Recess, the bus ride home, the school corridor and other grey areas are ambiguous for both teachers and students and fall under less institutional regulation. The purpose of this study was to examine the ways teachers would react when they encounter students' informal political comments in the grey areas. We presented vignettes to 71 Palestinian…

This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted in Bogotá, Colombia, where a group of elementary school teachers shared their opinions…

This mixed-methods study's main goal was to examine whether teachers' conflict intervention strategies are contingent upon children's insistence level (i.e., unwillingness or inability to understand others' perspectives) and whether this support leads to different outcomes. An additional goal was to under-stand teachers' perceptions of peer…

Restorative practices and trauma-informed practices are being implemented in schools to improve the learning environment and reduce discipline referrals. This study aimed to determine how educators' level of understanding regarding restorative practices and trauma could affect how they interact with students that have experienced trauma. This…

In today's survey climate, many individuals doubt the legitimacy of survey invitations. Phishing, an Internet-based fraud that tricks users into disclosing private information, has the potential to further erode the perceived legitimacy of e-mailed survey invitations and harm cooperation. However, no study has tested the effect of phishing on…

The topic of teacher noticing has been refined in the mathematics education literature over the last 15 years. Researchers who study noticing have established a complex definition of this process, which encompasses how a teacher identifies, evaluates, and considers responding to a student's classroom contribution. They have also developed a…

Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of…

Reform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year…

If media reports are to be believed, Australian universities are facing a significant and growing problem of students outsourcing their assessment to third parties, a behaviour commonly known as 'contract cheating'. Teaching staff are integral to preventing and managing this emerging form of cheating, yet there has been little evidence-based…

This article reports on a study focused on understanding the relationship between teachers' emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what…

The purpose of this qualitative descriptive study was to explore how elementary educators described their support of twice-exceptional students using character strengths-based practices in promoting the domains of well-being in inclusive classrooms across the state of Arizona. Seligman's (2011) PERMA model and Seligman and Csikszentmihalyi's…

Although Finnish basic education is based on inclusion, 37% of students receiving special support still study in either separate schools or separate classes in comprehensive schools. In this study we explore how policies of inclusion are implemented in a school with separated special educational needs (SEN) and general education (GE) classes. More…

"Before the Aftermath: A Pedagogy for Disaster Responsiveness" examines how teachers of writing at the college level can respond to social, natural, or political disasters that interrupt their classes. As disaster becomes an increasingly prominent feature of contemporary life, teachers are encountering it in their work, and being forced…

The emerging use of approximations of practice in teacher education calls for ways to document teacher candidates' (TCs') skill from their enactments and to determine how TCs' skill develops through such pedagogies. We highlight two cases of secondary mathematics TC development, connecting analyses of two types of approximations--coached…

Teachers affect a wide range of students' educational and social outcomes, but how they contribute to students' involvement in school discipline is less understood. We estimate the impact of teacher demographics and other observed qualifications on students' likelihood of receiving a disciplinary referral. Using data that track all disciplinary…