This research was a Participatory Action Research (PAR) methodology to implement the project "The Collaborative Power of Teachers to Strengthen Student's Global Leadership Skills in Na-ngiw Wittayasan School", which is part of the Doctoral Program in Educational Administration's research program on 21st-century education, Mahamakut…

The Research Sprints program offers faculty partners the opportunity to collaborate intensively and exclusively for one week with a team of librarians to achieve significant progress on research or teaching projects. This longitudinal study extends previous immediate and short-term assessments by interviewing Research Sprints participants at two…

While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong…

Studies have examined teachers' experience of organisational learning in school-based contexts but have seldom investigated teachers' cross-school learning processes. This paper explores the dynamic processes of teacher learning in cross-school settings led by local teaching and research officers. Qualitative comparative case studies based on…

Interprofessional Education (IPE) prepares students in the healthcare field for collaborative practices. Faculty perceptions of IPE have been investigated among several health professions. We assess athletic training (AT) faculty perceptions of the importance of the four IPE competencies, their attitudes towards IPE, their attitudes and beliefs…

Rural-serving community colleges (RSCCs) play vital roles in their communities yet often struggle to facilitate student transfer to further education, especially in STEM fields. This mixed methods study explored how rural STEM educators leverage relationships to support transfer. Social network analysis of focus groups with 36 educators at five…

Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities (SEND). Meanwhile, teachers instruct the whole class. Although TAs might help children with significant difficulties participating in the classwork…

This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face…

It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier…

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden…

Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled…

The research literature reports that teacher collaboration has great potential to increase various teachers' competencies; however, less has been said about how leaders can facilitate and support the development of these collaborations. This study examines the relative impact of distributed leadership practices, teacher professional learning, and…

Scaffolded faculty development is a recognized approach for enhancing teaching practices. Aga Khan University (AKU) adopted this method to elevate the quality of teaching and learning practices, promote a culture of excellence in higher education, and establish a sustainable faculty development model. AKU's scaffolded faculty development approach…

The study presents the design and implementation of team teaching in high school geography classes and analyzes the students' opinions regarding this type of teaching approach. The didactic activity was carried out in the 9th grade, at the Earth's Atmosphere learning unit. The participants in this activity were high school students, a geography…

In theory, collaboration is a key component of education in Aotearoa New Zealand. In practice, however, cross sector collaborative relationships are not so easily established or maintained, even when collaboration is 'mandated' through government policy. This research explores the perspectives of nine teachers from one Kahui Ako/Community of…