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Download full textSustainable Relationality Study Group; Nicole Lee; Ken Morimoto; Melissa Boucher-Guilbert; Fayrouz Ibrahim; Robin Jensen; Meghan Macdonald; Rebecca Zynomirski – LEARNing Landscapes, 2025
From November 2023 to June 2024, an a/r/tographic study group gathered to engage with the concept of sustainable relationality. With the methodology of a/r/tography and propositional thinking, the relational gathering became an experimental curricular "uncommonplace," a messy yet nourishing place from which to envision different ways of…
Descriptors: Sustainability, Ecology, Interpersonal Relationship, Graduate Students
Direct linkJillian Ives; Joni Falk – School Science and Mathematics, 2025
Providing teachers opportunities to lead has a positive effect on student achievement and teacher retention, which is critical in a time when there is a shortage of qualified STEM teachers. While there is research on the impact of professional development (PD) programs on teacher leadership, there is sparse literature on the impact of award or…
Descriptors: Awards, Educational Quality, Instructional Effectiveness, Teacher Effectiveness
Ciera M. Lorio; Hannah Rudkin; Christina Rauwolf; Luminita Hartle – Teaching and Learning in Communication Sciences & Disorders, 2025
There is currently a nationwide shortage of early intervention (EI) providers in the United States, and the number of families in need of EI services is much greater than the available service providers (CEC, 2019; Barton et al., 2012). One way to increase the number of qualified service providers is to offer better and earlier preservice training…
Descriptors: Interdisciplinary Approach, Early Intervention, Communities of Practice, Undergraduate Students
Mandy Ewen; Anna Ferreira; Marlieke G. D. Helder – Professional Development in Education, 2025
This study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all…
Descriptors: Foreign Countries, Faculty Development, Inclusion, Student Diversity
Anne O. Davidson – Journal of Jewish Education, 2025
This article explores community-based learning efforts centered on a Jewish ethic of sustainability. This participatory study used interviews, field notes, participant observations, and artifacts gathered across a multifaceted project focused on Jewish sustainability, which culminated with a Jewish food conference structured to engage the Jewish…
Descriptors: Jews, Judaism, Communities of Practice, Informal Education
Yaela N. Golumbic; Idit Adler; Neta Gutman; Tomer Gueta; Frida Ben-Ami – International Journal of Science Education, Part B: Communication and Public Engagement, 2025
Engaging youth in citizen science projects has multiple benefits. Yet, numerous challenges, such as lack of alignment between project goal and youth interest, hinder youth wider engagement. In this paper, we suggest a model for engaging volunteers in facilitator roles, warranting positive outcomes for youth engagement in citizen science projects.…
Descriptors: Communities of Practice, Facilitators (Individuals), Youth, Citizen Participation
Kristin E. Mansell; Jessica Gottlieb – SAGE Open, 2025
This study explores the dynamics of #AcademicTwitter, investigating user connectivity and mental health attributes amidst pre-COVID-19 societal pressures and the subsequent pandemic onset. Analyzing key actors, we find that institutions and content-driven accounts are more prominent figures in shaping the discourse within this hashtag highlighting…
Descriptors: Social Media, Mental Health, COVID-19, Pandemics
Diane Dalby – Adults Learning Mathematics, 2025
The Whole College Approach (WCA) programme was developed to guide Further Education colleges in England through organisational change processes to improve student engagement and achievement in mathematics. Interim findings from a two-year research project of this Whole College Approach in 16 English Further Education colleges indicate its…
Descriptors: Foreign Countries, Adult Education, Colleges, College Programs
Holly Hansen-Thomas; María-Elena Gómez-Parra – TESOL Press, 2025
"Building Classroom Culture Through Translanguaging: Theory to Practice" is a comprehensive guide for educators who want to create inclusive and effective classrooms that celebrate the diverse linguistic and cultural backgrounds of their students. It introduces the concept of translanguaging, a pedagogy that moves beyond traditional…
Descriptors: Code Switching (Language), Classroom Environment, Inclusion, Cultural Background
Amanda Jo Ponder – English in Texas, 2025
Lower reading and literacy skills are endemic in almost all secondary schools. Reasons for decreased literacy skills are numerous and varied, from changes in elementary literacy instructional focuses (whole language versus phonics), the foundational misunderstanding between reading and literacy, and the emergence and overreliance on social media…
Descriptors: Secondary Schools, Literacy Education, Communities of Practice, Interdisciplinary Approach
Julie A. Honaker; Joan Besing; Radhika Aravamudhan; Loretta Nunez – Teaching and Learning in Communication Sciences & Disorders, 2025
On May 17-28, 2021, the American Speech-Language-Hearing Association (ASHA) launched a two-week teaching symposium on Foundational Communication Sciences and Disorders (CSD) science courses and innovation in teaching and learning: speech, language, and hearing sciences. Participants also joined asynchronous threaded discussions and a series of…
Descriptors: Conferences (Gatherings), Faculty Development, Communication Disorders, Science Education
Nita A. Tarchinski; Thomas Matthew Colclough; Ashley Atkinson; Emily Bonem; Nathan Emery; Victoria Farrar; Madeleine Gonin; Daniel Guberman; Eleanor Louson; Matthew Mahavongtrakul; Timothy McKay; Marco Molinaro; Meryl Motika; Lizette Alda Muñoz Rojas; Hurshal Pol; Kem Saichaie; Kelsey Smart; Megan Stowe; Natasha T. Turman; Jenna Marie Thomas Vest; Ryan Sweeder – To Improve the Academy, 2025
The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity…
Descriptors: Undergraduate Students, Equal Education, STEM Education, Educational Change
Amy M. Leman; Eliza Petry; Joseph Birrittier – Journal of Agricultural Education, 2025
Lesson study is a form of teacher professional development designed to improve instructional techniques by collaborating with teachers to develop and test a lesson plan and examine its effect on learners. Lesson study is designed for in-person meetings and observation. School-based agricultural education (SBAE) teachers often do not have enough…
Descriptors: Communities of Practice, Agricultural Education, Faculty Development, Social Support Groups
Pérez Guerrero, Javier – Journal of Philosophy of Education, 2021
Many teachers believe that becoming friends with their pupils compromises their status as teachers because they regard friendship as a role that is incompatible with that status. However, to consider friendship as a typical relationship or social interaction does not reflect the classical idea of friendship. In a classical approach to friendship,…
Descriptors: Teacher Student Relationship, Friendship, Individualized Instruction, Interaction
Latta, Mark – Journal of the Scholarship of Teaching and Learning, 2021
This article discusses an invitation circle, a process of inviting workshop and classroom participants into collaborative and humanizing inquiry and provides guidelines for initiating an invitation circle. Drawing from indigenous and posthuman traditions, invitation circles model decolonizing inquiry, encourage participants to develop humanizing…
Descriptors: Workshops, Cooperative Learning, Inquiry, Humanization
