The "Journal of Statistics and Data Science Education" ("JSDSE") has a history of initiatives to expand its readership and impact. In this article, we reflect on "JSDSE"'s relevance to K-12 education and how it might increase its influence in this area. We characterize "JSDSE"'s K-12 impact partially in…

The research problem for this basic qualitative study was that principals were not consistently providing content-specific feedback to support teachers' instructional practices. This problem was important because principals, as instructional leaders, are responsible for giving feedback to teachers to support teachers' instructional practices. The…

The purpose of this qualitative descriptive study was to explore how contingent graphic design faculty in the US describe and interpret knowledge applications and real-world experiences from their accumulated conceptual repertoire in the execution of the classroom environment. Data was collected from 12 one-on-one semi-structured interviews and 16…

This qualitative case study aimed to investigate instructional leaders' depths of science content knowledge and pedagogical content knowledge and how their depths of that knowledge supports effective instructional leadership. Implementation efforts around the Next Generation Science Standards (NGSS) have highlighted the need for science…

This case study focuses on an annotated timeline analysis, also called timelining, used in a research project that examined preservice teachers' learning trajectories of Technological Pedagogical Content Knowledge (TPACK) in an online educational technology course. While the project's focus was on TPACK learning trajectories, the timelining could…

Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM…

This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until adulthood in certain cultures. Two cultural groups, Indonesian (n = 61) and Taiwanese (n = 60) college students, were recruited from a public Taiwanese…

This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data…

The COVID-19 pandemic has forced a rapid shift to online teaching and learning, presenting challenges for teachers in developing countries such as Zimbabwe. This study employed a sequential mixed-methods research approach to explore how rural Zimbabwean teachers relate to digital technologies and how their digital literacy skills impacted their…

The present study investigated six experienced English as a second language (ESL) teachers' metalinguistic knowledge of the English intonation system through analysis of their metalanguage. Participants' metalanguage related to intonation was collected while completing three tasks: (1) a semi-structured interview, (2) a simulated teaching…

Teachers of all subjects and grades must remain aware of the linguistic and cultural diversity among their students, as second language learners often experience educational disadvantages. Therefore, (pre-service) teachers must acquire pedagogical language knowledge and skills in linguistically responsive teaching (LRT), and develop positive…

This study aims to examine the structures that affect the teaching motivation of in-service teachers. In this context, self-efficacy in teaching computational thinking and professional identity have been focused on. To that end, the relational screening model has been used. A demographic information form and three different scales were used to…

Pedagogical content knowledge (PCK) is important for teachers' instructional effectiveness. This study investigated the self-reported level of PCK among in-service elementary school science teachers in a municipality in Ghana, examining the overall level of PCK. An In-Service Elementary Science Teachers Self-Reported PCK (IEST-SR-PCK) scale was…

This study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers' attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13…

In this article we report on the initial professional discourse on teaching natural science (NS) in the Foundation Phase among a sample of novice teachers in the Western Cape province of South Africa. The sample comprised 7 novice teachers (NTs) with 3 or fewer years of teaching experience. We investigated the NTs preparedness to teach NS,…