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This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence on reading and writing curriculum, teacher training, and literacy practices. However, its evidence base has never been systematically reviewed. An exhaustive database search sourced 7846 potentially relevant studies, which were screened according to guidelines for evaluating evidence through systematic narrative synthesis reviews and standardly applied criteria for educational evidence (e.g., The Centre for Education Statistics and Evaluation, What Works Clearinghouse). Very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes were found. A surprising result. Those studies showing positive effects had flaws in research design and quality that preclude their use as educational evidence. This systematic review indicates that there is insufficient rigorous evidence of the benefits, or lack thereof, of genre theory/systemic functional linguistics--based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. More high-quality research needs to be undertaken as the current research record is not sufficient to prove or disprove the value of this approach.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.