Publication Date
| In 2025 | 15 |
Descriptor
Source
Author
| Afizal Abd Ghani | 1 |
| Aileen Garcia | 1 |
| Amanda Devine | 1 |
| Amanda R. Johnson | 1 |
| Amber Letcher | 1 |
| Amelia Wenk Gotwals | 1 |
| An Chuen Cho | 1 |
| Ana Lemos | 1 |
| Anastasia Vatou | 1 |
| Andrea B. Hellman | 1 |
| Andri Agathokleous | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 15 |
| Reports - Research | 14 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 8 |
| Secondary Education | 8 |
| Early Childhood Education | 4 |
| Preschool Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Australia | 2 |
| Malaysia | 2 |
| China | 1 |
| Cyprus | 1 |
| Greece | 1 |
| Indonesia | 1 |
| Italy | 1 |
| Minnesota | 1 |
| Portugal | 1 |
| Romania | 1 |
| Taiwan | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Head Start | 1 |
Assessments and Surveys
| Classroom Assessment Scoring… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJeffrey J. Wood; Karen S. Wood; Kashia A. Rosenau; An Chuen Cho; Amanda R. Johnson; Virginia S. Muscatello; Ingrid S. Tien; Jolie Straus; Samara Wolpe; Ari Zeldin; Kristofer Kazlauskas; Bryce D. McLeod – Journal of Autism and Developmental Disorders, 2025
The quality of care in public schools and other community settings for school-aged youths on the autism spectrum is variable and often not evidence-based. Training practitioners in these settings to deliver evidence-based practices (EBPs) may improve the quality of care. We developed a free internet-based training and clinical guidance system…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Mental Health Workers, Open Educational Resources
Yi-Ping Huang; Lu-Chun Lin; Wenli Tsou – ELT Journal, 2025
English as a lingua franca (ELF) represents a substantial paradigm shift in ELT because it challenges the traditional norm of standard English. Despite this changing trend, there is a gap in research on incorporating ELF into in-service teachers' professional development (PD). Given the backdrop that (trans)disciplinary courses are expected to be…
Descriptors: Foreign Countries, English (Second Language), Interdisciplinary Approach, Elementary School Teachers
Download full textSuyatno Suyatno; Dholina Inang Pambudi; Wantini Wantini; Didit Haryadi; Hendra Hendra; Rohmatus Naini – Educational Process: International Journal, 2025
Background/purpose: Generation Z (Gen Z) teachers often face problems related to low intrapersonal skills in the workplace. Although empirical evidence shows how important intrapersonal skills are in supporting Gen Z teachers, there is still limited research on the intrapersonal problems faced by these teachers. Therefore, this research aimed to…
Descriptors: Foreign Countries, Generational Differences, Junior High School Teachers, Self Concept
Lavyne L. Rada; Scott W. Smalley – Journal of Agricultural Education, 2025
Retaining quality SBAE teachers is key to the success and growth of the agricultural industry. Given the connection between SBAE teacher perceived competence and professional commitment (Palmer, 2020; Rada, 2023), it is vital to explore the perceptions of competence of teachers concerning their classroom. Using a Borich needs assessment model, the…
Descriptors: Agricultural Education, Agriculture Teachers, Knowledge Base for Teaching, Experiential Learning
Xavier Fazio; Stephen Kemmis; Jessica Zugic – Science Education, 2025
Science teachers struggle to implement and sustain new curricular ideas from professional development (PD) experiences. These PD opportunities are crucial for enacting real-world changes to teaching practice and address pressing global challenges, such as the teaching and learning of socioscientific topics nested in school communities.…
Descriptors: Elementary School Science, Elementary School Teachers, Secondary School Science, Secondary School Teachers
Xianhan Huang; Shiyu Zhang; Mingyao Sun; Masoumeh Kouhsari; Dongsheng Wang – Journal of Workplace Learning, 2025
Purpose: Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers' formal and informal learning and uncover the relationship…
Descriptors: Foreign Countries, Elementary School Teachers, Secondary School Teachers, Inservice Teacher Education
Samuel Fowler; Florence Gabriel; Simon N. Leonard – Professional Development in Education, 2025
Personal epistemological beliefs play a key role in teacher engagement with professional learning, so consideration of epistemic cognition is integral to the designing of sustainable professional learning. This qualitative study uses Chinn et al's (2014) model of epistemic aims, epistemic ideals and reliable epistemic processes (the AIR model) as…
Descriptors: Foreign Countries, Secondary School Mathematics, Secondary School Students, Secondary School Teachers
Amelia Wenk Gotwals; Tanya S. Wright; Arianna Pikus; Blythe E. Anderson; Lisa Domke – Elementary School Journal, 2025
Teaching that supports children in scientific sensemaking emphasizes discourse that prioritizes children's ideas and supports children in engaging in disciplinary practices. However, supporting science talk requires skillful instruction, and without support, teachers may find it challenging to engage our youngest students in rich discussions. In…
Descriptors: Elementary School Students, Elementary School Teachers, Kindergarten, Grade 1
Giulia Paganin; Consuelo Mameli; Dina Guglielmi; Greta Mazzetti – Journal of Education for Teaching: International Research and Pedagogy, 2025
Currently, educational institutions are going through significant challenges across all EU countries. Therefore, school principals need an appropriate leadership style to support teachers through these obstacles, supporting them in their professional development and promoting their satisfaction. This study explores the relationship between…
Descriptors: Foreign Countries, Principals, Elementary School Teachers, Secondary School Teachers
Afizal Abd Ghani; Roslinda Rosli; Siti Mistima Maat – Educational Process: International Journal, 2025
Background/purpose: Science, Technology, Engineering, and Mathematics (STEM) interdisciplinary education in schools may spark students' interest in learning the subjects and further help develop human capital and a STEM-educated workforce. However, many teachers are yet to be prepared to integrate STEM education into the school curriculum.…
Descriptors: Foreign Countries, Elementary School Curriculum, Elementary School Teachers, STEM Education
Joana Cadima; Tiago Ferreira; Carolina Guedes; Diana Alves; Catarina Grande; Teresa Leal; Filipe Piedade; Ana Lemos; Andri Agathokleous; Vicky Charalambous; Charalambos Vrasidas; Demos Michael; Manuela Ciucurel; Georgeta Chirlesan; Bogdan Marinescu; Delia Duminica; Anastasia Vatou; Maria Tsitiridou-Evangelou; Evridiki Zachopoulou; Vasilis Grammatikopoulos – Early Childhood Education Journal, 2025
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers' feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to…
Descriptors: Foreign Countries, Professional Development, Preschool Education, Preschool Teachers
Ximena Uribe-Zarain; Andrea B. Hellman; Angela B. Bell – TESOL Journal, 2025
In light of the growing diversity in U.S. schools, this case study explored how sustained professional development (PD) centered around assets-based approaches can shape the dispositions of teachers of culturally and linguistically diverse (CLD) students. The study followed 84 in-service teachers who completed a 2-year intensive TESOL…
Descriptors: Elementary School Teachers, Secondary School Teachers, Culturally Relevant Education, Diversity Equity and Inclusion
Experts Teachers' Point of View on Mathematics Teachers' Readiness in Becoming Professional Teachers
Sharida Abu Talib; Nurfaradilla Mohamad Nasri; Muhammad Sofwan Mahmud – Journal of Education and Learning (EduLearn), 2025
Today's educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers' readiness for such changes is limited, particularly in terms of leveraging experienced teachers' implicit knowledge for peer learning. This…
Descriptors: Foreign Countries, Master Teachers, Experienced Teachers, Beginning Teachers
Ruth Wallace; Ros Sambell; Shih Ching Fu; Johnny Lo; Elizabeth J. Cook; Amanda Devine – Australasian Journal of Early Childhood, 2025
This study evaluated the effectiveness of an online short course based on the Health Promoting Schools Framework and specifically designed for Early Childhood Education and Care (ECEC) professionals. The short course aimed to enhance ECEC professionals' nutrition knowledge, confidence, role legitimacy and adequacy to model healthy behaviours,…
Descriptors: Foreign Countries, Early Childhood Education, Early Childhood Teachers, Inservice Teacher Education
Janet Welsh; Sarah Meyer Chilenski; Ann-Michelle Daniels; Amber Letcher; Aileen Garcia – Early Childhood Education Journal, 2025
This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum…
Descriptors: Evidence Based Practice, Federal Programs, Low Income Students, Social Services
