Diversity-centered courses may prompt student biases and misconceptions in unique ways. Studies have illustrated that developing an understanding of why value-laden content is difficult for students to learn is paramount to effective teaching. Research has indicated that self-reflection has a positive effect on academic growth. This study explores…

Assessment of literacy learning has been a long-standing focus for future teachers in elementary education. Teacher educators use ongoing written reflection to promote learning before, during, and after coursework and field experiences. In this study, the researchers examined the effects of ongoing written reflection on two groups of novice…

Having students write reflections has been shown to help teachers improve their instruction and students improve their learning outcomes. With the aid of Natural Language Processing (NLP), real-time educational applications that can assess and provide feedback on reflection quality can be deployed. In this work, we first evaluate various NLP…

As classrooms become more diverse, having multicultural intelligence, or the ability to relate to diverse student populations, is imperative to be an effective classroom teacher (Conner & Roberts, 2013). To build cultural intelligence in a stand-alone course, examining self-perception and cultural engagement, as well as studying one's own…

With this study we aimed to evaluate the effectiveness of a collaborative and reflective school-based training model on the teachers' professional transformation in a middle school in Turkey. This study emerged as a result of a need for this school to transform its instructional approach to the understanding by design (UbD) approach. Considering…

This study investigated how practice-based science methods courses, at three different institutions, provided opportunities for preservice teachers (PSTs) to develop new ways of enacting and noticing ambitious teaching through analyzing rehearsal lessons. We examined 194 written rehearsal reflections for similarities and differences in the types…

Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on…

Using a phenomenographic design, this research reports on a study of a cohort (N = 22) of graduate students' conceptualizations of difference as they progressed through the only required diversity course in a science education program at a large, urban university in the American northeast. Data collection included biweekly course reflections, a…

Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create…

Self-adequacy during the student teaching experience is high on the list of concerns expressed by student teachers (Fritz & Miller, 2003; Ng, Nicholas, & Williams, 2010). That factor, in combination with others, determines student teachers' goals and sparks their motivation to engage in effective instructional planning (Baylor &…

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling…

Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…

The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010) and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher…

This article describes a unique approach to developing and delivering the curriculum for an experimental program that prepares STEM (science, technology, engineering, and mathematics) graduates for teaching in high-needs secondary schools. The context for the collaborative design--including the charge, personnel, and purpose of the program--is…

How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in…