The primary purpose of the research is to examine middle school teachers' self-efficacy perceptions of digital competence. The participants of this study, which was conducted using the phenomenology pattern of the qualitative research approach, consisted of 17 middle school teachers who were determined using the criterion sampling method, one of…

To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Maori-medium curriculum and the…

This research investigated how middle school science teachers integrated engineering into their planned science instruction and the extent to which they conceptually linked science to engineering following participation in a professional development program. Video recordings of six teachers' classroom implementation of teacher-designed units were…

Meaningful collaborative interactions in asynchronous online mathematics teacher professional development (PD) may provide teachers with valuable opportunities to learn. We studied collaborative interactions in online teacher PD activities that involved embedded videos, prompts, discussions, and multiple online tools. Analysis of teacher responses…

SAE for All was adopted by the National Council for Ag Education in 2015 and North Carolina launched the model through statewide professional development in 2019. As part of a larger study on implementation, this 2022 qualitative study sought to understand the barriers teachers were facing in implementing the SAE for All model and sought to…

Supervised agricultural experiences (SAE) have been a core tenet of school-based agricultural education. Despite this, limited evidence has existed regarding the best practices associated with facilitating quality student learning for SAEs at the middle school level. In response, we used self-regulated learning as a lens to examine this…

As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design-based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle…

Background: Research clearly points toward a relationship between teaching behavior and students' affect. The relations between teaching behavior and middle school students' mental health, in the form of positive and negative affect, are particularly important to understanding how school-based clinicians can provide support for teachers and…

Materials development is increasingly recognized as a valuable venue for narrowing the research-practice gap. This qualitative case study explores how four middle school teachers and three university researchers collaborated in a community of practice (CoP) to write textbooks by highlighting the interplay between their collaborative relationships…

Drawing on three decades of research, this study explores the attitudes of middle school social studies teachers toward professional development in Western Tennessee. Social studies educators frequently navigate the repercussions of the No Child Left Behind (NCLB) Act, which has led to misguided incentives for states and districts to prioritize…

The concept of scaffolding in the learning process refers to teacher assistance to all students in the class when they are unable to solve math problems correctly, which is identified by errors in solving the issues. The assistance in question is temporary. The diversity of students' academic abilities in the class influences the teacher's…

Despite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and their secondary students. Using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; teacher report) and mySAEBRS (student report) scores…

Racism impacts the lives of students who identify as Black, Indigenous, or People of Color (BIPOC) in a myriad of ways. It is important that future teachers go beyond individual acts of racism to understand how racism operates as a system. To this end, we designed and implemented a statistical investigation with 13 preservice teachers using real…

Integer arithmetic is difficult for students worldwide. Although students' integer thinking has frequently been studied, little is known about typical instructional practice for this difficult topic. Thus, to investigate what resources teachers use, we surveyed U.S. middle-grade teachers who teach negative numbers. About half the teachers said…

Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning-by-design project approach in which 22 Korean PSTs developed lesson plans for middle…