This article investigates the interactional constitution of a phenomenon recurrently reported by teachers who complain about a loss of authority, a systematic delegitimization of their role. Adopting a conversation analysis informed approach to a single-case study from a corpus of parent-teacher conferences, we illustrate how challenging the…

This dissertation discusses the relationship between teacher sensemaking, attributions, and instructional adjustments prompted in response to student performance data. Through this qualitative observation study, this paper explores the varying perspectives of teachers, including their level of assessment literacy, and the dynamics of their…

For over half a century there have been concerns about increases in the occurrence of academic misconduct by higher education students and this is now claimed to have reached crisis proportions (e.g. Mostrous & Kenber, 2016a). This study explores the extent to which multi-national faculty judge the effectiveness of higher education…

Despite policy initiatives to ban use of corporal punishment, some teachers still use punitive classroom management strategies in countries like Indonesia. With the urgent need for teachers to use evidence-based strategies to address challenging behaviours, it is important to understand the factors that may predict teachers' likelihood to employ…

Background: According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. Aims: This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers'…

In this study, we examined 535 primary classroom teachers' causal attributions about challenging behaviour in West Bengal, India. The participants completed a questionnaire that collected information about their perceptions, causal attribution, and proposed strategies to address a range of challenging behaviours that were presented through five…

In this mixed-methods experiment, we examined the impacts of an externally provided rationale and teachers' own beliefs on cognitive, emotional, and behavioral responses to student misbehavior. Teachers (N = 120) viewed a video describing three instances of a student's misbehavior, then were randomly assigned to receive one of three explanatory…

Attributing negative categories such as 'weak' to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of 'deviance' in the educational arena, the research on how teachers communicate about pupils as 'weak' is scarce. In this study, teachers'…

This study seeks to examine the connection between teacher implicit racial attitudes and how teachers label classroom behavioral disruptions. Grounding the research in attribution theory, which humans use in order to make sense of others' behavior through beliefs about locus of causality, stability, and controllability, the current study examined…

Preschool children are developing social and emotional skills, like recognizing and expressing emotions, building relationships with peers and adults, following directions, and solving problems. To develop these skills, young children rely on support from adults, including teachers, who model and teach children social and emotional skills in the…

While there is widespread agreement about the need to evaluate professional development, actual evaluation remains rare, despite the fact that K-12 school districts invest in professional development as the main mechanism to grow teacher practice and improve student learning. This article explores research literature about why current mechanisms…

This qualitative case study involved addressing rates of general education elementary school teachers with 0 to 5 years of teaching experience who referred students with disabilities to the office for their behavior, which were twice as often as nondisabled students. Based on the conceptual framework of Weiner's Attribution Theory, teacher's lack…

Mental disorders are disorders of the cognitive, emotional or behavioral condition of an individual. They can have several origins and are usually associated with expressive anguish and difficulty in various aspects of life, including school education. Mental disorders are accompanied by social stigmas which may be linked to the belief in genetic…

University instructors' goals for teaching are important for teaching quality. However, studies examining factors that shape instructors' goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory…

Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers' attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We tested this relationship in two pre-registered…