Racial disparities persist in school discipline. Implicit bias has been identified as a probable influence affecting educator discipline decisions. To reduce disparate outcomes, implicit bias trainings often find significant improvements in ratings of attitudes and knowledge, however research has identified the need for more brief trainings within…

Background: Teachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear. Aims: This study investigates how goals directed at students and the classroom are associated with visual information…

Faculty Learning Communities (FLCs) offer a collaborative and structured environment for professional development, enabling educators to build their capacity to incorporate service-learning into their teaching practices. This study examines the initial impact of a FLC for institutional awareness and implementation of service-learning at Slippery…

The pivot to online teaching during the pandemic brought new challenges for instructors teaching large classes. In response to instructors' need for additional support with engaging students online, two educational development units collaboratively designed the Teaching Exchange. The Teaching Exchange was a virtual series of sessions on different…

While research on Learning Analytics (LA) is plentiful, it often prioritises perspectives on LA systems over the practical ways instructors use data to analyse and refine the learning process per se. The present study addresses this inadequacy by investigating how student data is employed by educators in UK Higher Education Institutions (HEIs) and…

Teachers play a crucial role as change agents in schools; however, research rarely positions teachers as the implementers of reform. Teachers in classrooms understand the complexity of their context and are well positioned to adapt professional learning to implement change in their schools. Multiple case study, one in Australia and one in Norway…

The development of immersive virtual reality (IVR) hardware and software has accelerated in recent years. The conceptual vocabulary has, however, not received the same amount of attention, especially in the context of collaborative learning settings. Existing concepts such as immersion, presence and interactivity focus predominantly on the…

Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher…

This tip sheet introduces a three-step coaching cycle focused on strengthening implementation of effective instructional strategies. It offers practical guidance for applying the coaching cycle to strengthen teacher practice and improve student outcomes. By understanding each step of the coaching cycle, coaches and those who train or support them…

Background/purpose: Vietnam's educational reforms and the 2018 General Education Curriculum require primary school teachers to possess strong competencies in innovation, creativity, and adaptability. Existing training is often theoretical and detached from classroom practice. This study designs and tests a school-based professional development…

Increasing calls for greater STEM-integrated experiences in K-12 education have spawned numerous studies on teacher beliefs, educational goals, and practices for teaching and learning. However, how the field proposes to support the development of teachers' STEM-integrated disciplinary knowledge appears to be under-researched. In this systematic…

Discussions about generative artificial intelligence (AI) seem to predominate current conversations about higher education. It is urgent for those engaged in the Scholarship of Teaching and Learning to evaluate how generative AI could be used appropriately in course development and evaluation, but it is also important for SoTL practitioners to…

The upholding of children's rights to develop their identity as citizens in a bicultural country is contingent with teachers' capacity to co-construct bicultural curriculum with children and whanau in ECE. Te Whariki provides a framework around which teachers can work with whanau and children to localise teaching and learning experiences. In doing…

In the context of growing demands for inclusive and flexible pedagogical practices in higher education, this study explores how university lecturers can transform their teaching through the lens of Universal Design for Learning (UDL). Grounded in a pedagogical innovation initiative, this pilot study followed four higher education lecturers over…

Although the importance of Education for Sustainable Development in Early Childhood (ECEfS) is widely acknowledged, its implementation varies across different national, institutional, and individual contexts. This quantitative study involved 398 ECE teachers from Bosnia and Herzegovina, Croatia, and Slovenia. The aim of the research was to…