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Nathan McJames; Andrew Parnell; Ann O'Shea – Educational Review, 2025
Teacher shortages and attrition are problems of international concern. One of the most frequent reasons for teachers leaving the profession is a lack of job satisfaction. Accordingly, in this study we have adopted a causal inference machine learning approach to identify practical interventions for improving overall levels of job satisfaction. We…
Descriptors: Job Satisfaction, Teacher Surveys, Administrator Surveys, Faculty Mobility
Amos Oyelere Sunday; Friday Joseph Agbo; Jarkko Suhonen – Technology, Knowledge and Learning, 2025
The recent popularity of computational thinking (CT) and the desire to apply CT in our daily lives have prompted the need for a successful pedagogical technique for learning CT in K-12 education. The application of co-design pedagogical techniques has the potential to improve students' CT learning through knowledge sharing and the creation of…
Descriptors: Thinking Skills, Computer Science Education, Research Reports, Teaching Methods
Muzaffer Pinar Babanoglu; Tuçe Öztürk Karatas; Esin Dündar – SAGE Open, 2025
Artificial intelligence (AI) rapidly transforms education, offering adaptive and personalized learning experiences. In English as a Foreign Language (EFL) education, AI-powered tools such as chatbots, writing assistants, and translation software reshape teaching and learning. This study explores how 67 prospective EFL teachers envision the future…
Descriptors: Artificial Intelligence, Computer Software, Technology Integration, English (Second Language)
Weaver, Joanna C.; Matney, Gabriel; Goedde, Allison M.; Nadler, Jeremy R.; Patterson, Nancy – International Journal for Lesson and Learning Studies, 2022
Purpose: The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS. Design/methodology/approach: This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Maya Defianty; Kate Wilson – Asia-Pacific Journal of Teacher Education, 2024
In several studies, collaborative action research has been shown to be a productive approach to enabling teachers to incorporate critical thinking into their pedagogy; however it has not been investigated in the Indonesian context. To address this gap, we facilitated a collaborative action research project with a small group of English language…
Descriptors: Critical Thinking, Action Research, Teaching Methods, Professional Identity
Angelina S. Oh – ProQuest LLC, 2024
During the last 60 years, the United States (US) has experienced a rapid growth of MLLs (multilingual learners), also known as ELLs (English Language Learners) or English as a Second Language (ESL) learners. These students represent a large segment of the public education population, and there is an academic achievement gap between MLLs and…
Descriptors: Multilingualism, Academic Achievement, English Learners, English (Second Language)
Thi Thuy Tran; Trut Thuy Pham; Thanh Thao Le – Higher Learning Research Communications, 2024
Objective: This study delved into the integration of ChatGPT as a medium for English teacher professional development among Vietnamese English as Foreign Language (EFL) teachers. Methods: Rooted in the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative exploration employed…
Descriptors: Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction
Biag, Manuelito; Sherer, David – Teachers College Record, 2021
Background/Context: Continuous improvement methods are becoming increasingly popular in education. Existing research has emphasized the technical aspects of improvement practice and has rarely focused on important social phenomena that underlie improvement work, such as the mindsets and identities of successful practitioners. To address this gap,…
Descriptors: Educational Improvement, Teacher Attitudes, Networks, Faculty Development
Schumaker, Jean B.; Fisher, Joseph B.; Walsh, Lisa D.; Lancaster, Paula E. – Learning Disabilities Research & Practice, 2020
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers' posttest scores related…
Descriptors: Teacher Workshops, Computer Simulation, Faculty Development, Feedback (Response)
Prince, Coryn E. – ProQuest LLC, 2018
This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using…
Descriptors: Case Studies, Self Efficacy, Communities of Practice, Teacher Collaboration
Finch, Lila; Moreno, Celeste; Shapiro, R. Benjamin – Cognition and Instruction, 2021
Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the…
Descriptors: Interdisciplinary Approach, Learning Processes, Thinking Skills, Epistemology
Mavani, Deepak; Mavani, Beena; Schäfer, Marc – African Journal of Research in Mathematics, Science and Technology Education, 2018
This paper reports on an aspect of a larger research study conceptualised within a teacher development project in Mthatha, Eastern Cape Province. The project was initiated with the objective to develop appropriate skills to use dynamic geometry software (DGS) effectively and strategically as a teaching and learning tool for mathematics. The study…
Descriptors: Case Studies, Geometry, Mathematics Instruction, Teaching Methods
Prayogo, Agus; Widyaningrum, Lulut – Indonesian Journal of English Language Teaching and Applied Linguistics, 2019
This qualitative case study examines language teachers' reflective practice mediated by WhatsApp application and addresses the topics mostly reflected in the eight topics of classroom practice and the problems faced. A total of 537 entries of chats written, the most common topic of reflection entries is about general teaching approaches. Time…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Computer Software
Benning, Isaac; Linsell, Chris; Ingram, Naomi – Mathematics Education Research Group of Australasia, 2018
The Ghanaian mathematics curriculum expects teachers to adopt technologies as an instructional tool to assist students to learn mathematics relationally. Teachers' dispositions (knowledge, beliefs, and attitudes) towards technology are critical in translating the curriculum intention into practice. This paper presents teachers' initial…
Descriptors: Mathematics Instruction, Technology Integration, Mathematics Curriculum, Teaching Methods
Green, Michael; Piel, John A. – Journal of Instructional Pedagogies, 2012
A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and…
Descriptors: Summer Programs, Mathematics Instruction, Elementary School Teachers, Teaching Methods
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