Forest Schools emerged in the UK in the early 1990s after a group of practitioners developed the Forest School programme following a visit to Denmark. In our recent systematic review of forest school literature in England (Garden and Downes 2021), we proposed that a focus on space in future research to generate new complexities around the broader…

This transcendental phenomenological study, grounded in Bandura's self-efficacy theory (1997), investigates K-4 specialized literacy professionals' (SLPs) experiences and perceptions of implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework. Data collected from interviews and self-reported journal…

The ongoing cycle of educational reform in America has led policymakers and educational leaders to prioritize test-based results and de-prioritize noncognitive skills, equitable outcomes, and crucial socio-emotional aspects of schooling (Lynch et al., 2009). Despite the equitable goals outlined in previous education policy reforms, intended…

Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet…

This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary schoolteacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support…