The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this…

This mixed method action research study sought to empower teachers from Kenya and the United States together in a community of practice online. Three research questions were asked: 1) How might participants' awareness of their teaching situations and their roles within their systems grow? 2) How might dialogic engagement in a cycle of critical…

In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explored the…

Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in…

Background: Implementing Inquiry-Based Instruction (IBI) in science is a complex process demanding certain classroom conditions prepared with instructional materials to engage students in tasks, as well as adopting the social context that will shape the inquiry-based learning environment. Within this social context, teachers are the main agents…

Health and safety concerns during the COVID-19 pandemic required many face-to-face United States schools to suddenly shut their doors, moving classes to virtual learning environments. Amidst concerns of technology overuse, adolescents across the country saw dramatic increases in both personal screen time use and social isolation as they learned to…

Ukrainian reforms in higher education and participation of universities in different international programmes open new perspectives for quality assurance rising. This study focuses on the foreign language teachers' professional readiness during their initial period of work and provides an important opportunity to advance the understanding of the…

The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of…

This research examines how public school principals in eight U.S. states perceive their teacher evaluation systems, which are based on Charlotte Danielson's Framework for Teaching (FfT). States were selected to represent high, middle, and low scorers in the annual "Education Week" "Quality Counts" report (Education Week, 2016).…

Science education in the US entered a period of reform in 2011 with the development and implementation of the Next Generation Science Standards (NGSS). The NGSS have subsequently been adopted in 18 states. School districts within these states are in the process of adjusting science curricula to align with the academic expectations described by the…

Locally controlled public schools are one of the cornerstones of our nation's democracy, yet many schools are not preparing students for success. Far too many students are not graduating, and many of those who do graduate are woefully unprepared for college or a meaningful career. Successfully initiating and sustaining meaningful improvements in…