The school-based occupational therapy practitioner's role is to support children and youth's participation in the school environment (Cahill, 2020). To do this, practitioners must use evidence-based practice, which includes being up to date and knowledgeable with current strategies, interventions, and understanding how to implement those with the…

Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP…

This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. Prominent in this process were the differences between practice in the network, consisting of dialogue…

Background: Research regarding beginning teachers' typical responses to the difficulties encountered at work relates to the professional, personal and environmental aspects of teaching. At the professional level, research describes mainly the beginner's difficulties in dealing with discipline problems, in using teaching methods efficiently, in…

Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has been written about the implications for the understanding of teacher behavior and teacher learning, and for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to analyze the friction between…

Articles in this special issue illustrate how Strengths-Based School Counseling complements the ASCA National Model[R] by strengthening the foundation of comprehensive school counseling programs, emphasizing promotion-oriented delivery, reinforcing the accountability and evidence base, engaging in developmental advocacy, and highlighting the…

Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by advocates of social Darwinism (who believed that students must be taught to survive in a "dog-eat-dog" world) and individualism (who believed in the myth of the "rugged individualist"). Despite the resistance, cooperative…

There is a strong international interest in the enhancement of teaching quality. Enhancement is a big job because teaching is an extensive activity. It is a complex job because learning to teach is not, mainly, a formal process: non-formal, practice-based learning is more significant. These two points, extensiveness and practice-based learning,…

This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of…

This paper discusses issues arising from three case studies of the ways people have become tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Despite institutional differences, the teachers gained most of their teaching knowledge and skills on the job, learning informally and experientially,…

Discusses problem of socialization to school environment. Explains that the process can have a negative impact on teachers' attitudes toward social studies teaching and can result in noncreative teaching. Recommends methods for retaining the ideals learned in education courses. Suggests doing things in manageable steps, reserving time for…

This guide looks at successful management of learning in short courses and workshops. An introduction reviews ideas underpinning the content; considers the meanings of "short courses" and "workshops;" and reviews conceptions of short course learning in the settings and cultures in which they occur. Chapter 1 introduces precision to the process of…

This study describes characteristics of reflective practical teaching, interprets the value of intellectualizing teaching by teachers, and summarizes a successful teaching/learning research process in the context of a large urban school in Spain. Data were gathered through review of curriculum documents and observations, interviews, and written…

The report describes the Center for Education, Diversity, & Excellence (CREDE), a national research and development center operated cooperatively by the University of California, Santa Cruz and the Department of Education's Office of Educational Research and Improvement, National Institute on the Education of At-Risk Students. CREDE's…

This document is designed to help adult educators implement the Teach with Style model of teaching adults. The introduction discusses how adults learn and the best way to teach them. Chapter 1 explains the tenets of the Teach with Style model, which is based on four distinct instructor styles. Chapters 2-5 detail the strategies and activities…