Collective responsibility means that teachers work in cooperation and collaboration, act, and solve problems together. When teachers act together, they can be more productive. Urban schools' principals prefer activity and project-based approaches in order to better integrate students into urban life, and for this, they work to ensure that teachers…

Purpose: The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs. Design/methodology/approach: After identifying studies utilizing inclusion and exclusion…

Purpose: This research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society. Design/methodology/approach: Employing a mixed-methods approach, the authors conducted surveys among school…

Consensus moderation is an approach to quality assurance where collaboration and discussion take place to agree mark allocation. This study explored sessional academics' perceptions and experiences of consensus moderation in higher education. Data from four focus groups were analysed using Foucauldian Discourse Analysis. The findings reveal four…

Team collaboration is an essential component of augmentative and alternative communication (AAC) services that directly impacts outcomes for students in special schools. Given the central role of the Special Education Teacher (SET) in the AAC team, there is a need to explore and understand SETs' perceptions to support effective team collaboration.…

The benefits of service-learning have been well documented in the literature in terms of student outcomes (i.e., increasing retention rates). The purpose of this article was to gather the experiences of faculty who participated in the Service-Learning Faculty Scholars program, a faculty development program designed to infuse service-learning into…

The gap between students' formal, school-based learning and informal, social learning has been widely acknowledged. To overcome this gap, academic service-learning (AS-L) pedagogy involves deliberate efforts to interconnect formal and informal learning by enhancing students' transitions across multiple authentic settings and fostering their…

In the context of economic globalization, cultural exchanges are becoming more and more frequent, and more and more international teachers come to China to teach. Using qualitative data collected from a university in Beijing, this study explored the international teachers' roles perceived by school administrators, students, and international…

This article presents a participatory action inquiry into the process and outcomes of professional learning for culturally nourishing pedagogies in Inuit schools. Culturally nourishing pedagogies are approaches to schooling that centre local knowledge, language, culture, and knowledge holders. Engaging all school staff, administrators, curriculum…

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with…

Collaboration between teachers of students who are deaf and hard of hearing (TSDHH) and educational audiologists is essential when developing successful, comprehensive service delivery plans for students who are deaf and hard of hearing. Despite the importance, little is known about how these two professions work together. This study sought to…

The present research aims to investigate teachers' views as critical factors in the success of inclusive education on the Parallel Support (PS) institution in Greece and the educational policies implemented. PS is an educational support provided by a special education teacher, alongside the mainstream teacher, in the classroom, exclusively for a…

Background: Occupational therapists and teachers often collaborate for the benefit of students. Purpose: This work aims to develop a conceptual framework for collaboration between occupational therapists and teachers in a school-based setting. Methods: A multiple method, qualitative methodology was employed. An integrative analysis of findings…

We present a model for professional development of instructional faculty. Though initially conceived for accreditation compliance as a credentialing process for adjunct faculty, this project led to increases in participants' collaboration on lesson design, investment in curricular decisions, and adoption of active learning methods. In this paper,…

In education, a multidisciplinary approach is needed in order to address many of today's multifaceted challenges. Though multidisciplinary educational approaches have been shown to have benefits on learning, many studies show that teachers often struggle to implement multidisciplinary education, partially due to lack of time and planning. To…