Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic…

Teachers experience a range of situations in the primary school context where students talk about, share ideas and use words and actions that might be described as non-heteronormative in character. This article reports on teachers' experiences of the ways in which they respond to actions and events they see as non-heteronormative. It identifies…

The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these…

Selective mutism (SM) is a childhood disorder characterized by failure to speak in social situations, despite there being an expectation to speak and the capacity to do so. There has been a focus on elucidating the differences between SM and anxiety disorder (ANX) in the recent literature. Although children with SM exhibit more symptoms at school…

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)--spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is…

This article explores teachers' reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing…

Using case study methodology including weekly focus group meetings and individual interviews, this article reports results of a study in a Canadian childcare centre in which four educators shared their attitudes and experiences on their role as educators and on building relationships with the children transitioning into their care and their…

This paper examines the meanings educators produce about their experiences working with trans and gender-nonconforming students, and the effects of this discursive process. In this paper, I draw on 62 interviews with school staff conducted in British Columbia to examine how educators understand their role in an institutional context (a school)…

This article aims to explore how social studies teachers understand their role in the delivery of course content. Drawing on data from an interpretive study completed as part of a Master of Education degree, the article investigates how social studies teachers understand their personal ideology as it relates to their teaching, navigate the…

Massive Open Online Courses (MOOCs) differ from other teaching environments in both the potentially "massive" number of participants and the "open" aspect of teaching in a public forum. Early MOOC instructors have of necessity worn many hats: subject matter expert, facilitator, researcher, producer, director, and curator. These…

There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were…

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of mathematics teacher education field experience, drawing on the conceptual tools of Bourdieu's social field theory to interpret data from a self-study on the role of supervision…

In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers' understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated…

Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what…