Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but…

This research examines the professional development needs of physical education teachers in vocational education institutions in the digital age. Using a sequential mixed-methods approach, we identified five core competency domains essential for effective teaching in contemporary vocational contexts. Data from 172 teachers revealed significant…

This study examines art teacher competence development in Zhejiang's higher vocational colleges through a three-phase research and development methodology. First, a thorough literature review and expert validation established four essential competence components: teaching ability, innovation ability, social service ability, and professional…

This study aims to explore the role of Turkish school administrators' sensemaking skills in shaping school learning climate and teacher commitment. Utilizing a cross-sectional survey design and Structural Equation Modeling, data were collected from a sample of 706 teachers. Findings showed that school administrators' sensemaking skills have a…

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…

In 2019, the Department for Education (DfE) commissioned a consortium of evaluation and early years assessment specialists to evaluate the first phase of Early Years Professional Development Programme (EYPDP1). The evaluation was led by Ecorys, with the National Foundation for Educational Research (NFER), Professor Kathy Sylva (the University of…

The Advanced Placement (AP) program offers students the opportunity to engage in rigorous, college-level coursework while still in high school. Yet, participation has historically reflected systemic inequities, with underrepresented groups often facing barriers to access and success. These gaps are not due to student ability, but to inequitable…

Many early-career educators report a lack of confidence in teaching animal science and suggest that comprehensive professional development would improve their abilities to engage diverse audiences in animal science instruction. This lack of confidence in providing quality instruction in key agricultural education areas could leave some educators…

This study examined students' growth in algebra readiness progress-monitoring measures for a group of U.S. middle school students with math learning difficulties within the context of Project STAIR, a federally funded initiative supporting teachers' use of data-based individualization. Participating teachers received professional development and…

This tip sheet outlines four research-based coaching practices that have been linked to improved teaching and learning when used within a recursive and job-embedded coaching cycle. The practices include alliance strategies (also known as relationship-building strategies), observing, modeling, and providing performance feedback. By understanding…

Purpose: This study investigates the impact of teacherpreneurial actions on the diffusion and sustainability of educational innovations, addressing a gap in the existing literature. The research seeks insights into how teacherpreneurs contribute to educational change and innovation, contributing to a deeper understanding of entrepreneurial…

Purpose: High-quality teaching is widely recognized as a fundamental factor in student success, yet countries vary significantly in how they cultivate effective teachers. This comparative study examines how teacher effectiveness is shaped by recruitment practices, building teacher ideologies and pedagogical approaches in Finland, Japan and India,…

Mathematics achievement is critical to students' success (Claessens & Engelbut, 2013) but, in 2024, only 39% of U.S. fourth-grade students and 16% of those with disabilities were at or above NAEP Proficient in mathematics. Nye et al. (2004) demonstrated the importance of teachers for improving student achievement and postulated that increasing…

Background: While Rwanda has made strides toward inclusive education, there remains a significant knowledge gap concerning how teachers with Visual Impairments (VIs) perceive and utilize Information and Communication Technologies (ICT) in their professional practice. Existing studies tend to focus on learners with disabilities, leaving the…

While faculty impact on students' utilization of social and navigational resources is generally well documented, research on this experience for disabled students is limited. The purpose of this research study is to explore faculty priorities and understanding of service provision for deaf and hard-of-hearing (DHH) students to address the…