The Self-Improvement School Project was funded by The Equitable Education Fund (EEF), Thailand. The purpose program was to improve the quality of 636 schools. Choafa Ubonratana School is one of the project schools for this case study. The research used mixed method research. Key informants were 30 school stakeholders and 3 school coaches. Data…

"Trauma-Responsive Schooling" outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In…

Guided by Honig and Hatch's (2004) conceptualization of bridging and buffering, we undertook an analysis of reduction in force (RIF) provisions from 546 Ohio teacher collective bargaining agreements. We asked the following question: Are the most disadvantaged school districts providing greater protections to tenured teachers when making RIF…

This narrative case study examines a high achieving STEM based high school and its ability to attract, retains, and engage female students. Given the recent importance placed on STEM graduates and STEM careers it is important for schools to understand how they can engage traditionally underserved minorities in STEM fields. The research used a…

Many school leaders are homegrown administrators; yet, across our nation, African American females remain under represented in administration positions. This phenomenological study explored the experiences of five, retired homegrown African American females school administrators for a small, under-resourced rural school district in northeastern…

African and coloured students continue to perform poorly both at public schools and institutions of higher learning. There are two main reasons for their weak performance -- a lack of literacy and numeracy skills, and being under-prepared. This article reports on two findings of a study that was conducted at two high schools in the Western Cape…

Students who grow up in disadvantaged areas face more challenges and are less likely to complete their education than peers from non-disadvantaged areas. In response to this inequality, the Irish Department of Education and Skills implemented an intervention called Delivering Equality of Opportunity in Schools (DEIS) to address it. Before the…

In today's era of increased accountability and standards-based reforms within the United States educational system, Community Partner Organizations (CPOs) can offer essential support to teachers, schools, and districts. CPOs have the potential to have a positive impact in urban schools in particular, where high-stakes testing and accountability…

Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners' individual differences and learning styles. This is particularly true in the multigrade context, where…

Resilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents' resilience and academic performance. A quantitative approach was followed using two schools.…

In recent years, alternative teacher preparation programmes are globally emerging to address teacher quality in 'hard-to-staff' schools. These programmes commonly attract graduates from prestigious universities to teach in disadvantaged schools for two years. One programme of this kind in China is the 'Exceptional Graduates as Rural Teachers'…

This study examines the care work of teachers employed at two schools in situations of severe deprivation. At the teachers' places of employment, basic amenities and complementary support structures for sustaining students' psychosocial, economic and emotional needs were absent. The focus of the article is twofold: firstly, to fathom the reasons…

Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege…

The purpose of this exploratory phenomenology investigation was to understand Hispanic teachers' (N = 19) experiences relating to occupational stressors while working in Title I elementary schools. Five themes emerged from the data analyses: emotional stressors, general stressors, cultural stressors, coping skills, and teachers' recommendations to…

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals' skills in identifying…