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…

The researcher sought to understand how the complexities and challenges of offering high-quality professional development district-wide impacted teachers' ability to implement their new learning. The literature posits that to be considered effective, professional development must include six distinct design elements: (1) Is data driven, (2)…

As students enter the middle grades, many lose academic momentum and thus reach ninth grade unprepared. This lack of preparedness snowballs: It leads students to disengage from their studies, causing them to miss opportunities to get back on track in high school and thrive in the years beyond. Sixth grade is a particularly critical juncture.…

The chance to be part of educational experiences which provide dialogic spaces for the surprising or unexpected are essential for future English teachers and their pupils. The impact of neoliberal reforms on the secondary English curriculum and initial teacher education restricts teachers' autonomy and pedagogical creativity whereby teaching…

Simulations were conducted to establish best practice in hyperparameter optimization and accounting for clustering in Generalized Linear Mixed-Effects Model Trees (GLMM trees). Using data-driven best practices, the relationship between a 9th Grade On-Track to Graduate (9G-OTG) indicator and observed high school graduation within four years was…

Although School based agricultural education (SBAE) teachers have a variety of responsibilities within a comprehensive program, supervised agricultural experience (SAE) programs are considered an intracurricular component. Unfortunately, the ability for teachers to plan for and facilitate SAEs has been reported as lacking. The purpose of this…

In this qualitative phenomenological research, the perspectives of secondary school administrators regarding the tenets of standards-based grading were explored. This research sought to expand the knowledge of understanding the views held by secondary school administrators regarding grading practices as a means to further improve how student…

This forum guide was developed to meet the need for common, widely understood, standardized course codes. The purpose of this guide is to introduce the voluntary School Courses for the Exchange of Data (SCED) classification system, including information on the structure of SCED codes, the process for ensuring that SCED remains up to date and…

Ongoing discourse in education emphasizes the need for schools to adapt to 21st-century teaching methods to adequately prepare students for the future society and workforce. The problem is that schools battle constraints of priorities and limited resources, and the onset of the worldwide COVID-19 pandemic has only further unearthed and magnified…

This study explored the lived experiences of experienced educators who support novice teachers to better inform teacher recruitment and retention policies and practices. A qualitative transcendental phenomenological method was used to interview 12 experienced educators from four high schools in one Louisiana public school district to learn about…

Access to data from the 2022 PISA creative thinking assessment (PISA CT) provides a unique opportunity to advance our understanding of gender differences in creativity. However, in addition to the general theoretical and methodological considerations discussed elsewhere in this special issue, there are several matters specific to gender…

As a descriptive case study, this research reports on the factors that are needed when opening a new high school. The purpose of this study was to discover the processes, variables, and systems needed to open a new secondary school. The researcher used emerging themes from the data to find the commonalities that lead to the effective opening of a…

Research commissioned by the Scottish Government in 2022 investigated Learning for Sustainability (LfS) as it is experienced through the "Scottish Curriculum for Excellence" (CfE) by young people (14+ years), practitioners in secondary schools (teachers), and in community learning and development (CLD) settings. The research sought to…

Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about…

This study analysed two internationally recognised measurements of professional skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Digital Competence Framework for Citizens (DigComp 2.2). This analysis aimed to establish a baseline and reference point for a comprehensive understanding of these two scales…