This research involves two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that focus on how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. We found that dialogues between pre-service teachers and more experienced…

In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad; larger questions about the future of international education and global learning with limited…

Recent changes to the Technology learning areas of "The New Zealand Curriculum" drove the motivation for this research project. The changes to the curriculum were designed to support students to develop the digital literacies vital to engage in an increasingly digital society (Ministry of Education, 2017). The need to attract more…

This volume highlights unique features of L2 teachers' motivation, autonomy and career development in Far East counties (including Japan, South Korea and China), using diverse methodological research approaches incorporating both quantitative and qualitative paradigms. While much of current research focuses on students' psychology, this volume…

Current research aiming to understand the gaps between research and practice in K-12 education often overlooks the importance of grasping the indirect relationships that develop between research and practice communities via the various people and organizations positioned to serve as knowledge brokers. The purpose of this study is to understand…

This article shares a promising practice: collegial visits. During collegial visits, educators watch a colleague teach a lesson about a predetermined focus as a form of professional development. Educators, including the host teacher, debrief after the lesson. These visits are part of a cycle of learning that moves from theory to practice, and the…

This research analyzes the alignment of today's practices with current student needs in higher education. Veterans face unique challenges when transitioning back into civilian culture. When that transition combines with a shift to life on a college campus, these challenges are further exacerbated. Tinto's Model of Student Integration allows the…

This article describes how the libraries at Lafayette College used digital scholarship methodologies to enhance student engagement and learning during the transition to remote learning due to the COVID-19 crisis. The article argues that digital scholarship tools and methods enhanced active learning during the shift to all-remote instruction by…

In response to the COVID-19 pandemic, transitioning to online education proved to be difficult due to lack of training, resources, and funding to adequately provide what every student and teacher needed. We present a framework for ongoing professional development for in-service teachers to expand their attitudes and beliefs about culturally…

In Malta, most science teachers are likely to have a teaching degree level qualification in one science subject. When teaching science in the first two years of secondary school they will be teaching outside their area of science specialism, that is teaching a subject/s that was not studied at degree or Advanced level. A study was conducted to…

E-portfolios have been used for decades in education, however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students' experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL)…

Centers for Teaching and Learning (CTLs) are at the forefront of many quality enhancement activities aimed at teaching and learning at universities and do not solely focus on supporting individual teacher in conducting quality teaching but are also playing a strategic role in the university. CTLs provide in other words holistic academic…

Despite knowing that academic motivation and engagement influence academic outcomes, it is unclear how students' motivation and engagement in face-to-face versus online courses differ. This mixed methods study examines whether preservice teachers' motivation and engagement in the same course, with the same instructor, in the same semester is…

This study extends the community of inquiry (CoI) framework and self-regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self-efficacy and online SRL strategy) and learning outcomes in the context of K-12 online learning. To help understand the influence of…

This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher's experiences of becoming and being a teacher drawing upon her…