study, thus, aims to investigate EFL teachers' burnout and its associated factors among public primary schools in Jimma Zone, Ethiopia. A mixed…

This study reports on a collaborative research project initiated in 2022 by the authors based in Hong Kong and the Philippines. The overarching goal is to review and assess the impact that the prolonged use of technology for teaching has had on K-12 teachers. Through a narrative inquiry, the study seeks to encapsulate teachers' online teaching…

This qualitative case study investigates some views of teacher and educational leaders using the implementation and effectiveness of the e-learning platform in teaching in an elementary school setting. The research was conducted at Jimmy Sunshine Elementary School within the Mimi Rose School District in Southern Arizona. The study would dwell on…

Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore…

The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers' positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210…

The purpose of the current study was to examine the perceptions of teachers in different professional development periods regarding their experience of traditional activities for continuing professional development (CPD). The participants were 45 teachers from three professional life periods on the basis of teaching experience. Teachers'…

Elementary teachers are generalists, usually with a reading background. As such, a number of teachers have low self-efficacy about teaching mathematics for conceptual understanding. Researchers suggest that some major categories associated with this problem are not enough adequate professional development (PD) addressing conceptual understanding…

There is little to no research regarding novice elementary special education teachers (SETs) and their emotional well-being while in the school environment. The goal of this work is to illuminate special education teacher's voices missing in previous research. Additionally, this research examines the impact of work-related stressors on novice…

21st century skills can be considered as a tool to facilitate students' lives and prepare them for the world of the future. In this context, teachers' knowledge and experience of 21st century skills will be effective in solving possible problems that students will experience, and in turning them into a socially accepted, active, questioning,…

In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this…

School-based occupational therapy practitioners participate in multi-tiered systems of support (MTSS) for all students, including general education students who may be at risk for school failure. However, there is little information in the literature on how school-based therapists achieve this and the perceptions of teachers who engage with…

Educators within Illinois public schools faced challenges transitioning from face-to-face to remote learning during the COVID-19 pandemic. The target audience for this study was students in sixth through eighth grade. The problem was teachers from Grades 6 through 8 had limited experience using technology for remote educating and learning. The…