Previous research indicates that many children have difficulty transitioning from preschool to kindergarten, which may be attributed to differences between the two settings. The purpose of this study was to investigate preschool and elementary school educators' perceptions of the similarities of and differences between the two types of settings…

Pervasive narratives about who and what counts as competent in science disproportionately impact students historically underrepresented in science, technology, engineering, and math (STEM), and are perpetuated in the design of STEM courses. Equity-focused education literature argues for the need to develop robust learning ecologies that support…

Factors which are barriers to preschool teachers' use of English as the medium of instruction and facilitating strategies used to overcome those barriers can be complex. This study investigated those barriers and facilitating strategies through a systematic review using various databases, which resulted in 20 studies being identified. From these…

Teacher education needs to facilitate the development of student teachers' capacity for active and skilful learning in classroom interaction, referred to as sense of professional agency in the classroom. It consists of motivation to learn, self-efficacy beliefs about learning, and strategies promoting one's own and pupils' learning in the…

To fully support students, schools must attend to the trauma that occurs within their own institutional cultures. Equity advocate Paul Gorski describes three transformative commitments schools can make to maximize the potential of trauma-informed education.

Playful interactions with peers have a significant role in children's lives, and experiencing belongingness and acceptance through interpersonal relationships is a fundamental presupposition for children's health and well-being. Peer rejections appear to be an inevitable component of peer interactions. Sometimes, rejection involves relational…

The study examined the factor structure, reliability and validity of a Chinese version of the Constructivist Learning Environment Survey (C-CLES), an instrument for assessing students' perceptions of the extent of constructivist approaches prevalent in classrooms. A convenience sample of 967 students in Secondary Three (Grade 9) in Hong Kong…

The rise of innovative learning environments, with multiple teachers and larger cohorts of students, can de-privatise practice as teachers have the opportunity to observe each other teaching. However, they also provide the opportunity for collaboratively planning and teaching, and engaging in reflective dialogue about specific pedagogical…

Significant movement in educational practice within New Zealand schools, particularly evident in special education, has seen schools actively encouraged to mainstream students. Central to the success of this transition, is the facilitation of a child's acceptance and belonging within the school setting. Yet, there is a dearth of literature in New…

This article describes the Context Based Learning (CBL) redesign of Nursing courses addressing life transitions, including by implementing group discussion, written concept analysis, group presentations, reflections on thinking and simulation performance, group skills analysis and a final paper. The purpose of the study was to determine how these…

Addressing language learning motivation, Dörnyei's second language (L2) Motivational Self-system (L2MSS) theory consists of three components: (1) "Ideal L2" self which refers to all the language-related characteristics a person wishes to have in the future, (2) "Ought-to L2 self" which concerns the language-related attributes…

Many theories, techniques and strategies are concerned with the development of an ideal educational setting that enables learners to demonstrate growth and improvement. Research to date mostly envisaged the classroom setting as an external aspect of the educational medium and discussed it in terms of social interaction, communicative requirements,…

The school climate measure (SCM) has demonstrated robust psychometrics in regionally diverse samples of high school-aged adolescents, but remains untested among early adolescents. Confirmatory factor analysis was used to establish construct validity and measurement indices of the SCM using a sample of early adolescents from public schools located…

In the Bulgarian public space social distances and stereotypes regarding the Roma ethnicity are still difficult to overcome. This process' impact on the social development of the Roma child is an indisputable fact that has negative social implications when the child joins the school community. Predicting and overcoming these consequences implies…

This article explores the social and historical formation of 'successful' refugee students' learning practices utilising in-depth, critical incident interviews with primary school aged, refugee-background students in Australia. Employing a practice lens, this article firstly explores the informal learning practices the students identify from their…