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Direct linkJasmine D. Haynes; L. Trenton S. Marsh; Kim M. Anderson – Urban Education, 2025
This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators'…
Descriptors: Urban Schools, Culturally Relevant Education, Equal Education, Trauma Informed Approach
Download full textTejendra Pherali; Min Layi Chan; Wirachan Charoensukaran; Elaine Chase; Eileen Kennedy; Greg Tyrosvoutis; Gabi Witthaus; Diana Laurillard – Journal of Interactive Media in Education, 2025
Educational providers frequently respond to learning disruptions encountered by refugees, internally displaced persons, and migrant communities through online platforms. Learning modules in these digital spaces are often remotely designed, prescriptive and lack full appreciation of challenging circumstances faced by teachers and learners. To…
Descriptors: Faculty Development, Relocation, Refugees, Teacher Response
Antigona Uka; Marigona Morina; Eugene G. Kowch – Center for Educational Policy Studies Journal, 2025
During the COVID-19 pandemic, teachers were exposed to technology-enhanced learning as an emergency measure, yet despite decades of advancement in educational technology, the online learning experiences lacked deliberate design. Recent research highlights a gap concerning the design elements of online professional development and teachers' needs…
Descriptors: Foreign Countries, Capacity Building, COVID-19, Pandemics
