Fostering students' dialogic reflection in the classroom entails promoting diverse perspectives and collaborative aspects of reflective thinking. However, few studies have developed visualisation tools to create a collaborative environment that fosters dialogic reflection, especially for young learners. This study aimed to investigate the efficacy…

Fostering youth voice means supporting young people in expressing their ideas, taking ownership of their learning, and engaging with their communities in meaningful and impactful ways. Out-of-school-time (OST) science, technology, engineering, and math (STEM) programs have long provided these opportunities, empowering youth to drive their learning…

Teachers' social-emotional competence (SEC) underpins students' SEC, and selfassessment helps educators identify strengths and areas for improvement. Our study adapted CASEL's Personal SEL Reflection tool for the Estonian educational context. Data from 528 primary and secondary school teachers resulted in a refined and shortened 15-item instrument…

The Assistant Principal Leadership Academy is a multi-year partnership between a Texas university's school of education and a large urban school district to develop assistant principals to serve as equity-centered leaders in ways that strengthen the leadership pipeline. This research fills a critical gap in the existing literature by examining the…

The author, forty-five years into a teaching career--seventeen as a high school English teacher, twenty-eight as a university professor--reflects on his career and his relationship with the poet John Keats that began in his second-period English class in 1967.

This paper addresses the pedagogical challenges when dealing with the education of violence for young children. Drawing upon personal teaching experience and wider critical engagements, it makes the case for a broader understanding of critical interventions that recognizes the political importance of the arts and humanities. Key here is to account…

Teacher noticing can be an important element in improving teaching and students' mathematical success. While the focus of the international project "Learning from Lessons" was on teacher learning, in this paper we report what mathematics teachers noticed and claimed to learn through the process of planning, teaching, and reflecting on…

I have had a close and long-standing relationship with the IOE (Institute of Education), UCL's Faculty of Education and Society (University College London, UK). In order to understand why and how for many years the IOE became my 'second home', I infuse this article with a combination of critical academic and political points and a detailed sense…

Purpose: This paper aims to test if team reflexivity is a countermeasure to the detrimental effect of team virtuality on team performance improvement, in decision-making teams. Design/methodology/approach: Study 1 regarded 210 individuals (N = 44 teams) executing five decision-making tasks. Study 2 regarded 60 individuals (N = 20 teams) executing…

This piece uses methods of nonrepresentational, narrative research to consider what an improvisational ethos might contribute to teacher education. The author tells and interprets stories from their career as a high school teacher, graduate student, and scholar in relation to the art of improvisational theatre in order to consider the possibility…

Situating this work within related scholarship on poetic self-study and a conceptual framework based on Karen Barad's idea of suturing, we began with individual self-study through poetry, reflecting on our identities and earlier experiences as high school English teachers. As we explored -- increasingly connecting individual experiences with one…

The daily contingent and ambiguous praxis of teaching raises various issues that are related to the multidimensional question of the purpose: what to do and how to act with a view to what is considered to be educationally desirable? Despite the revival of interest for practical wisdom as quality of teachers to judge what is to be done, literature…

By observing, or "noticing," what sparks learning in the classroom, teachers and students alike can cultivate a learning environment centered around personalization and choice. Education experts John Almarode and Paul Emerich France outline strategies for engineering a culture of self-reflection that sets learning in motion.

In the last few decades, lifelong learning has gained favour as an educational paradigm. Inevitably, embedded in social, cultural, and economic contexts, the conceptualization and implementation of lifelong learning across the globe is far from homogenous. In China, although the notion of lifelong learning can be traced to Confucius, the term was…

When I began my career in adult education as an adjunct ESL teacher, I felt well-equipped with an understanding of second language acquisition and evidence-based teaching methods. At the time, I knew nothing about digital literacy. Once I began to understand its importance and the challenges that it posed in the classroom, I developed the Digital…