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Holme, Thomas A. – Journal of Chemical Education, 2021
The end of the semester has any number of regular milestones for teachers, among them the receipt of student evaluations of teaching. Particularly for those who teach large course sections, the anticipated experience of reading evaluations is often bemusement. Frequently, there are significant numbers of student comments on both "sides"…
Descriptors: Cognitive Processes, Student Evaluation of Teacher Performance, Homework, Tests
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Bauman, Sheri; Menesini, Ersilia; Colpin, Hilde – European Journal of Developmental Psychology, 2021
The papers in this issue address the important component of school bullying -- the teacher's response to incidents that occur -- that has not been widely studied. The 10 articles approached the question from various theoretical perspectives using different research methods, informants, measures, and analytic strategies. In this concluding article,…
Descriptors: Teacher Response, Bullying, Outcomes of Education, Prevention
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Joni S. Kolman; Carol Battle; Laura Vernikoff; Jenna Kamrass Morvay – Journal of Teacher Education, 2024
This article describes how five teacher educators respond to silencing aimed at disrupting their equity-minded teacher preparation. Drawing on interview data, we illustrate the silencing these teacher educators experience, their patterns of response, and the drivers for their responses. Our findings suggest that these teacher educators' race,…
Descriptors: Teacher Educators, Preservice Teacher Education, Equal Education, Educational Practices
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Sally Baker; Clemence Due; Prasheela Karan; Megan Rose – Teaching in Higher Education, 2024
The massification of higher education has resulted in a highly diverse student body. Within this expansion, the increased number of Culturally and Linguistically Diverse (CALD) students has unquestionably enriched university campuses, but has also brought challenges for teaching and learning within higher education systems. There are limited…
Descriptors: College Faculty, Psychological Patterns, Caring, Teacher Student Relationship
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Lama Z. Jaber; Shannon G. Davidson; Allison Metcalf – Journal of Teacher Education, 2024
Studies in science and mathematics education have shown that teachers' responsiveness to students' ideas, feelings, and experiences is critical for promoting epistemic agency, disciplinary engagement, and equity. Such responsiveness is particularly important for students whose cultures, backgrounds, and funds of knowledge have been traditionally…
Descriptors: Teacher Response, STEM Education, Learner Engagement, Intellectual Disciplines
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Peter Kutnick; Jen Colwell – Early Child Development and Care, 2024
Reviews concerning the enhancement of preschool children's social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children's communication, empathic…
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Interpersonal Competence
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Ashley N. Robinson – Innovative Higher Education, 2024
Striving antiracist frontline student affairs educators work from commitments to racial equity and racial justice. Yet, when responding to racist harms, they must navigate institutional investigative practices. In this institutional ethnographic study of a Predominantly and Historically White Institution (PHWI), despite frontline educators' aims,…
Descriptors: Student Personnel Services, Student Personnel Workers, Universities, Racism
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Ashley R. Gibbs; Christopher A. Tullis; Jocelyn Priester; Crysta P. Reddock – Analysis of Verbal Behavior, 2024
Instructive feedback (IF) is a teaching strategy where extra information, or secondary targets, are presented in the consequence portion of an instructional interaction. Unlike teaching primary targets, no response is required from the learner after presentation. In the current investigation, the procedures from Tullis et al. (2017, "The…
Descriptors: Feedback (Response), Teacher Response, Teaching Methods, Verbal Development
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Zhuo Chen; Huang Zuo; Zixun Hua; Yuanhuan Feng; Ruixiang Gao – British Journal of Educational Psychology, 2025
Background: Despite increasing attention on emotional labor in teacher well-being research, person-centered studies are relatively scarce, particularly concerning the emotional labor of online teaching during COVID-19 and its effects on teachers' non-work-related mental health. Objective: This study aims to address these gaps by examining…
Descriptors: Emotional Response, Teacher Response, Teacher Characteristics, Profiles
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Lisa-Katharina Moehlen; Yvonne-Jennifer Parg; Michelle Proyer; Ana-Marija Vrebac; Eva Verena Kleinlein – European Journal of Special Needs Education, 2025
Although some European countries have initiated systemic transformation towards inclusive education since the ratification of the CRPD, the Austrian school system persists in the segregation of mainstream and special schools and is administered by the allocation of special educational needs (SEN). The SEN assessment attempts to provide individual…
Descriptors: Foreign Countries, Students with Disabilities, Special Needs Students, Inclusion
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Grace L. Francis; Morgan Strimel; Anna Macedonia – TEACHING Exceptional Children, 2025
Family-educator collaboration results in enhanced outcomes among educators, families, and, most importantly, students with disabilities. Collaboration of this nature, however, does not always occur for many reasons, including tension that arises when family and educator microcultures differ and result in communication breakdowns. Reflexivity is…
Descriptors: Partnerships in Education, Parent Teacher Cooperation, Family School Relationship, Individualized Education Programs
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Ho, Chun Sing Maxwell; Man, Thomas Wing Yan – Journal of Professional Capital and Community, 2022
Purpose: This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions. Design/methodology/approach: Using a multi-case…
Descriptors: Teacher Behavior, Entrepreneurship, Opportunities, Teacher Response
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Jerusha Conner – Teacher Education Quarterly, 2022
Student voice has become a popular concept in education; however, little research has examined how teachers learn to solicit student feedback about their teaching. This study explores the cognitive, motivational, and affective challenges teachers encounter or must overcome when beginning to implement student voice practices in their classrooms.…
Descriptors: Teachers, Student Empowerment, Feedback (Response), Opinions
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Gabas, Clariebelle; Cutler, Laura; Schachter, Rachel E. – Reading Teacher, 2023
Errors are essential for emergent literacy learning because they reveal the gaps in young children's knowledge. The ways in which teachers respond to these errors can have important implications for children's knowledge building; yet, there is limited information for teachers about how to effectively respond to children's errors in emergent…
Descriptors: Preschool Children, Emergent Literacy, Literacy Education, Error Analysis (Language)
Dukewich, Kriste; Larsen, Carmen – Online Submission, 2023
Generative AI platforms like ChatGPT have exploded into our cultural awareness this year. Across post-secondary institutions, it was immediately apparent that faculty were eager to explore and discuss what this potentially disruptive technology might mean for them, their courses and their students. We wanted to create an opportunity for that…
Descriptors: Artificial Intelligence, College Faculty, Teacher Attitudes, Postsecondary Education
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