ChatGPT is having an impact on students, and information systems (IS) and computing academic professionals alike. Our goal for this paper is to help faculty and students know the conditions in which generative AI such as ChatGPT should or should not be used. To that end, we describe the development of a 2x2 matrix. On the horizontal axis we have…

Although many teachers hold generally positive views of using disability literature with children to support the development of more inclusive communities and schools (Beneke & Cheatham, 2020), little is known about how teachers work with families and address concerns families may have about using such literature. What follows are three…

Teacher-student group conferences (TSGCs) blend the benefits of one-to-one teacher-student writing conferences with those of peer response. TSGCs socialize student writers into discussions of academic writing, giving them an expert model (the teacher) and an opportunity to practice providing feedback to several peers. This article describes how…

Positioning students as competent is a teaching practice that uses specific, explicit affirmations to note that students have contributed something meaningful to the community of learners. It supports student agency in the mathematics classroom and contributes to the development of a positive mathematics identity. In this article, the authors…

In October 2014, an interesting new app became freely available in the Apple Store®. It is called PhotoMath®: (1) Hold a phone or tablet up to a mathematics problem in a textbook; (2) The app shows the answer to the problem; and (3) Select Steps to see the step-by-step process for getting from the problem to the solution. The app works for simple…

Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to…

Michael is 15 and repeating the ninth grade. He habitually tilts his chair back and drums annoyingly on his desk with a pencil. This morning, he was doing it--again--while you were trying to teach. What will you do? Responsive teachers shift their reactions in important ways. They adopt a social emotional lens: What does Michael's tapping say…

Accountability demands place tremendous pressures on high schools to meet specific standards. To satisfy demands, grading policies are becoming more liberal. Grade inflation is the result and a growing concern. This controversial subject contains a number of dangers. To combat the trend, teachers must realize the impact of grade inflation and take…

The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…

Children are very resilient--but they are not unbreakable. No matter what their age, children are deeply hurt when they are physically, sexually, or emotionally abused or when they see or hear violence in their homes and communities. When children see and hear too much that is frightening, their world feels unsafe and insecure. This brief report…

This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…

Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers' use of explicit positive assessments such as "very good". Based on examples from an ESL classroom, we show that utterances such as "very good" may have the…

This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term…

The present study examines teachers' perceptions of organizational changes in their elementary schools. These changes occurred following the implementation of a long-term comprehensive school improvement project (CSIP). One hundred and seventy one teachers who taught in six elementary schools located in two different school districts in Israel…

This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers,…