Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…

Having knowledge about typical eye anatomy can help students find words for explaining their impairment in their own way and for saying what it is like to feel different from one's sighted peers. Talking about one's visual impairment is an essential skill in personal and school or work settings (Guerette, Lewis, & Mattingly, 2011; Sacks,…

Many academic librarians are revising their instructional practice to integrate ACRL's "Framework for Information Literacy for Higher Education." The authors collaborated with science faculty to develop and pilot lesson plans with learning goals derived from the "Framework." We implemented the lesson plans in both…

Reading comprehension instruction in the United States has historically been weak and provided limited support for diverse learners. Though the majority of teachers in the United States use core reading programs to design and teach reading comprehension lessons, virtually nothing is known about how teachers interact with core programs to develop…

Grouping learners purposefully throughout the school day based on their needs and the curriculum remains the single best way to differentiate instruction. This guide will help teachers expertly use flexible grouping and differentiation strategies to respond to students' diverse learning needs, abilities, and interests. Included are methods for…

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only…

There is a global demand for mathematics teachers to learn how to facilitate discussions where students make sense of mathematics via problem-solving and reasoning activities. Despite this call for meaningful discussions, they are rarely found in secondary instruction, especially in low-socioeconomic communities. A practitioner research approach…

The aim of this study was to investigate how to develop prospective chemistry teachers' TPACK and thus qualify them for the effective use of educational technology in their future chemistry teaching. For this purpose, we developed and evaluated a university seminar for the professional development of preservice chemistry teachers. We implemented…

Teacher educators worry about how the COVID-19 pandemic has impacted what and how teacher candidates are able to learn in P-12 field experiences; yet it is possible to view this period as one of opportunity rather than limitation. This commentary argues for a conception of field experience as practice rather than context. When applied across…

This study uses the Cultural-Historical Activity Theory (CHAT), to investigate the dialogic interaction between preservice science teachers (PSSTs) and mentor teachers (MTs). We focus on the cultural and historical nature of feedback by MTs while PSSTs are learning to teach climate change. The primary data was video recordings of feedback…

In this qualitative case study, we purposively selected a passive student in elementary science class from a small group and examined what factors contributed to her socially and momentarily construction of epistemic emotions. We used various data such as emotion diaries, transcripts of the video recordings, postlesson interviews, and field notes…

This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta-action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio…

This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers' acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional…

This study was designed to examine the lack of ongoing evidence-based preparation models used by co-teachers to plan lessons and assessments for students with special needs within inclusive classroom environments. Co-planning is especially important when general and special education teachers are working together to support students with…

Early childhood professionals can use this one-of-a-kind work to better serve Korean American and other Asian American children in the United States. Four transnational mother-educators share the lived experiences of Korean American children and their families through candid and vivid narratives that counter stereotypical and prejudicial beliefs…