The multitude of demands placed on today's high school teachers who also serve as athletic coaches often lead to significant role conflict, compelling them to prioritize one role over the other. This literature review is part of a broader research study aimed at informing leaders, influencing policy, and enhancing practices for high school…

Education continues to diversify with the growth of schools and the influx of beginning teachers. The increased presence of beginning teachers emphasizes the need for teacher-mentoring. This systematic review examined what research shows about training and preparation of teacher-mentors in high school education, revealing three themes: mentor…

Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active…

Implementing high-leverage teaching practices (HLTPs) for language learning can help ensure teachers create and deliver a high-quality curriculum, especially when working with Novice learners who require more scaffolded instruction. This study aimed to fill a gap by identifying print resources and approaches available to support world language…

Teachers in the United States report persistently high levels of stress and burnout. In response, teacher well-being interventions have become increasingly prevalent in educational settings. To advance the development of a rigorous science of teacher well-being, our chapter offers a bioecological framework for understanding this construct;…

Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is…

A review of literature on mobile technology in EFL learning environment has indicated the growth, trends and practices of smartphones and mobile apps adoption both in classroom and outside classroom settings. However, little has been known on how EFL teachers perceived such trends and current practices and how they plan for future teaching. This…

Conventional wisdom suggests that parents' educational expectations (how far they expect their children to go) and aspirations (how far they want their children to go) positively impact academic outcomes and benefits from attending high-ability schools. However, here we juxtapose the following: largely positive effects of educational expectations…

My personal experience as a teacher in Japan has raised questions about the usefulness of both summative and formative assessment, the possible benefits of non-traditional approaches to classroom instruction, and the influence of assessment measures in the success of Japanese students. For instance, the use of collaborative, inquiry, task or…

This article presents a literature review regarding the identification and pedagogical practices for educating English language learners and the newly designated student classification of Long Term English Language Learners (LTELs) in California. Challenges encountered by middle and high school content area teachers are highlighted as well as…

Research Experience for Teachers (RET) programs have been placing K-12 teachers in university research labs for almost three decades (Pop et al., 2010). However, the long-term impacts are rarely explored. This paper summarizes data from a survey study of 135/158 teachers (88% response rate) who participated in Stanford University's RET programs…

The objective of this study was to report on teachers' perceptions of using health disparities content to engage high school students in urban communities over the course of a summer health disparities professional development (PD) program. Teachers participated in a three-week, 80-hour summer PD, where they received content on health disparities,…

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4.…

The aim of this article is to shift the notion of 'sites' as places of work peculiar to continuous professional development (CPD) to a theoretical level, independent of, yet intimately connected to, their physical meanings, for example universities and schools. Most CPD initiatives have to contend with at least one of these two sites, in which…

This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and…