The COVID-19 pandemic produced a dramatic nationwide shift in K-12 education from in-person classroom learning to remote online learning. This shift left teachers and parents facing the challenge of finding engaging online resources to motivate students to become deeply involved in science learning. The pandemic also left educators and…

In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers' work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom…

This report presents results from a survey of over 2,000 K-12 science teachers regarding their instruction related to COVID-19. Teachers were surveyed in the spring of 2020 shortly after school buildings closed. In addition, 40 teachers were interviewed. Results are reported separately for elementary, middle, and high school teachers. [This report…

This article presents an investigation of a "grass roots" understanding of the relationship between ethical leadership in Solomon Islands and access, equity and quality in education. Access to education, a key element of the United Nations' Millennium Development Goals, is generally an aspirational matter framed by concrete factors such…

A foresight study on school education (ISCED levels 1-3) in the EU, which aimed at developing four scenarios, describing potential alternative futures of the school education in the EU by 2040, identifying the preferred scenario developments and providing recommendations on the policy measures that could be introduced, or strengthened, to help…

This article presents three Bengali-English digital stories as vignettes and analyses young people's intercultural encounters as a moving story between Dhaka and London. The research case study is part of an international project, Critical Connections: Multilingual Digital Storytelling (2012-present), which links language and intercultural…

This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect…

Two different tools for assessing pedagogical content knowledge (PCK) of mathematics teachers used in the framework of the COACTIV study are systematically compared in this paper, namely the paper-and-pencil test consisting of items on the three facets "knowledge of explaining and representation," "knowledge of student thinking and…

In response to calls for improving the quality of DCTs as data-gathering instruments, this study investigates the effectiveness of technology-enhanced discourse completion tasks (TE-DCTs) as a method for eliciting nonverbal speaker data. We used a mobile application to administer four TE-DCTs to native speakers (L1) and intermediate and advanced…

In mathematics education, as in other domains, drawing serves as means to access, assess, and attend to children's understanding. While theoretical accounts of drawings are often based on developmental stage theories, we examine insights gained by considering children's geometric thinking and reasoning from embodied cognitive perspectives. We ask,…

The aim of this study is to get an insight into how members of a research project group describe and interpret the dynamic relations in the group in running a research project investigating improvisation in teacher education. The empirical data consists of field notes from the research group meetings and project events in the initial phase of the…

The goal of this article is to clarify how current dominant understandings of community-engaged scholarship (CES) can be strengthened to incorporate lessons from critical theory and to focus on justice more explicitly. A prior analysis of how CES is defined across multiple disciplinary literatures revealed that scholars define CES as partnerships…

This paper engages some of the philosophical and epistemological underpinnings of silence, and its implications for teaching and learning both within and beyond educational settings. In this exploration, the authors draw on self-reflexive observations, woven throughout the paper as a series of vignettes, to explore questions of silence and its…

In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language…

The goal in this article is to support teachers in better understanding what it means to model with mathematics by focusing on three key decision-making processes: Simplification, Relationship Mapping, and Situation Analysis. The authors use the Theme Park task to help teachers develop a vision of how students engage in these three decision-making…