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Diane Swift; Gemma Clowes; Sarah Gilbert; Alex Lambert – Curriculum Journal, 2024
In England, the development of teachers' curriculum design capabilities has been identified as a 'challenge remaining' (Department for Education [DfE]. (2022). "Opportunity for all: Strong schools with great teachers for your child."…
Descriptors: Curriculum Design, Professionalism, Sustainability, Foreign Countries
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Jim Hordern; Clare Brooks – British Journal of Educational Studies, 2024
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a…
Descriptors: Foreign Countries, Teacher Education Programs, Controversial Issues (Course Content), Educational Policy
Hannah Putman – National Council on Teacher Quality, 2024
Licensure tests should be an efficient and comprehensive way for policymakers to ensure that all teachers possess the basic knowledge and skills they need to effectively teach students to read. Yet more than half of states use a weak licensure test that fails to adequately measure elementary teachers' knowledge of scientifically-based reading…
Descriptors: Licensing Examinations (Professions), State Standards, Reading Instruction, Educational Quality
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Tina Lidström – European Educational Research Journal, 2024
Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of 'the teacher assistant' has emerged through discourses on teacher professionalism, spurring ambiguities regarding what the policy idea is and ought to be in Sweden. The aim of this…
Descriptors: Teaching Assistants, Foreign Countries, Public Policy, Government School Relationship
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Kanjanar Sattarutnumporn; Pacharawit Chansirisira – Journal of Education and Learning, 2024
The study aimed 1) to investigate the components and indicators of the upright schools, 2) to explore the current state, the desired state, and the need assessment of driving the upright schools, 3) to develop strategies for driving the upright schools and 4) to investigate the outcomes of implementing driving the upright school strategies in…
Descriptors: Foreign Countries, Educational Policy, Politics of Education, Moral Values
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Nicolas J. Tanchuk – Teachers College Record, 2024
Background: Despite claims made by teachers, teacher educators, and researchers, the dominant U.S. legal and political practice holds that teachers are not full professionals. Denying teachers' full professional status limits teachers' professional autonomy and leaves their work heavily controlled by external authorities. Are these external limits…
Descriptors: Professional Autonomy, Teaching (Occupation), Culturally Relevant Education, Criticism
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Susana Graciela Pérez-Barrera; Leticia Arbelo Marrero – Cogent Education, 2024
This paper presents a qualitative descriptive study on the Uruguayan reality concerning the High Ability/Gifted (HA/GT) education. Fifty-five participants have answered an online anonymous 40-question survey randomly sent which investigated the endogenous and exogenous learning resources according to the Actiotope Model of Giftedness (Ziegler…
Descriptors: Foreign Countries, Gifted Education, Educational Resources, Educational Policy
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David Pérez-Castejón; Begoña Vigo-Arrazola; Dennis Beach – Journal of Education for Teaching: International Research and Pedagogy, 2025
Global education policies make a commitment to inclusive education, yet initial teacher education seems to struggle in preparing teachers for this task. We explore this matter in the present article. Life stories, participant observation and individual interviews over a period of two years with 28 preservice specialist teachers in an ongoing…
Descriptors: Inclusion, Preservice Teacher Education, Teacher Education Programs, Special Needs Students
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Ailbhe Curran; Dorothy Morrissey – Irish Educational Studies, 2024
'Arts-in-education' and teacher-artist partnership have been a key focus of recent policy in Irish arts education. However, recent research studies have highlighted how at times these partnerships can be problematic and teachers can become sidelined when such interventions occur. This article offers a new perspective on such research by exploring…
Descriptors: Foreign Countries, Educational Policy, Art Education, Written Language
Alecia Steiner – ProQuest LLC, 2024
Research on how to best meet the academic needs and potential of gifted students with disabilities, known as twice-exceptional or 2e, has grown over the past 30 years. While recognition of 2e learners is slowly extending to educational policy, there are few school program options designed to accommodate 2e students and even fewer studies on the…
Descriptors: Middle School Students, Middle School Teachers, Gifted Disabled, Administrators
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Maria Cooper; Jacinta Oldehaver; Helen Hedges – New Zealand Journal of Educational Studies, 2024
Strong teacher-family partnerships are vital for children's educational success. Educational policies influence how teachers perceive and engage in these significant relationships. Critical policy analysis focuses on the language, and underlying meanings and beliefs that reify certain understandings and positions in policy. We trace changes in…
Descriptors: Educational Policy, Family School Relationship, Teacher Attitudes, Parent Teacher Cooperation
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Aikaterini Sklavenitou – Bulgarian Comparative Education Society, 2024
This paper presents an ongoing comparative study of secondary teachers' education programs in France, Greece, and England, with a primary focus on strategies aimed at cultivating a positive learning environment in schools. Recent studies have underlined the significance of teachers' pedagogical competence formation as a determinant element which…
Descriptors: Secondary School Teachers, Educational Environment, Foreign Countries, Capacity Building