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Sharnic Djaker – ProQuest LLC, 2023
The learning crisis in low- and middle-income countries (LMICs) is significantly marked by a high degree of heterogeneity in student learning outcomes. Such variations, extending across student abilities, backgrounds, and learning speeds, are believed to be partly a result of teachers failing to devote sufficient attention to students who are…
Descriptors: Secondary School Teachers, Teacher Expectations of Students, Teacher Attitudes, Academic Ability
Tamara DeVine Rinehart – ProQuest LLC, 2023
This multi-case study explores the lives of six former preK-12 teachers and their health and well-being during and after teaching. Using the framework of self-care, the purpose of this research was to investigate how teachers' health, well-being, resilience, and other internal characteristics intersect with external factors of teaching and…
Descriptors: Preschool Teachers, Elementary School Teachers, Secondary School Teachers, Well Being
George Nicholas Cornwell – ProQuest LLC, 2023
The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the "Standards for Technological and Engineering Literacy" (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb's…
Descriptors: 21st Century Skills, STEM Education, Public Schools, Grade 6
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Gail Prasad; Esther Bettney Heidt – Language Awareness, 2023
Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and Anglophone with little experience learning additional languages (Athanases & Wong, 2018; Deroo & Ponzio, 2023; Pettit, 2011). When teachers…
Descriptors: Preservice Teachers, Preservice Teacher Education, Student Diversity, Bilingual Students
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Upara, Santipap; Chusanachoti, Ruedeerath – LEARN Journal: Language Education and Acquisition Research Network, 2023
Out-of-class resources offer a range of opportunities for language learning and teaching. However, teachers' integration of these resources into the Thai EFL context has received limited research attention. This mixed-methods study was conducted to explore how teachers incorporate out-of-class resources in their EFL classrooms, and conduct…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
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Dawa Dukpa; Suzanne Carrington; Sofia Mavropoulou – International Journal of Disability, Development and Education, 2024
Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the…
Descriptors: Foreign Countries, State Schools, Secondary School Teachers, Special Education Teachers
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Ming Tak Hue; Shahid Karim – International Journal of Comparative Education and Development, 2024
Purpose: Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students' sense of belonging to the school or the larger society. Although most students in…
Descriptors: Foreign Countries, Minority Groups, Ethnic Groups, Barriers
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Yueqingzhou Ma; Norbert Vanek – Journal of Psycholinguistic Research, 2024
Research on first language (L1) attrition typically focuses on immigrant populations in their second language (L2) environment, yet we know comparably little about L1 attrition in the L1 setting. This study used two lexical tasks to test L1 attrition, a time-sensitive word decision task and a video retelling. Chinese teachers of English vs.…
Descriptors: Native Language, Language Skill Attrition, Chinese, Second Language Learning
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Josephine Lau; Katja Vähäsantanen; Kaija Collin – Pedagogy, Culture and Society, 2024
Teachers are frontline actors in actualising educational innovations. In some contexts, teachers' professional agency is undervalued. This study investigated teachers' agency and its related workplace affordances in Hong Kong, which features a centralised-decentralisation education governance system, and a hierarchical work culture. The study was…
Descriptors: Foreign Countries, Professional Autonomy, Cultural Context, Vertical Organization
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Vicki Donne; Mary A. Hansen – Journal of Educational Technology Systems, 2024
Today's technology reality is reminiscent of science fiction in many ways. In order to mitigate the spread of COVID-19, school buildings closed. When they reopened, many schools utilized videoconferencing, learning management systems, and other technology to provide virtual instruction; however, all students did not experience the same technology…
Descriptors: Technology Uses in Education, COVID-19, Pandemics, Students with Disabilities
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Ívar Rafn Jónsson – Pedagogy, Culture and Society, 2024
Student involvement in assessment is considered essential to assessment for learning (AfL), mainly for developing a shared understanding of what it means to be a competent learner. However, translating AfL into practice has been difficult because teachers are reluctant to co-share assessment responsibilities with students. Thus, this paper…
Descriptors: Student Participation, Student Evaluation, Secondary School Teachers, Secondary School Students
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Jane W. Kim; Imelda Nava-Landeros; Michael Shriner – Multicultural Education, 2024
Abolitionist dreamers have called for justice-oriented teachers to teach K-12 students with marginalized identities through methods of critical and culturally responsive/sustaining pedagogies (Freire, 1970/2018; Gay, 2018; Ladson-Billings, 1995/2021; Paris & Alim, 2014); acts of love, care, hope, and healing (Ginwright, 2016; Love, 2019); and…
Descriptors: STEM Education, Computer Science Education, Social Justice, Teaching Methods
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Scott Thorne; Nathan Mentzer; Greg J. Strimel; Scott Bartholomew; Jason Ware – Journal of Technology Education, 2024
Learning by Evaluating (LbE) is an instructional approach that involves students making comparative judgements of pairs of artifacts, such as student work, portfolios, prototypes, or curated images related to a topic of instruction to enhance critical thinking and decision-making skills. Situated as a primer for learning, the efficacy of LbE stems…
Descriptors: STEM Education, Secondary School Students, Learner Engagement, Teaching Methods
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Kasper Lasthein Madsen – Pedagogies: An International Journal, 2024
Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine…
Descriptors: Movement Education, Teaching Methods, Physical Activities, Classroom Techniques
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Caitlin M. Prentice; Stian Orm; Matteo Botta; Torun M. Vatne; Trude Fredriksen; Solveig Kirchhofer; Krister Fjermestad – School Mental Health, 2024
Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a…
Descriptors: Foreign Countries, Students with Disabilities, Sibling Relationship, Siblings
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