Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine…

This study explores social studies teachers' self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies,…

This quantitative study aims to explore the validity of Donohoo et al.'s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy…

The two studies presented here examine the effects of teachers' enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group--in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control…

In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state's social studies standards, at least in part,…

This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in…

One major responsibility of K-12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student's Individualized Education Program or 504 plan, they rarely address how to talk…

This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT (information and communications technology) component of the 2017 education reform. Data were collected during the novel context and mandates dictated by the widespread COVID-19. The main indicators of…

The present study investigated to what degree teachers' personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of…

With the increasing demand for evidence-based research on teacher effectiveness and improving student achievement, more impact studies are being conducted to examine the effectiveness of professional development (PD) interventions. Cluster randomized trials (CRTs) are often carried out to assess PD interventions that aim to improve both teacher…

Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course (N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)--a type of natural language processing (NLP)--we examined how…

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate…

We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same…

The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the…

Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being…