This article critically analyzes the representation of standardised assessments in Spanish educational policies, particularly in the current Spanish education law (LOMLOE), in reports on the state of the Spanish educational system (2020-2023), and through the voices of teachers working in schools with special difficulties and their implications…

This study aims to investigate the correlation between curriculum autonomy among middle school teachers and their support for learner autonomy. The study employed a correlational survey design. Data were gathered utilizing the Curriculum Autonomy Scale and the Supporting Learner Autonomy Scale. The sample comprised 420 teachers employed in middle…

Using communities of practice as a theoretical framework, the present study explored seven infant and toddler teachers' professional learning in the context of weekly co-planning meetings with preservice teachers in four classrooms over one semester. Data sources included semi-structured interviews, observations, video-recordings, documents, and…

As the English Higher Education (HE) system becomes characterised by centralised regulation, many professional services staff increasingly occupy significant positions sitting between traditional administrative roles, academia and management with responsibility for interpreting and implementing key policies. This study presents findings from a…

In universities worldwide, there is an increased reliance on academic developers to contribute to enhancing higher education. As critical-constructive agents within their universities, academic developers have the potential to contribute to changes on the institutional level as well as on the level of educational practices. While such a role has…

Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers…

For intercultural education to impact learners and, in turn, wider society, teachers must turn intercultural perspectives into actions in their professional contexts. This article examines why teachers who hold positive intercultural views might not be compelled to teach to these in their classrooms. Focusing specifically on education for…

While coaches can have a positive impact on teachers' practice and students' learning, in many school districts teachers have the autonomy to decide whether and when to work with a coach. Coaches then must work to gain access to teachers' classrooms. In a recent study of 28 content-focused coaches, researchers Jen Munson and Evthokia Stephanie…

In predominantly white and affluent communities, it is a common belief that race and racism are irrelevant because there is little to no racial diversity in these communities. Elyse Hambacher and Denise Desrosiers describe how a New Hampshire school district in a mostly white community navigates teaching and leading for social justice despite…

This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to…

In Mexico, as in other countries, several circumstances have converged to inform political decisions that have driven a series of reforms in higher education. The reforms are designed to improve the performance of higher education institutions and their adaptability to new economic and social scenarios, as well as foster changes to the way they…

This qualitative study used Glaser and Strauss' (1967) grounded theory design and explored leader and teacher perspectives of driving and restraining forces when implementing Finnish strategies for joyful leading, teaching, and learning. The study examined teacher perceptions of autonomy as well as differences between Ohio school district…

Student engagement is an important component in the classroom to enhance student outcomes. Student engagement helps a teacher not only with classroom management, but with the understanding of content by the student. The purpose of this qualitative case study was to explore teachers' experiences of student-centered classrooms. Data were collected…

Academic Advising values and approaches can often conflict with the culture, norms, and practices within an institution. The purpose of this study is to explore the values that academic advisors bring to their work, how those values might conflict with the practices of their universities, and how advisors navigate conflicting values and advocate…

Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently…