Emerging research has shown that the COVID-19 pandemic impacted the working conditions of educators and led to increased levels of stress, burnout, and turnover. Few studies, however, have examined changes in collegiality during the pandemic despite scholarship noting that educators experienced isolation as support systems weakened and…

This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors' use of questioning as a pedagogical strategy based on…

Identified English learners are students from a home where a language other than English is spoken and who are in the process of acquiring English. These students participate in diverse educational programs, representing over 10% of the United States' student population. Many English learners experience English immersion with teachers who have…

This is a multiple case study exploring five high school English teachers' perceived supports and challenges to enacting critical literacy pedagogy, and their experiences navigating the challenges. Through a structure/culture/agency framework, I sought to understand how these five teachers' leveraging of supports and sense of agency in the face of…

Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely.…

The purpose of this study was to explore how teachers experience blended teaching and learning. This article describes the interplay of beliefs and practices of four high school teachers, based on interview data, observation data, and artifact analysis. Results showed that the four teachers in the study enacted their beliefs in the blended…

The purpose of this study is to explore elementary educators' perceptions regarding what it means to conceptually understand mathematics, the emphasis teachers place on utilizing evidence-based teaching processes, as identified as effective by National Council of Teachers of Mathematics (NCTM), and how these perceptions influence their…

Thomas Nunnally equates five-paragraph format essays with square cucumbers found at farmer's markets: they have an established structure but no argument. The real square cucumbers are students who need a formula to write competently. By providing students with a real audience, a teacher can show that he or she takes students' desires -- and…

Museum educators and instructors of English as a Second Language (ESOL) at a community college in New York reflect on their experiences facilitating a program designed to enrich the language, cultural, and visual literacy skills of adult immigrant students. The CALTA21 program brought together three stakeholders, immigrant ESOL students, language…

In this article, we discuss three cross-cultural memoirs used in three different university courses that introduced students to the complex identities that form both inside and outside of language classrooms. In arguing for the value of using such memoirs as content in university courses, we provide a detailed thematic analysis of Peter Hessler's…

The implementation of the Common Core's Standards for Mathematical Practice can pose a challenge to all teachers of mathematics but especially to preservice teachers. These standards require teaching in a way that often differs from what preservice teachers have experienced as learners. Standard 1--"Make sense of problems and persevere in…

Even though pedagogy courses in sociology are on the rise, many departments do not offer or require a course on teaching sociology or a teaching proseminar series. However, faculty in such departments do have other options for incorporating and integrating pedagogical issues into their standard curriculum. In this note, I offer one suggestion for…

Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in…

Teaching in higher education is often not addressed in doctoral education, even though many doctoral graduates will eventually teach. This article describes a biweekly teaching workshop, presents pitfalls and challenges that beginning instructors face, and advocates pedagogical training for doctoral students. Led by a well-known social work…

Folk belief theory is suggested as a primary cause for the persistence of the achievement gap. In this research-supported theory, culturally specified folk beliefs about learning and teaching prompt educators to direct more rigorous curriculum to high-advantage students but not to low-advantage students, resulting in impoverished pedagogy in…