Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics' learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment…

This study investigated professional development practices and its impact on classroom instruction as perceived by teachers in participating school districts in Mississippi. One hundred and twenty-one teachers who participated in this study responded to Learning Forward's Standards Assessment Inventory (SAI) using the Survey Monkey platform. This…

This paper reports on the findings of a Design-Based Research (DBR) study that investigated the transformative learning of six high school computer science teachers after they participated in a professional development (PD) training with a focus on Culturally Responsive Computing (CRC). Findings from the statistical analysis of pre-and…

Teacher identity work throughout one's academic studies and career has been shown to have a positive impact on teachers' resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school…

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari's schizoanalysis and Butler's concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and…

The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the…

This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so…

Childhood trauma is prevalent and has a profound impact on student learning, behaviors, social-emotional well-being (Perfect et al., 2016), physical health, relationships (Tishelman et al., 2010), and brain architecture (Perry, 2001). Trauma-informed care professional development (PD) within the school setting is a relatively new notion for school…

This article provides a critical analysis of the political significance of role modelling as it relates to envisaging a critical multicultural approach to educational reform. While not rejecting role modelling outright, it calls for a commitment to questioning the limits of common sense understandings that underpin the logic of gender and racial…

This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal…

This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities…