The purpose of this article is to reflect upon how a trauma-informed education is intimately connected with equity and justice. I will briefly describe the impacts of trauma on students, specifically on their sense of safety and belonging, and by extension, their ability to engage and learn. I will then offer suggestions for how we, as educators,…

Educators consistently identify student motivation as a top concern, particularly during the transition to college, but often feel helpless to influence it. Some assume that students are simply motivated or not. Others are daunted by trying to shape an unobservable psychological phenomenon. "Invisible Forces" provides a framework for…

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing…

The Whole School, Whole Community, Whole Child (WSCC) model is a student-centered approach that addresses the importance of health in schools. This framework acknowledges that schools are not just a place where students learn, but they are also worksites (CDC, 2021). Evidence-based employee wellness initiatives have the potential to improve…

This truly accessible resource shows primary school practitioners how to help every student feel valued and included in school so that they develop confidence, resilience, love of learning, a positive sense of self and healthy relationships. Sue Roffey presents a visionary and unique approach to education underpinned by clear principles that can…

Children with special needs may have less access to play due to the nature of their developmental delay or disability or their lack of experience with typically developing peers. Many preschools and kindergartens have reduced play in their daily schedules and elementary schools have reduced or eliminated recess (Jarrett et al., 2015; Zigler &…

This closing article urges adult educators to continue to question our role, our ideas, and our pedagogical strategies in order to renew our efforts to support social change and social justice.

As more schools move to adopt inclusive practices, special educators are expected to provide services to students in new settings, collaborate with their general education colleagues, and navigate various difficult situations. These new settings, models, and collaborative efforts can be stressful for the special educator because of the conflicts…

Science teachers need to consider how they want to grow professionally. Thinking about one's future involves identifying the knowledge, practices, and attributes needed in a new role. By using a framework such as the science education trajectory (SET), teachers can more easily consider their professional options and work strategically toward them.…

Based on years of extensive research on teacher development, this book offers a practical introduction to the concept of teacher reflection, demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way. Providing practical models and guidelines for use in the…

This article uses Gresalfi and Cobb's (2006) definition of "mathematical authority": "the degree to which students are given opportunities to be involved in decision making and whether they have a say in establishing priorities in task completion, method, or pace of learning. Thus, authority is not about 'who's in charge' in terms…

Information technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the…

Eliciting and using student thinking (NCTM 2014) is a foundational pedagogical skill that informs the decisions teachers make during instruction. It informs the questions teachers pose, the focus of small-group and whole-class discussions, and even the small adjustments teachers make during a well-planned lesson. To use student thinking to…

Educators and administrators in higher education are currently grappling with the effects of individual and collective trauma as it relates to college students' academic performance. A plethora of research points to the inimical effects that trauma can have on students' learning and persistence. This article outlines common trauma terms and…

Innovative teaching means the teacher is the creator, but unfortunately it does not necessarily mean the same for the students. Innovation is not just "doing" something new; it is "thinking" of new ways to improve a product, a method, or an idea. How can educators teach students to become better innovators themselves? This…