This article investigates Montessori education in Italy through three studies, addressing a significant research gap in Europe. Two quasi-experimental studies examine academic and non-academic outcomes, considering factors such as gender, age, socio-economic status, years of Montessori education, and implementation fidelity. A third exploratory…

In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for team-teaching aids in uncovering group-based responsibilities, opportunities, and limitations. The…

Inclusion has become the focus of a significant body of research, advocacy, and committed action in communities, businesses, and schools across the United States and beyond. Professional development focused on inclusion is part of a program called "Joyful Inclusion." Evaluating the impact a professional development program has on…

Teacher assessment literacy research with pre-service teachers (PSTs) has highlighted that they are not well prepared to use assessments to support student learning. Thus, initial teacher education (ITE) programs needs to ensure that PSTs are provided with a range of opportunities to acquire both theoretical and practical assessment knowledge and…

The aim of the research is to understand in-service and pre-service preschool teachers' perceptions of coding after their lived experiences to develop suggestions regarding incorporating coding practices into early childhood education. The study employed a phenomenological design with a total of 28 pre-service and in-service preschool teachers (19…

In the last two years, there has been a significant increase in research studies on ChatGPT and its role in educational assessment. However, there is no comprehensive systematic literature review (SLR) on the potential use of ChatGPT for educational assessment, particularly with a focus on its practices and limitations. To address this gap, our…

Ability grouping of students into separate classes within a school can be called 'between-class ability grouping'. This practice has persisted in Australia despite evidence that it is socially inequitable and does not improve academic outcomes. A systematic review of peer-reviewed literature about between-class ability grouping in Australia from…

All Australian children and their families have an equal right to access quality early years education. To achieve this, rationalisation of the Australian early childhood (EC) sector in 2007 saw the introduction of mandated governing frameworks, including the National Quality Framework (NQF), designed to regulate and assure quality practices…