Background: Teachers' professional development is a pivotal aspect of educational psychology. However, the lack of comprehensive examination into the interconnectedness of school climate, teachers' self-efficacy, and instructional practice impedes the design of targeted and impactful professional development initiatives for teachers. Therefore,…

The purpose of this study was to explore the information, activities, and methods teachers take and apply to their classrooms and teaching after participating in a two year long professional learning (PL) cohort entitled "Equity and Inclusion in the Classroom." The PL was based on Hammond's (2015) "Ready for Rigor" framework…

This article describes how, in the face of staff shortages and teacher turnover, Worcester (Massachusetts) Public Schools is supporting multiple avenues to recruit and retain quality educators in the district. High-quality professional learning is one of those avenues for ensuring a strong and stable workforce. The district's Office of Curriculum…

Most museum education research has focused on examining collaborative partnerships between artists and schoolteachers or artists and museum educators, in schools or art museums. This research investigates the collaborative partnership among artists, museum educators, and schoolteachers within the context of art museum education. Using the Double…

Introduction: Teachers' views on teaching-learning pedagogy include effective instructional methods, learning preferences, assessment strategies, and classroom management. This study aims to investigate the viewpoints of teachers regarding the teaching-learning pedagogy and professional development opportunities of the school teachers that are…

Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred…

This study proposes a model of several dimensions through which products of teachers' context-based mathematics problem posing (PP) can be modified. The dimensions are Correctness, Authenticity, Task Assortment (consisting of Mathematical Diversity, Multiple Data Representations, Question-Answer Format, Precision-Approximation, and…

Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on…

Educational theories offer teachers useful conceptual tools for developing teaching. However, such theoretical concepts are often hard to learn, and to teach. Phenomenography and Variation Theory (PVT), and especially the concept critical aspect, is an example of a powerful tool for teachers when designing teaching. When teaching this concept,…

In this paper, we present the findings from the first year of our study into the use of talk with young children (ages 6 and 7) in their mathematics lessons following four teachers' implementation of dialogic strategies. Based on Alexander's (2017) dialogic principles and notions of productive talk, we delivered a professional implementation…

This study, grounded in a phenomenological exploration, investigates whether current teacher evaluation methods account for subjectivism in teaching, learning, and evaluation within the context of Georgia's Teacher Keys Effectiveness System TKES. Through focus groups with instructional evaluators IEs, the study reveals the significant impact of…

This dissertation was intended to analyze specific educational occurrences involving faculty nurse educators during their presentation of conceptual and procedural knowledge in various nursing education forums. A rigorous basic qualitative research design was employed to delve into the underlying meanings and reasons nurse educators hold certain…

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement…

We attend to the composition of even and odd functions, as featured in imagined dialogues between a teacher and students, composed by sixteen teachers in a professional development program. Data were analyzed as aimed at addressing students' intellectual needs, with particular attention to the need for causality and the need for certainty. The…

Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers' MI barriers. An implementation science approach was used. Methods: The…