To improve student literacy in science, technology, engineering, and math (STEM) education, a STEM program was established in an elementary school in a southeastern state. The problem addressed in this study was that it was unknown how teachers were implementing the STEM framework within their classrooms within a school district in South Carolina.…

Although nature-based learning (NBL) contributes to the development of students, its inclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators' perspectives of and experiences with NBL. The purpose of this…

The number of elementary STEM schools has increased in the years following the 2010 President's Council of Advisors in Science and Technology's call for the expansion of STEM schools at the elementary level. With scant research beyond their initial year of operation, this qualitative study sought to gain insight into the perceptions and concerns…

Spending time in nature during childhood can improve mental and physical health, support academic success, and cultivate pro-environmental attitudes and behaviors. Increasing outdoor time during school can enhance the likelihood of those outcomes for all students. However, in practice incorporating outdoor time into the school day can be…

Research findings: In recent decades, pre-kindergarten and early elementary instruction have shifted toward a more structured and academic approach, yet little evidence suggests children's outcomes have improved as a result. Emergent curricula, an alternative model for education, put children's interests and questions at the center of learning and…

Early childhood STEM education (EC-STEM) is drawing increasing attention worldwide. Administrators are often regarded as "learning architects" in early childhood settings, and play a critical role in facilitating EC-STEM. However, little is known about how administrators perceive EC-STEM and create opportunities for providing STEM…

The purpose of this mixed-methods case study was to understand how current and former early childhood and elementary school teachers and administrators at a multiple intelligence (MI) school in St. Louis, Missouri, viewed the feasibility and impact of applying MI theory in lesson planning and their perceptions of the assistance of educational…

The question of ethos has become increasingly prevalent in Irish primary schools as the demographics of the country have changed dramatically in recent years. However, little is known about the factors that influence the implementation of ethos across the numerous school types in Ireland. To address this gap in the research, this article focuses…

The purpose of this study was to examine the influence of COVID-19 on campus leaders' curriculum integration, perceptions towards the usage, and acquired experience in technology. A purposeful sample of 171 Texas K-12 campus administrators completed the "Principal's Computer Technology Survey." Of those, 10 lead campus administrators…

In March 2022, curriculum content for teaching Aotearoa New Zealand's histories (ANZH) in the New Zealand Curriculum, and Te Takanga o te Wa (TToTW) in Te Marautanga o Aotearoa, was released and gazetted for schools and kura to begin using in 2023. This report provides insights into the thinking and practices of tumuaki (school leaders) and kaiako…

This qualitative study explored the views of six Lesotho primary school principals regarding the in-service training they received to implement the integrated curriculum. Purposive sampling was used to select participants who met the inclusion criteria in Maseru, the capital city of Lesotho. A document analysis of the integrated curriculum was…

The purpose of this study was to identify the perceptions of middle school principals regarding the implementation of the arts. Although the New York State Education Department (2015) has mandated arts curriculum into all grade levels within a middle school environment, not all schools comply. The purpose of this qualitative exploratory case study…

This paper focuses on challenges experienced by 'teacher-FS leaders' implementing Forest School within the neoliberal and risk-averse culture of UK primary school education. Thematic analysis of interviews with 12 'teacher-FS leaders' identified five key themes: embedding Forest School within the curriculum is a long-term process; negotiating the…

Social-emotional learning (SEL) has become a staple in the education system. The need for programs that support the overall well-being of students has become increasingly prevalent in today's society. There is an increase in the number of students experiencing anxiety and symptoms of depression as a result of the pandemic. Students in rural school…

This qualitative study explored the perspectives of nine educators on how they define social justice and how they imagine transformational teaching and learning by integrating social justice in their teaching practices. The research sought to answer the following questions (a) How do teachers define social justice? (b) What is a teacher's role in…