Despite decades of research and many frameworks designed to address the inequities and exclusion in the public school system, large achievement gaps, inequitable systems, and exclusive policies exist. The scholar-practitioner believes instructional coaches are well-positioned to address the inequities and exclusion that exist in the public school…

We examined the ways that faculty members developed as inclusive instructors as a result of participating in the Inclusive STEM Teaching Project (ISTP). The ISTP is a free, Massive Open Online Course designed to train STEM faculty members in inclusive teaching. Semi-structured interviews (n = 80) with course participants from multiple disciplines…

This study examines how a mathematics professional learning (PL) program can contribute to building the capacity of local facilitators to implement PL designed to make high-quality instruction accessible to all students. Thirty-one local facilitators were trained in the use of the Math for All PL program and implemented it over one school year.…

The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year…

Purpose: The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers' pedagogical practice in lesson planning in Jimma, Ethiopia. Design/methodology/approach: The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools,…

This mixed-methods study examined how feedback from an administrator and feedback from an instructional coach affects a teacher's professional growth. This convergent study gathered teacher perception data from a sample of kindergarten through third-grade teachers from Indiana and Illinois to determine if teachers perceived any differences between…

Connecting assessment with teaching through faculty capacity building can be a design principle in any assessment project aimed at improving student learning. This design principle is supported by the evaluation capacity-building literature, backward design curriculum approach, research on learning, and inquiry-driven assessment-for-learning…

Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and…

This study contributes to the knowledge and planning that impacts the efforts and staffing of instructional specialists. This investigation contributes to having a better understanding of what an instructional specialist possesses in terms of qualities when interacting with teachers. Further implications can help determine how to shape and develop…

In this paper, we present findings from the Culturally Nourishing Schooling (CNS) project data, collected during and after a series of experiential and immersive Learning from Country (LFC) activities with teachers working in New South Wales (NSW) schools in Australia. LFC is positioned as the critical first step in the CNS whole-school reform…

This study collects perceptions from educators about how pedagogical practices could be transformed for a learner-centered concentration in active learning spaces to support student engagement. Seven participants provide data through a focus group, interviews, and observations. Four main themes are identified: (1) Collaboration and Engagement, (2)…

This study examines the influence of learning leadership and capacity building directly or indirectly on students' distance learning behaviour mediated by teachers' performance. Data were collected through a Google Forms questionnaire using stratified random sampling involving 43 teachers and 289 students from state and private Madrasah Tsanawiyah…

This study explored how adopting an empathy education framework and strategies for teacher empathy modeling and student-centered learning experiences cultivates more empathy in middle school classrooms. This study extended the work of Snead et al. (2016) entitled "Challenge Course Work around Teaching Empathy in the Classroom."…

This article offers insights into partnerships that support refugee teachers to adapt and sustain teaching and learning despite multiple compounding obstacles spurred by political and economic crises, disaster, and COVID-19. Drawing from a 3-year study of Syria refugee education in Lebanon (2018-21), I focus on one dimension of partnership that…

A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its…