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The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers' perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers. [ABSTRACT FROM AUTHOR]

Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative comprehension. Too little is known about teacher practices during read-alouds, particularly their use of drama-based instructional practices while reading narrative picturebooks. To examine the frequency and quality of teacher read-aloud practices, we developed the Teachers' Use of Strategies for Storytime Drama rubric, an observational tool that captures shared reading, drama-based, and expressive read-aloud practices preschool teachers may use during read-alouds. In general, teachers rarely used commonly recommended read-aloud practices, and when used, quality was often low. Read-aloud practices varied by picturebook type. Books that incorporated a true narrative alongside sequenced events were associated with more frequent strategy use. Drama-based strategies during read-alouds in particular supported children's retelling of the picturebook story. These outcomes align with our hypotheses and with research-based recommendations that teachers carefully choose picturebooks to have increased opportunities for dialogic and dramatic strategies that support students' language skills. Implications for practice are discussed as they relate to preschool teachers' incorporation of drama-based strategies during read-alouds. [ABSTRACT FROM AUTHOR]

ABSTRACT Despite the burgeoning research interest in collaborative L2 writing, it is underrepresented in the literature regarding how teachers use such activities within real‐world classroom settings. This case study seeks to offer a comprehensive understanding of the practices adopted by two EFL teachers in implementing collaborative writing within Chinese university contexts. Drawing upon Activity Theory, the study delineates the teachers' practices into two distinct activity systems, elucidating the production, distribution and exchange aspects of their activities taken in implementing a collaborative writing project. The findings reveal that while both teachers utilised a variety of instructional tools and pursued similar outcomes, they exhibited different features in the exchange and distribution aspects of their activity systems. The differences were manifested in their adherence to the norms, regulations and principles governing collaborative writing in their teaching environments, wherein the teacher, students and university each assumed distinct roles. Implications are provided for the effective integration of collaborative writing practices in language education. [ABSTRACT FROM AUTHOR]

Limited research has explored mothers' perceptions of teachers' pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4–7, were interviewed. Findings revealed structural differences in the students' classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterised as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [ABSTRACT FROM AUTHOR]

Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented. [ABSTRACT FROM AUTHOR]

This project investigates teachers’ lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper. [ABSTRACT FROM AUTHOR]

Educators and families frequently use children's picture books to introduce young children to unfamiliar experiences, including the start of school. In this study, we examine 52 U.S. picture books portraying the transition to kindergarten. Specifically, this content analysis explores the depiction of kindergarten teachers, including the demographic characteristics of these teachers, the extent to which these teacher characteristics mirror those of the kindergarteners in their classrooms, the ways teachers interact with kindergarteners, and the learning environments teachers create for entering kindergarteners. Results show that teachers are generally portrayed as abled and female, with White teachers depicted more frequently than teachers from any other racial or ethnic group. Our findings also indicate that many books about starting kindergarten do not depict a mix of racially diverse kindergarteners and teachers or teacher-student racial and ethnic match. Finally, we find that teachers are portrayed in narrow ways; characterized as classroom supervisors who have relatively limited engagement with children and who rarely inspire students in their intellectual pursuits. Overall results indicate a need for an expanded offering of books about starting kindergarten that are more representative of diverse kindergarten experiences, including both more teacher and student diversity as well as images of kindergarten teachers who are actively engaged in children's kindergarten transition. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate teachers' practices and views of STEM activities for children aged 4–7 years old. The participants are 18 Greek teachers and data is collected via interviews. Commonly reported reasons for the importance of STEM education are the development of skills, knowledge, and children's interest for learning, while the skills children develop, include collaboration, communication, socialisation, problem-solving, experimentation, critical thinking, programming, creativity, and language/literacy. STEM activities implemented in class are programming, robotics and interdisciplinary activities, as well as experiments and exploration of materials. The primary factors considered when preparing STEM activities are children's interest-motivation, their cognitive level or age, and the learning outcomes. Teachers' perceived challenges mainly regard experiential learning, children's interest and active participation, while main problems include limited time, infrastructure, and teacher training. Implications for educational policy-practice and teacher training are discussed. [ABSTRACT FROM AUTHOR]

Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b) these pedagogical interactions of care and support in the classroom were made possible within a caring schooling structure. This article contributes to the field of urban education by showcasing successes and effective practices in an urban setting. [ABSTRACT FROM AUTHOR]

Although much has been written about the relationship between teachers' beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher's beliefs and practices about teaching literary texts, drawing on Zembylas' three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher's beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers' philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students' differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers' philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail. [ABSTRACT FROM AUTHOR]

This study examined how teachers support self‐regulated learning (SRL) by examining reports of 15 potential practices and differentiated the use of these practices via teachers' SRL knowledge, beliefs, demographics, and student characteristics. Teachers (n = 112) responded to open‐ended questions targeting SRL knowledge, beliefs, and practices and a demographics survey about themselves and their students. Teachers reported few practices to support SRL, but teachers who used more practices tended to have greater SRL knowledge, teaching experience, and time limits. Reporting excessive responsibility for students negatively correlated with SRL practices. SRL knowledge and limited time were significant predictors in regression analyses. Teachers reported few SRL practices (even when examining 15 potential practices). However, our findings highlight SRL knowledge as a potential first step for teacher trainers and professional developers to target in attempts to increase SRL supports in the classroom. Highlights: 1.Teachers reported a low number of practices to support self‐regulated learning (SRL) despite an examination of a wide variety of practices.2.Teachers' knowledge of SRL and limited time were the best predictors of the number of practices that teachers used to support SRL.3.Teachers who felt they were expected to carry too much burden for student learning tended to report fewer practices to support SRL. [ABSTRACT FROM AUTHOR]

Mobile phones are turning into a growingly widespread educational tool across various contexts. However, the scope of research on teachers' role in mobile-oriented instruction is limited, much less examining how professional development influences their associated beliefs and practices. Grounded in sociocultural theory, this study aimed to fill some of the void by exploring the contributions of a professional development initiative framed around mobile phone usage to L2 teachers' beliefs and practices. Data were collected from semi-structured interviews, classroom observations, and online reflections. Data analyses indicated that the teachers gradually developed further awareness of educational exploitability of mobile phones and experienced restructuring in their associated beliefs. Additionally, the analysis of observational data showed direct and indirect patterns of utilizing mobiles by the teachers, undergoing changes during the research process. Results of the study offer implications for mobile-related teacher education, particularly professional development courses geared toward enhancing in teachers greater awareness of utilizing mobile devices. [ABSTRACT FROM AUTHOR]

This study investigated teachers' reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers' orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli schools. Interview data from three teacher groups – majority, minority and immigrant – obtained through open-ended questions, critical incidents and vignettes were interpreted through the lens of DOPA (Diversity in Organisations: Perceptions and Approaches) model. Thematic analysis yielded four distinct teacher profiles as related to teachers' approaches to student diversity, their curriculum orientations and subsequent use of the curriculum materials. The emergent profiles are discussed with regard to the ways of coping with diverse student populations developed by teachers in each group and reflected in adopted teaching practices. [ABSTRACT FROM AUTHOR]

Motivational interviewing (MI) is applied in a variety of clinical and coaching models to promote behavior change, with increasing interest in its potential to optimize school-based implementation fidelity. Yet there has been less consideration of fidelity indicators for MI-embedded coaching and their associations with outcomes. We leveraged exisiting data from 151 teachers across 18 schools, who were part of a larger 39 middle school randomized controlled trial of a teacher coaching model, to explore profiles of fidelity and the associations between fidelity and outcomes. We conducted latent profile analysis (LPA) to examine profiles of four components of fidelity (i.e., adherence, dosage, quality, and teachers' responsiveness). Next, we examined whether observed teacher practices and student behaviors varied across fidelity profiles. Because coaches and independent coders reported adherence, we also examined the reliability of retrospective coach adherence ratings. Results indicated that coaches show promise as a reliable rater of adherence. The LPA indicated that there were two (high and lower) fidelity profiles. Statistically significantly fewer instances of student non-cooperation were observed in classrooms where the teacher was engaged in high fidelity coaching, reflecting a large effect size. Moderate-sized, but non-statistically significant, effects also emerged for teacher opportunities to respond and reactive behavior management. We identify concrete areas to ensure that reliability can be achieved in other contexts. Future directions are also considered regarding fidelity measurement and how to optimize coaching. [ABSTRACT FROM AUTHOR]

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers' spatial competency. • While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. • Professional learning and development can improve teacher knowledge, efficacy and mindsets in use of learning environments for teaching and learning. • Teacher training should integrate spatial competencies as an essential element. [ABSTRACT FROM AUTHOR]

We studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives. The study was set in the U.S. context, where there is an ambitious effort to transform curriculum and instruction via the Common Core State Standards for Mathematics (CCSSM). The CCSSM represented the curricular aims and objectives in most of the U.S. at the time of the study. We analyzed enactments of this official curriculum in terms of the rigor of mathematical activity in 47 middle school mathematics lessons from multiple state and curriculum contexts. The enactment of the CCSSM was not uniform across contexts, and the lack of uniformity was associated in part with the type of instructional materials used by teachers. The use of instructional materials classified as delivery mechanism was associated with activity we characterized as routine procedural rigor. In lessons involving instructional materials classified as thinking device, we found greater variation and more occurrences of non-routine forms of rigor. These differences between types of instructional materials occurred despite the finding that teachers across the sample held similar views of the CCSSM. We conclude that the teachers responded more to features in the instructional materials than to the curriculum aims and objectives articulated in the CCSSM while planning and enacting lessons, which has implications for policy makers who aim to influence instruction through national standards and for school districts as they select materials. [ABSTRACT FROM AUTHOR]

Lebanon is a country that places a high value on education, with the culture specifically rewarding effort and achievement. Despite this, no educational policies for gifted students exist in the country. This article outlines findings from a mixed method case study investigating the perceptions of more than 280 Lebanese teachers about educational approaches used to identify and teach highly able/gifted primary school students. Findings acknowledge reservations among teacher participants in relation to offering special services for gifted students. Although the analysis illustrated an overall lack of awareness of practices that have been identified in international research as effective for identifying and providing for gifted students, there was ample evidence of the desire of teacher participants to become more informed about evidence-based practice. This suggests the time is ripe for a revised focus on gifted education in Teacher Education within Lebanon. [ABSTRACT FROM AUTHOR]

The aim of this article is to explore teachers’ pedagogical practices in Food and Health (FH) meals and school lunches in Norwegian primary schools. This is a qualitative case study of three schools in Western Norway. The data were collected from observations of sixth-grade FH education, school lunches, and individual interviews with teachers and head teachers. Three categories were identified for institutional foodscapes: 1) organisational, 2) physical, and 3) social space. These foodscapes work to explain how teachers’ pedagogical practices are affected differently during the two meals. A clear difference was observed between teachers’ pedagogical practices in the FH meal and the school lunch. In the FH meal, the teachers took on different roles where the teacher communicated socially with the pupils and educated them. During the school lunch, the role of the teacher is observed to be more passive (or withdrawn), where the teachers mainly addressed the students in order to correct behaviour. Conclusion: The results emphasise that a clearer policy for meals in schools should be established where attention is paid to the teacher’s role as a pedagogue during meals in facilitating the pupils’ development of health-promoting eating habits and social competence during meals. [ABSTRACT FROM AUTHOR]

To validate the modified System for Observing Fitness Instruction Time to measure teacher practices related to physical activity promotion (SOFIT+) in physical education (PE) amongst 5–6-year-old-children. Participants (n = 162, 53% female, 6.0 ± 0.3 yrs) were recruited from 9 schools. Video-recordings of 45 PE lessons from 9 teachers/coaches were coded using a modified SOFIT+. Accelerometers measured children's moderate-to-vigorous physical activity (MVPA). Validity was assessed via multinomial regression measuring the relationship of both SOFIT+ index score and individual teaching practices with children's MVPA. Inter-rater reliability was examined. A 1 unit increase in the SOFIT+ index was associated with increased likelihood to engage in 10–19 sec, 20–29 sec and 30–40 sec of MVPA, compared to 0–10 sec. Most of the observed teaching practices were significantly related to children's MVPA. Inter-rater percentage of agreement ranged between 88.8% and 99.7%. SOFIT+ is a valid and reliable assessment of teaching practices related to MVPA promotion in PE amongst 5–6-year-old-children. [ABSTRACT FROM AUTHOR]

This article discusses the impact of a professional learning activity called the Principals as Literacy Leaders (PALL) program on the capacity of school leaders to engage, involve, and support teachers and their school communities to develop a shared moral purpose for making their school more effective in assisting students to become more able readers. It uses data collected from participants in the PALL program together with case study data collected from five Tasmanian schools to analyse the actions by school leaders to develop a shared moral purpose related to facilitating higher levels of student learning in reading. The study shows that school leaders felt more capable in their ability to lead their schools after completing the program and that the development of a shared moral purpose led to improved teaching practices and higher levels of student engagement, students' ability to talk about their learning, and better achievement in reading. [ABSTRACT FROM AUTHOR]

This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence‐based practices (EBP) occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond (OTR) with students not at risk compared to students at risk but used higher rates of positive specific feedback with students who were at risk compared to students not at risk. Students at risk who were Black also received statistically significantly more OTR than White at‐risk students. Results of the study illuminate the need to continue examining teachers' differing use of EBP as contributors to and predictors of student outcomes and disproportionality. [ABSTRACT FROM AUTHOR]

Second language (L2) motivation has been widely discussed as a determinant of success or failure in L2 learning. L2 teachers, especially those of junior secondary students (aged between 13 and 15 years), can play a critical role by deploying effective motivational strategies (MSs) to enhance and sustain their students' L2 motivation. Previous studies have revealed considerable misalignments between teachers' stated beliefs and reported practices regarding L2 MSs. However, little is known about what factors may contribute to such misalignments and what can be done to bridge them. To fill this lacuna, this explanatory sequential mixed-methods study examined 210 teachers' perceptions of L2 MSs and the L2 motivational practices reported by 166 of them in the context of Chinese junior secondary schools. Follow-up interviews were conducted with 20 teachers on their motivational teaching practices and influencing factors. Quantitative and qualitative analyses of the data showed that the teachers as a group reported underusing many L2 MSs relative to their perceived importance. This misalignment of stated beliefs and reported practices was found to result from both external and internal constraints. Based on the findings, recommendations are made for professional development programs to improve their trainees' classroom motivational practices. [ABSTRACT FROM AUTHOR]

There is a consensus that what teachers do in the classroom directly impacts student's learning. Currently, however there is a paucity of data identifying which teaching practices actually support learning within an inclusive classroom, especially data derived from direct observations of teachers. Thus, research-based guidance regarding how best to target observations of inclusive teachers warrants further investigation. The purpose of this scoping review, therefore, was to determine which teacher practices are related to high-quality inclusion, when conducting classroom observations. Extracted data from the tools that relied on direct observation methods included concepts and definitions of inclusion, as well as all indicators of inclusive practice. Thematic Analysis of observable inclusive teacher practices were concentrated into five themes: 'Collaboration and Teamwork', 'Determining Progress', 'Instructional Support', 'Organisational Practices', 'Social/Emotional/Behavioural Support'. These themes were used to create a 'guide' for conducting in-class observation of inclusive teachers. Implications for the use of this 'guide' and teacher education are discussed. [ABSTRACT FROM AUTHOR]

Autonomous motivation is known as being positively related to individuals' resilience and well-being. This article investigates the self-perceived teacher motivation in relation with manager-perceived teacher motivation. A comparative study was conducted using the Multidimensional Work Motivation Scale (Gagné et al., 2015). The scale was filled in for five main tasks that teachers were asked to evaluate: class preparation, teaching, evaluation of students, administrative tasks, and complementary tasks (Fernet et al., 2008). The participants were 40 elementary and secondary teachers and 25 school managers from Romanian schools. Teachers evaluated their own motivation while managers filled in the scale with their perception on the teachers they coordinate. Specifically, we found that teacher and school managers have different ways to experience or perceive teacher motivation on the five investigated dimensions. The research results are analyzed to suggest two levels of intervention for enhancing teacher motivation: 1. Teacher motivational development aiming at determining teachers' motivational self-knowledge and transforming motivation; 2. Developing managerial strategies for enhancing teacher motivation. [ABSTRACT FROM AUTHOR]

• Teachers often use instructional strategies for dual language learners (DLLs) but are unsure about their preparation. • When there was support, the teachers tended to report a sense of comfort when educating DLLs. • Teachers vary in their beliefs on the use of differentiated vs. universal teaching practices for DLLs. • Teachers have pro-bilingual beliefs, but they noted that some DLLs' parents prioritize English learning for their children. • Teachers need supports to work with DLLs who have diverse home language backgrounds beyond Spanish. Using a multiple methods approach, this study investigated (1) Head Start teachers' beliefs and practices regarding dual language learning and education for dual language learners (DLLs), and (2) the received supports, challenges, and needs teachers have when educating DLLs. Open-ended semi-structured interviews were conducted with eight Midwestern, English monolingual, Head Start lead teachers who had DLLs in their classrooms. The data were analyzed using structured thematic content analysis. The credibility and understanding of the findings from the interviews were enhanced by additional data sources including a survey of teacher beliefs on dual language learning and education, an observation of classroom materials for teaching DLLs, and quantitative data on teachers' language use in the classroom. Findings showed that a majority of teachers reported using instructional strategies specific to DLLs, but they felt unsure about their preparation. When there was support, the teachers tended to report a sense of comfort in educating DLLs. Teachers had pro-bilingual beliefs, but their beliefs vary on the use of differentiated or universal teaching practices. Furthermore, teachers viewed supporting the home language of DLLs as important, but several also felt that some parents' preferences contradicted their beliefs on the importance of fostering the home language(s). Teachers reported receiving some support from their administration and parents to help educate DLLs, and also identified multiple challenges in working with DLLs and their families (e.g., difficulties in communication). They expressed needing more support and personnel who can assist them in communicating with a wide variety of DLLs and their parents beyond those who use Spanish. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

It is with increasing importance that mathematics education research considers the role of noncognitive motivation variables alongside elements of the classroom context in investigations of student mathematics performance. This study uses a hierarchical linear modeling framework to predict mathematics achievement from three classroom variables, project-based learning, group collaboration, and student-driven curriculum, and two noncognitive factors, mathematics anxiety and mathematics self-concept, utilizing data from the 2012 Programme for International Student Assessment (PISA) United States sample. Findings suggest that mathematics classroom contexts that are student-driven and integrate project-based learning positively impact mathematics achievement, and that both mathematics anxiety and mathematics self-concept contribute significantly towards explaining variation in mathematics achievement after accounting for gender, race, socioeconomic status, truancy, and school-level poverty. [ABSTRACT FROM AUTHOR]

In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizational conditions that influence urban school teachers' capacity to earn certification. Drawing on two years of ethnographic observations, interviews, and artifact analysis, this study finds that district and school-based factors constrained teachers' capacity to earn National Board Certification, reporting that participants believed there was a misalignment between the district's vision for instructional improvement, which focused on Direct Instruction, and the National Board for Professional Teaching Standards. [ABSTRACT FROM AUTHOR]

Highlights: Observed classroom and school environmental factors relate to how students perceive school climate.Observations account for large proportions of the shared variation in school climate perceptions.Findings suggest the utility of outside observations to explain variation in school climate. Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, independent observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these observations help us to understand differences in students' report of school climate has not been examined. To study this, we assessed convergence and divergence between independent observers' assessments and students' perceptions of school climate at the classroom and school levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers' classroom practices and the school physical environment. A three‐level model partitioned variance to the individual, classroom, and school levels. The variance in students' climate perceptions was primarily between students, with most classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.08, though one was as high as 0.20; however, observations explained large percentages of between‐school variation in climate (58%–91%). Findings suggest the potential utility of outside observations for explaining school‐level variation in school climate to inform decision‐making and future research. [ABSTRACT FROM AUTHOR]

This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher professional development and teacher classroom practices are significantly associated with student achievement. Our analysis is based on data from the 2012 World Bank and African Economic Research Consortium Service Delivery Indicators. We test our hypotheses by means of a multilevel regression. We find that teacher quality indicators have significant effects on Mathematics achievement in Kenya. Different effects between urban and rural primary schools are observed. The findings of this study underscore the need for policy makers to focus on improving teacher quality by strengthening initial teacher preparation and in-service programmes. [ABSTRACT FROM AUTHOR]

A major influence on mathematics teachers' instruction is their beliefs. However, teachers' instructional practices do not always neatly align with their beliefs because of factors perceived as constraints. The purpose of this article is to introduce a new approach for examining the relationship between teachers' beliefs and practices, an approach that focuses on specific instructional practices that support the development of students' conceptual understanding and on mismatches that occur between what teachers believe to be important and what they report actually doing in the classroom. We also examine the relationship between teachers' self-reported constraints and mismatches between teachers' beliefs and practices. [ABSTRACT FROM AUTHOR]

Scholars propose that contextual problems can be used to ground students' understanding of mathematical ideas, and recent curricular trends have resulted in a plethora of resources that introduce and develop new mathematical ideas through contextual problems (CPs). Given the tension between this approach and the traditional role of CPs as opportunities to apply, rather than develop, mathematical ideas, there is a need for a common language that teachers, curriculum designers, and scholars can use to learn from each other about the types of tasks that are central to contextual problem-based instruction. To fulfill this need, the author proposes an analytical framework, developed through observations of a contextual problem-based algebra unit. After describing the categories in the framework using examples from the written and enacted lessons, the author uses existing theories and empirical observation to describe the significance of each type of activity for the development of understanding. [ABSTRACT FROM AUTHOR]

• Closely examining the mathematical details of classroom interaction is essential. • Engaging in details of others' mathematical ideas relates to achievement. • Productive teacher support depends on following up on invitations to students. • Interaction varies across classroom participation structures. This paper traces the development of a program of work that seeks to understand the teacher practices that promote productive dialogue and learning in mathematics classrooms. This work originated in cooperative/collaborative learning research, with a focus on understanding group dynamics effective for student learning. Over time, it layered on increasing attention to the teacher's role, and branched out to consider the multiple participation structures in the classroom (whole-class discussion, small-group collaborative work, private student-student conversations). Each phase of this work brought in a heightened focus on the details of classroom interaction around mathematics—both in the thinking that students share and in the practices teachers use to support student participation—to better understand the development of students' mathematics learning. [ABSTRACT FROM AUTHOR]

There has been research on teachers' cognitions of corrective feedback (CF), their knowledge, beliefs and attitudes and how they are reflected in practice (Borg, 2003; Yoshida, 2010). However, there has been very little attention paid to teachers' cognitions of feedback on pronunciation. The data reported here is based on semi-structured interviews (N = 19) and classroom observations (N = 6) of English as a second language teachers in New Zealand. In an earlier survey, the author had found most pronunciation teaching was ad hoc and in response to errors. Most teachers provided CF, usually through recasts and follow-up listen-and-repeat practice, although other techniques were also reported. The interviews reaffirmed these findings and provided a more in-depth picture, especially with regard to correction techniques, how effective they were believed to be, and the importance of encouraging learner autonomy through peer and self-correction. From classroom observations of six interview participants on two occasions each with follow-up discussions, four key themes emerged: what teachers correct (phonemes and words), how they correct, timing and rationale for CF, and their beliefs regarding sources of errors. They also reveal gaps in teachers' knowledge and training and a need for further research into precisely what makes CF effective. [ABSTRACT FROM AUTHOR]

Metaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one's mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants' answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one's root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner. [ABSTRACT FROM AUTHOR]

Highlights • Curriculum ergonomics helps identify barriers to successful curriculum resource use. • The study of curriculum ergonomics highlights influences of curriculum resources. • Digital curriculum resources blur the boundaries between design and use. • Curriculum resources can be designed to push teachers to new forms of instruction. • The study of curriculum ergonomics helps support development of teacher capacity. Abstract We conceptualize curriculum ergonomics as a field that studies the interactions between users and curriculum materials. We identify five themes that a curriculum ergonomics lens brings into sharper focus: (1) teachers' relationships with and capacity to use curriculum resources; (2) alignment between design intentions and patterns of curriculum use; (3) ways in which curriculum resources influence instruction; (4) ways in which curriculum features are purposefully designed to achieve an educative purpose; and (5) the dissolution of boundaries between design and use. We first summarize the literature in curriculum ergonomics and then show how key themes from that literature inform the discussion of curriculum ergonomics. [ABSTRACT FROM AUTHOR]

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized. [ABSTRACT FROM AUTHOR]

We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N= 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices. [ABSTRACT FROM AUTHOR]

Within the field of education, reflective practice has become a very popular concept within teacher education and development programs. The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL), where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. However, we really do not know what research has been conducted on the practices that encourage TESOL teachers to participate in reflective practice. This article presents a review of recent research that has been published in academic journals over the past five years (2009–2014) on the practices that encourage TESOL teachers to reflect. [ABSTRACT FROM AUTHOR]

• Kindergarten teachers share different ways of defining and supporting self-regulation in play. • Some teachers focus on promoting emotional regulation through chid-led play. • Other teachers focus on holistic self-regulation nurtured in child- and teacher-guided play. • Classroom play examples illustrate teacher approaches to supporting facets of self-regulation. Connections between play and young children's developing self-regulation have been emphasized in both research and practice. However, our knowledge of how to scaffold children's play to develop regulation in practice is limited. The current study examined strategies utilized by teachers to support self-regulation in play contexts. Observational and interview data were collected in 11 kindergarten classrooms in Canada. Results show two differing approaches to the role of play in self-regulation development. One focused on nurturing emotional aspects of self-regulation through free play. The other focused on a holistic definition of self-regulation nurtured in both free and teacher-guided play. Results underscore teachers' diverse approaches towards promoting self-regulation and provide practice-based examples for supporting multiple facets of self-regulation development in play. [ABSTRACT FROM AUTHOR]

Despite research linking teachers' occupational health to student outcomes, the processes through which these associations exist are unknown. In a sample of 516 teachers, four latent profiles of occupational health were identified, indicated by job stress, occupational burnout, and teaching self-efficacy: lowest occupational health (17%), low-to-mid occupational health/mid self-efficacy (38%), mid-to-high occupational health/mid-self-efficacy (30%), and highest (15%) occupational health. Proactive behavior management practices were observed less frequently for teachers in the lowest (vs. highest) occupational health profile. White female teachers were associated with profiles of low occupational health more than White male teachers, and male and female teachers of color. [ABSTRACT FROM AUTHOR]

The increasing scholarly attention on L2 writing teachers necessitates a review of the studies targeting L2 writing teachers to provide a comprehensive mapping of the field. This paper thus reviews empirical research on L2 writing teachers (1980–2020), following a thematic and content analytic approach. Sixty-seven empirical studies were examined and the results identified three major lines of inquiry: teacher cognition, teaching practice, and teacher expertise. The first line involves research on L2 writing teacher cognition, which includes but is not limited to teacher beliefs, attitudes, awareness, identity, and preferences. The second line embraces studies on L2 writing teacher practices reporting a range of instructional practices, feedback, and assessment practices across contexts. The third aspect focuses on L2 writing teacher expertise, which is mainly exhibited in L2 writing teachers' employment of pedagogic strategies, implementation of innovations, and engagement with professional development. Based on the systemic review, the paper proposes a coherent theoretical framework to conceptualize L2 writing teacher cognition, practice, and expertise for further research on L2 writing teachers. Implications are also discussed on how L2 writing teachers can be better prepared through purposeful professional development initiatives. [ABSTRACT FROM AUTHOR]

The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking country, English should be the language of instruction. Additionally, educational research during the past decade has been characterized by an emphasis on the use of rigorous experimental designs that are highly generalizable and fail to take into consideration the role of teacher beliefs on classroom practices. This study used a cultural communities lens to explore the beliefs about classroom language use of two Head Start teachers in order to gain insight into how teacher beliefs influence classroom practices, particularly the language of instruction. Analysis of teacher interviews and assessments of classroom language use indicated that teachers had very different beliefs about language use, despite their coming from very similar ethnic and linguistic backgrounds, and that these beliefs were translated into classroom practice. Teacher beliefs were grounded in teachers’ experiences as members of cultural communities, and the findings highlight the need to attend to within-group variability as well as classroom processes that influence teaching and learning. [ABSTRACT FROM AUTHOR]

This study examined the longitudinal association between teachers' broad attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers' precise attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ attunement is limited. Findings substantiated the value in distinguishing between teachers' broad and precise attunement, indicating that teachers’ broad attunement to peer group memberships is important for popularity, whereas precise attunement to individual students' affiliates matters for centrality. Implications for the contribution of teacher attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand. [ABSTRACT FROM AUTHOR]

The present study examined associations between teachers’ classroom behavioral socialization practices and the development of preschoolers’ self-regulation skills throughout the year, as well as the moderating roles of child gender and initial self-regulation skills. The predominantly low-income sample consisted of 216 children from 68 preschool classrooms within 29 private child care centers. Findings suggest that teachers devoted very little time to whole-group classroom behavioral socialization practices. Hierarchical linear models revealed that classroom behavioral socialization time negatively predicted both spring self-regulation scores (lagged dependent variable models) and change in children's self-regulation scores from fall to spring (change score models). These patterns remained even after controlling for a variety of child, family, teacher, and classroom characteristics. Cross-level interactions indicated that the negative association between behavioral socialization time and change in self-regulation was stronger for girls than for boys. Preschoolers’ initial self-regulation in the fall did not moderate the association between behavioral socialization time and self-regulation in either model. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Abstract: The interplay between teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. This study used mixed methods, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during lessons. The results of the student perception study showed that teachers combined external, shared and internal regulating activities. Three groups of teachers differed in the extent to which they combined regulating activities. The classroom observations confirmed the presence of these three groups. The results are discussed with respect to their implications for educational practice and theory. [Copyright &y& Elsevier]

Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers. Therefore, given that teaching grammar has always been a central, but problematic domain for language teachers, what teachers believe and do regarding grammar instruction is an important issue that needs to be investigated. However, studies that research teachers and their grammar teaching are rare, and almost non-existent at the elementary-level English teaching contexts. Therefore, through a questionnaire given to 108 teachers and a focus-group interview, the present study investigated Turkish primary-level English language teachers' beliefs and practice patterns of teaching grammar, and the reasons behind these patterns. The results revealed that teachers predominantly prefer the traditional focus-on-formS approach, which indicates a serious clash with teachers and curriculum goals, on the one hand, and theoretical suggestions on the other. The paper ends with discussions and suggestions for teacher education and language policy-making. [ABSTRACT FROM AUTHOR]

This paper explores the relationships between student participation in classroom conversations, teacher practices, and student learning in elementary school mathematics classrooms. Six teachers and 111 children aged 8–10 participated in the study. Students and teachers were videotaped as they discussed how to solve mathematical problems during whole-class and small-group discussions. The results show that the level of student engagement with each other's ideas and the incidence of students providing detailed explanations of their problem-solving strategies were positively related to student achievement. While teachers used a variety of instructional practices to encourage students to attend to and engage with each other's thinking, how teachers followed up on their initial moves was important for whether students engaged with others’ ideas at a high level. [Copyright &y& Elsevier]

In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers’ employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students’ ratings of teacher practices. [ABSTRACT FROM PUBLISHER]