This study uses a framework of transformative learning theory to explore fourteen participants' experiences with learning William Glasser's Choice Theory. The researcher conducted semi-structured interviews with students, staff and alumni of an alternative secondary school in order to explore their perspectives on the transformative potential of a…

The purpose of this participatory action research project (PAR) was to study how a group of teachers designed and implemented strategies with the intent of amplifying joyful learning experiences for Chinese English Language Learners (ELLs). The research focused on four classroom teachers in an elementary school as Co-Practitioner Researchers (CPR)…

To promote learning and academic success among undergraduates, many colleges and universities offer or require students to participate in high-impact practices, which include first-year seminars, learning communities, writing-intensive courses, service-learning, diversity/global learning, internships, and capstone projects. However, the research…

This study describes teachers' experiences in a preschool professional learning community (PLC) in order to gain understanding of the role of documentation in group learning. A central underlying assumption of PLCs is that teacher learning involves talking with colleagues about teaching and grappling with the issues embodied in everyday classroom…

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

Learning Communities (LCs) and First-Year Seminars (FYS) are common support systems for college students. This article explores the use of such systems with undergraduate international students in their first semester of study as a means to help them better acclimate to campus life and rigorous classroom expectations.

Teacher activist groups (TAGs), which are formed both locally and through online communities, appear to be a growing force in response to the more corporate-driven reform movement of recent decades. The author explains how TAGs seek to influence education policy and practice through organized collective actions, such as protests, letter-writing…

In this study I explore the history of study abroad as a sojourn for the privileged, notions of whiteness, institutional racism and inequality, and nationality and linguicism, and apply theory from critical applied linguistics and post-colonialism to analyze and interpret data collected from five participants of either a semester or year-long…

A suburban school district in northwest Washington State has invested in a teacher-led, school-based model of instructional rounds to improve collaborative relationships among teachers and further teacher understanding of an instructional framework, but there is little formal evidence that instructional rounds is meeting its goals. The purpose of…

The ability to think and write critically is a core outcome in higher education. Many universities provide writing programs for undergraduates to develop sound argumentation skills and build the foundation to engage in academic conversations. Still many students struggle with academic writing. This paper argues that teaching using instructional…

Research has noted that teachers of Color are disproportionately called upon to address racialized issues in schools serving students of Color. And although many teachers of Color enter the profession wanting to advocate for and with students and their families and are strongly positioned to do so, these responsibilities should not rest entirely…

Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring…

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master's-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11-18 years). A total of 40…

Design-based research (DBR) develops solutions in combination with research and has gained increasing popularity in educational research. This research approach involves close collaboration between researchers and practitioners. Many studies show that teachers are often passive participants in DBR projects, where their role becomes implementing…

ECEC-based physical activity (PA) interventions have reported modest changes; however, those that are underpinned by theory seem to report more favorable outcomes. To date, no ECEC-based PA interventions have been underpinned by professional development-focused theories, despite professional development being a consistent component in such…