Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for…

Purpose: Despite the expansion of virtual learning during COVID-19, many questions remain unexplored on how to provide quality online instruction outside of a crisis-schooling model. Research Methods: The study takes place within a virtual school affiliated with the largest online curriculum provider in the United States. Using observations of…

Identifying preservice teachers' perspectives about play and their role as a teacher in play is critical because their perspectives are related to how they organise and involve play in early childhood education. However, very few empirical studies have been conducted to examine how preservice teachers view play. In the present study, 46 preservice…

This open access book presents evidence-based participant and facilitator perspectives on later-life music learning and participation. The chapters explore the principles and practices that can facilitate and support meaningful music-making in a range of non-formal later-life contexts, highlighting consistent as well as context-specific…

This literature review serves as the foundation for a doctoral research project that examines the intersection of educational leadership, gender, and equity in education in New Zealand's context with specifical focus on women teacher leaders in math and science disciplines. Despite the growing recognition of the significance of leadership in…

To attend to educators' experiences as they work in the midst of competing demands, increased classroom complexity, and a growing understanding of the importance of well-being, a group of stakeholders from across Saskatchewan co-developed a microcertificate entitled Trauma-Informed/Sensitive Pedagogies and Practices. The microcertificate was…

Research on teachers' digital competence presents conflicting perspectives, posing a significant challenge to its enhancement. While researchers have explored the multifaceted factors influencing teachers' digital competence, the field has yet to develop a comprehensive factor model that can systematically analyze its development. This study…

Teaching practice (TP) is an important part of teacher training. It is during teaching practice (TP) that student teachers acquire practical skills in the profession and it becomes prudent to explore the experiences of pre-service teachers in TP. Participants (n = 5) were drawn from one boarding school and came from three (3) teacher-training…

This paper focuses on the education of international students (EIS) in China to explore the "high quantity and relatively low quality" outcomes of EIS by reference to the microlevel actions of organizations. Semistructured interviews were conducted with different organizational actors. These interviews showed how organizational actions…

This article investigates Montessori education in Italy through three studies, addressing a significant research gap in Europe. Two quasi-experimental studies examine academic and non-academic outcomes, considering factors such as gender, age, socio-economic status, years of Montessori education, and implementation fidelity. A third exploratory…

This paper examines the historical evolution of teacher preparation in India, tracing the crucial shift from skills-focused "training" to holistic "education." It analyzes the transition from ancient Gurukul traditions through colonial systematization to the transformative National Education Policy (NEP) 2020. By…

Analyzing 28 articles from databases including WOS, Scopus, and ProQuest, this systematic review investigates the application of Hofstede's cultural dimensions theory in education. It reveals a sustained scholarly interest in cultural dimensions with substantial contributions from scholars in China, Japan, Israel, and the UK. The study focuses on…

This paper presents findings from our project entitled 'Diversity in Unity: Developing an anti-racist framework within Froebelian pedagogy'. We apply an ethnography by proxy approach informed by the work of Jones and Okun on colonial and decolonial habits. Drawing from two nursery settings in England and Scotland, we engage with the methodological…

Across the United States, the growing number of students who enter K-12 schools from culturally and linguistically diverse backgrounds (CLD) necessitates attention to building inclusive partnerships with CLD families. This conceptual article conveys the experiences of three cohorts of educators who shaped CLD family engagement practices through…

This study examines how in-service teachers of multilingual learners (MLs) utilize teacher research to integrate and reflect on culturally and linguistically responsive pedagogy (CLRP). Through a 12-month professional development (PD) course, part of a broader initiative supported by a National Professional Development grant, teachers engaged in…