Creative self-regulation (CSR) is important in facing the challenges and uncertainty of creative teaching and learning. Our understanding for how teachers develop creative self-regulation skills and knowledge for the classroom remains limited. This longitudinal case study begins to fill this gap with an in-depth investigation of one U.S. high…

Teacher practice is rife with tensions. Tensions around what and how best to teach, how to manage situations with students, and how to manage situations with colleagues, administrators, and parents. These tensions are often seen as pairs of opposing internal and external forces: this assessment is better, but it takes a lot of time. These forces…

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…

In recent years, high schools have turned to PBIS to address issues related to dropout rates, school climate, and disciplinary practices. However, high schools pose unique implementation challenges when compared to elementary and middle schools, such as large school sizes, organization and culture focused on academics rather than behavior, and the…

This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a…

Over the past several decades, science education reforms have called for students to develop appropriate views of the nature of science and have a comprehensive understanding of subject matter. Additionally, education research has demonstrated that teachers must have appropriate views of the nature of science and strong content knowledge as…

Project-based (PBL) learning has been found to improve student achievement, engagement, and interpersonal and intrapersonal skills; however, it is not widely implemented in K-12 schools in the United States. Prior research has established several barriers and challenges to implementing PBL in K-12 schools including challenges related to teacher…

Probability requires teaching approaches that allow children to predict, observe and experiment with concreate materials, games and simulations. In this study, we explored one teacher's beliefs and practices of teaching probability using game-based approaches. We employed a design-based research approach to explore how our case study teacher…

Although assistive technology has been an essential component of the academic success of students with disabilities, it is inconsistently implemented. Educators' perceptions of assistive technology training substantially impact the learning results of students with disabilities. The problem addressed by this study was that special education…

Compassion and dignity provide an essential framework for building caring and inclusive schools. Many books focus on what teachers can do as individuals; "Creating Compassionate Change in School Communities" is different. This book focuses both on how educators can cultivate compassion within themselves and lead together to cultivate…

The case study explores the adoption and implementation of personalized, competency-based learning at Yuma Union High School District (YUHSD) within the broader context of the Arizona Personalized Learning Network (AZPLN). The study reveals that YUHSD has made notable strides in aligning district-wide systems with personalized learning principles,…

Dyslexia impacts an estimated 5%-17% of children in the United States is the most prevalent disability in schools in the USA (D'Mello & Gabrieli, 2018; Johnston, 2019; Peltier et al., 2020). The problem addressed in this study was that general education teachers often feel unprepared to effectively support dyslexic learners in their classrooms…

This study investigates teachers' beliefs about the inquiry-based learning approach in mathematics. In particular, as the first research problem, it addresses teachers' beliefs about the appropriateness of inquiry activities for all students, after three years of attendance in a professional development programme, focused on inquiry. As a second…

The Framework for K-12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th-grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching…

The article discusses the risks involved in identifying gifted students in mathematics in the school environment. Although the theory of gifted students is widespread and available today, school practice shows many cases of gifted students who have not been identified in the school environment. The reasons for this are various. The article will…