This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers…

This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

In this article, I examine the relationship between large-scale social discourses and local, school discourses as it plays out in conversations about gender and sexuality with and among teachers, specifically in the context of the passage of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California. Grounded in feminist…

In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

Purpose: When school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue. Design/methodology/approach: This ethnographic study examines how data-centric accountability and…

This paper describes the practices employed by middle school girls in New York City to negotiate their postfeminist school environment and considers the contested notion of girls' agency. Based on an exploratory ethnographic study, the data reveal that girls--to varying degrees of success--enacted a range of practices to gain power over the…

In this article, the author reports on a participant-observation case study that explored how alternatively certified, middle school teachers' expectations of tracked students affect their ability to learn to teach in ways that promote students' mathematical struggle and participation in productive mathematical discussions. Two teachers--one…

Common sense thinking on international professional development suggests that the rewards for teachers are automatic. One of the most frequently advertised gains teachers are expected to see from participation includes the likelihood that they will have a transformative experience, whereby aspects of their personal or professional attributes are…

Fueled by the proliferation of new technologies, teachers are being asked to rethink their own practice and deliver instruction designed to help students succeed in the 21st century. The aim is to extend students' intellectual capacity through the use of contemporary tools and to create powerful learning situations which can extend their…

Adolescents are an understudied, but meaningful, population when it comes to food safety education. With the proliferation of pathogenic microbes and changes in eating habits of Americans, today's youth are more at risk of contracting a foodborne illness than previous generations. Hands On: Real World Lessons for Middle School Classrooms provides…

The Algebra Project DR K-12, funded by the National Science Foundation as a Research and Development Project, addressed the challenge of offering significant STEM content for students to ensure public literacy and workforce readiness. The project's primary purpose was to test the feasibility and effectiveness of a model for establishing four-year…

With the enactment of the NCLB mandates, emphasis on high-stakes testing became more prevalent than ever. Some argue that high-stakes tests can be a driving force behind fundamental change in schools. Whether or not this type of test-driven change leads to school improvement is an empirical question. What we do know is that high-stake testing can…

Two teachers participating in an online study group provided the foci for in-depth case studies. Transcripts of conversations they had with colleagues about issues related to reform-oriented pedagogy were analyzed from both acquisition and participation perspectives on learning. Both teachers exhibited mainly marginal changes to their pedagogical…