Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger…

Utilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways White teachers can use their power to mitigate those privileges. The findings indicate that teachers are aware of the advantages and privileges afforded…

In this article, I explore several complicating factors that impact (White) music teachers as they work towards decolonizing their teaching practices. Created by the discursive structures of settler colonialism, these factors include the discourse of an additive multiculturalism, both in society and in the field of music education, the tendency to…

Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies,…

Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers' understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their…

We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers' in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color.…

This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators' cultural competence systematically. Findings…

Using national data from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K-12 practitioners' risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition…

Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work…

Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school…

We propose that the Indigenizing framework of land education in teacher professional development offers an opportunity to engage the epistemological constraints of white settler teachers. Building off the work of teacher education researchers who examine settler epistemic formations in teachers and document the gaps between euroamerican epistemic…

The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors…

Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are…

Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being…

Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…