This phenomenological study analyzed perceptions of elementary principals of new teachers' efficacy and capacity in classroom management. The study was conducted to inform teacher preparation programs about critical classroom management needs that could be addressed at the undergraduate level. Results of the semi-structured interviews indicated…

There is little research on the experiences of new bilingual education teachers in the United States during the COVID-19 pandemic. This case study analyzes the written reflections of 20 first-year Spanish/English bilingual teachers in New York City, in which they shared their experiences and perspectives as bilingual educators during emergency…

The current teacher shortage and the demand for high quality teachers presents a nationwide educational problem. Additionally, more than one-third of teachers leave the profession within the first five years of their careers (Callahan, 2015). The most vital and systemic change that is needed in our educational landscape is the attraction,…

Teacher preparation and induction are two notable hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Our study challenges this notion through one newly developed teacher residency programme where participating teacher residents are positioned…

Teacher turnover is an issue not only in the state of Idaho but across the nation. This study examined the attrition outcomes of 6,572 beginning teachers in Idaho that were trained in one of four types of teacher preparation programs and started teaching between the 2014-15 and 2019- 20 school years. Teachers in the ABCTE preparation program were…

Most classroom teachers in the United States are middle-class, White women who teach diverse, multicultural student populations (National Center for Education Statistics, 2023). Considering the teacher/student demographics and the academic statistics regarding students of color, Education Preparation Programs (EPPs) must work to end the…

There is a substantial body of studies investigating teachers' beliefs about pronunciation. However, this line of research has rarely examined teachers' beliefs as a complex system. To fill this gap, the present study aims to shed light on the genealogy of teachers' beliefs about pronunciation instruction from the perspective of complexity theory.…

The number of students from ethnically, culturally, and linguistically diverse backgrounds in K-12 public education settings has increased in the past two decades. However, 80% of teachers in public schools are White and middle-class, which does not mirror the student population. Even though higher education prepares teachers to be culturally…

The Commonwealth of Virginia's Joint Legislative Audit Review Commission (JLARC) reviewed the K-12 special education services throughout the state; the findings revealed deficiencies in how Individualized Education Programs (IEPs) are developed. The purpose of this study was to investigate special education teachers' self-efficacy in developing…

This study explored the year-long development of 159 (N = 159) novice K-2 teachers' self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers' self-efficacy for literacy instruction grew significantly throughout the year.…

Within psychology, efforts to address racial-ethnic disparities in students' academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race…

Family engagement is a crucial component of student success, impacting academic performance, attendance rates, and behavior. However, many families, particularly those from historically marginalized communities, remain disengaged from their child's school due to barriers such as a lack of trust, negative experiences, and language or cultural…

Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The…

Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The…

Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The…