This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this…

In 1963, Howard Y. McClusky wrote the theory of margin, defining the personal ratio of power to load. Margin theory has been used to predict success; however, more research is needed to redevelop how this sixty-year-old theory is situated in the current environment. This grounded theory study examined the changes to margin by hybridization.…

The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their…

This paper harnesses the teachings of Paulo Freire in order to give a voice to Irish adult educators. The ontological aspects of Freire's theory are central to this task. Freire's ontological understanding of the human experience finds its fulfilment in his theory of conscientization. The two pillars of conscientization are personal and collective…

The purpose of this hermeneutic phenomenological study was to understand the collaborative needs amongst novice and experienced educators. Specifically, the researcher studied the personal and professional needs of novice and experienced educators to understand how these two groups can best collaborate. Semistructured interviews with 10…

The purpose of this qualitative descriptive study was to explore how rural North Carolina teachers, after completing the National Board Certification process, describe how they apply systematic thinking to their teaching practice, reflect on the experience, and learn from experience. Grounded in David Kolb's Experiential Learning Model and The…

We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for…

This study aims to explore the practices and institutional challenges of Hawassa University academics staff pertaining to their continuous professional development (CPD) engagement. To this end, we employ an exploratory case study as our research design using various sources of data. The data were analyzed using thematic analysis. The findings…

Adult learners often encounter obstacles that hinder their academic progress and subsequently withdraw from a course or drop out of school. There has been significant research conducted on the differences of how to teach children versus adults. However, not enough research has been conducted on the relationship between programmatic persistence and…

Community-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years. These were: a reduction in funding for…

Despite policy efforts over the last few decades to address racial disparities in education, often in the form of educator professional development, racism still manifests in educator practice, and Whiteness is often centered in the very processes designed to address exclusion. While research exists critiquing how systemic racism and Whiteness are…

Improvement of teacher quality has been identified as a strong factor for improving student learning and increasing student achievement. Developing teacher knowledge and pedagogy is traditionally cultivated in schools through professional development. Though professional learning is common in all schools as a core practice, the design, quality,…

Centers for Teaching and Learning (CTLs) at all-online universities are faced with the same challenge each year: creating a professional development curriculum that offers experienced and pedagogical support and community-building opportunities for faculty. Ideally, faculty would offer suggestions, contributions, and engagement regarding their…

This case study explored Spanish-speaking educators' perceptions and experiences of dual-language immersion (DLI) professional learning (PL). The study aimed to understand how PL offerings could best support and meet the needs of DLI Spanish teachers' best practices in the target language. The perceptions and experiences of seven Spanish DLI…

Much research focuses on schooling for refugee children in resettlement contexts; however, limited research addresses young adult refugees (YAR) between 16-24 years in the adult education (AE) system. This paper strives to fill this gap by providing the perspectives of 12 AE practitioners who welcomed and worked with Syrian YAR in Quebec, Canada.…