In this paper, we explore the critical practice of making sense of students' mathematical ideas. We extend previous research by studying stances prospective teachers adopt, the extent or depth to which they do so, and the types of prospective teachers making sense of students' mathematical ideas. Analyzing the responses of 123 prospective teachers…

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…

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 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…

A significant number of students with learning disabilities encounter challenges in acquiring knowledge, particularly in mathematics. Nonetheless, having a disability or being disadvantaged is not a preference or decision made by these students - or more generally, by these individuals; rather, this label is assigned to them by the prevailing…

Teachers' motivation and the conditions that support their resilience to sustain motivation in the profession impact on their decision-making and outcomes for students. Yet a less commonly explored issue in educational research is the interdependence of the contextual influences on being a teacher and those teachers' thoughts and behaviours. This…

Early childhood practitioners frequently attempt to identify the cause of outcomes experienced by their learners. This is sometimes referred to as causal attribution. Causal attribution may be affected by prior success and failure of a learner, the amount of effort exerted by the learner, the ability level of the learner, and knowledge of any…

Interpersonal and systemic racism and discrimination persist in our educational system -- from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded…

The role of teacher agency in professional learning has been the subject of several qualitative studies but has not yet been tested in an experimental setting. To provide causal evidence of the impact of teacher agency on the effectiveness of professional learning, we conducted a preregistered randomized controlled trial in an online computer…