This research aims to explore the experiences of nonphysical education teachers in implementing physical education in the primary grades as a basis for creating feasible capability-building initiatives. Employing a qualitative-descriptive research design, in-depth interviews were conducted with twenty non-physical education generalist teachers…

Top-down strategies for curriculum internationalization (CI) often neglect discipline-specific preferences in content and teaching methods. This limited understanding of how content is prioritized across disciplines makes relying on a single implementation plan impractical. To supplement the few, almost exclusively qualitative, studies on this…

As the 21st century progresses, we are increasingly reminded of the importance of and need for green chemistry, which also leads to the corresponding need for green chemistry education. The UC Berkeley Department of Chemistry developed a green chemistry laboratory curriculum-the "General Chemistry Green Curriculum" ("GC[superscript…

This study explores Saudi teachers' beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers' beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended…

Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching…

This study aims to examine the evolution and transformation of instructional methods in Turkish Language Curricula between 1926 and 2024. Utilizing a qualitative research design within the framework of the document analysis method, the study analyzes primary and secondary level Turkish language curricula published in the years 1926, 1929, 1930,…

This contribution explores the teaching of graph theory in the context of engineering education. We examine how teachers use collectively designed resources in terms of their backgrounds. After a literature review, we justify the choice to develop an analytical framework for studying the materials in terms of connections to be established in the…

Throughout the world, educational leaders are pushing for a movement away from teacher-directed learning to engaging students in student-driven learning. Project-based learning (PBL) has been adopted as an instructional approach that promotes student inquiry and cognitive growth. At the national level, Taiwan has launched a curriculum reform to…

This study aims to understand teachers' opinions toward a framework of affect-focused mathematics teaching and its use in real and virtual classrooms. The participants were 11 school teachers from diverse backgrounds (mostly teaching mathematics). Before the interview, the teachers viewed an introduction to the framework and the teaching materials…

This study describes the experiences of secondary-level mathematics teachers from the Department of Education of Puerto Rico implementing the strategy of contextualized teaching. Qualitative research framed in phenomenology was conducted, collecting data through semi-structured interviews and a review of normative documents from the Department of…

This study explores the relationship between teachers' (N = 168) demographic factors (gender, grade level, content area, age, and educational level) and the frequency of using readalouds in their classrooms. Data analysis revealed significant relationships between the frequency of read-alouds and gender, grade level, and content area. Female…

Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers' years of teaching and…

A culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine…

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers' implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers' formative assessment practices. This study focuses on the ongoing…

Background: To increase teachers' capacity to implement high-quality instructional materials with fidelity in their classrooms through a video-based professional learning cycle, the Analyzing Instruction in Mathematics Using the Teaching for Robust Understanding framework (AIM-TRU) research-practice partnership was formed. Drawing upon the…