Disciplinary knowledge lies at the heart of academic work. However, connecting academics' disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university…

The "Building Your Research Data Management Toolkit" was developed to provide introductory research data management skills training to liaisons in academic libraries. This paper assesses the participants' perceived change in knowledge, behaviors and attitudes as a result of participation in the RoadShow program. Long term changes in…

Insights derived from classroom data can help teachers improve their practice and students' learning. However, a number of obstacles stand in the way of widespread adoption of data use. Teachers are often sceptical about the usefulness of data. Even when willing to work with data, they often do not have the relevant skills. Tools for analysis of…

The "Journal of Statistics and Data Science Education" ("JSDSE") has a history of initiatives to expand its readership and impact. In this article, we reflect on "JSDSE"'s relevance to K-12 education and how it might increase its influence in this area. We characterize "JSDSE"'s K-12 impact partially in…

The success of inclusive education is dependent on the self-efficacy of classroom teachers. This research examines the different ways in which teachers shape their confidence when providing equal opportunity for all students. For teachers to successfully implement inclusive practices within the classroom, they must first believe in the right for…

As the fields of early childhood teaching and teacher education continue to evolve and diversify, policymakers' neoliberal reforms further standardise and restrict these programmes of practice. Many have documented the impact of these policies on early childhood teaching and teacher education, and in this article, we add to these conversations by…

The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention…

Using Bruno Latour's framework of a "collective of humans and nonhumans", this paper presents an analysis of chemistry instruction in a high school curriculum and professional development setting to present the chemistry education community with a new way to think about reality and knowledge construction and, at the same time, to…

In "Beyond the Invisible Barriers of the Classroom: iEngage and Civic Praxis," the authors reported on the experiences teachers encountered during a weeklong Youth Engage Civic Institute Camp and the degree to which what teachers learned in the camp was able to move their thinking and practice toward a more critical, justice-oriented…

Uearning for Sustainability (UfS), as conceived by Education Scotland and the General Teaching Council for Scotland (GTCS), spans all curricular areas and it is positioned as the responsibility of all - teachers, learners and educational leaders (Scottish Government 2016). Yet, such comprehensiveness has the potential to render the term and its…

Building on Success, was the second phase of the Early Years Professional Development Programme (EYPDP). The programme, funded by the Department of Education and delivered by Education Development Trust with key subject specialist partners, was aimed at improving practitioners' understanding and skills in supporting the development of the most…

The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need…

This chapter proposes a theoretical model of the impact of lesson study. Outcomes addressed include teacher outcomes (e.g., knowledge and beliefs), professional learning norms and routines, instructional routines and tools, and student learning outcomes. Four theoretical perspectives are used to examine lesson study impact: knowledge integration…

In this reflection article I examine language assessment literacy initiatives and their possible impact on teachers, and I discuss the connections that exist between language assessment literacy and teachers' professional development. I explain that training for language assessment literacy may primarily foster teachers' knowledge and skills and,…

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers' competence to teach responsively is desired.