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How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers' strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers' unions, the infrastructure they provided to organize, connect, and legitimize teachers' actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions' coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of "organizing without organizations," these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations. [ABSTRACT FROM AUTHOR]

Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers' (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs' job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies. [ABSTRACT FROM AUTHOR]

The Expert-based Collective Advising Mechanism (ECAM) was embedded in the open online tutoring project to provide free tutoring for rural students and to help them improve their academic performance, and thus, to solve education inequity. Taking urban and rural students in Tongzhou District of Beijing as the objects, this study gathered data on the tutoring frequency, the durations students received tutoring, the number of teachers who tutored the same student, and the students' academic performance. The tutoring behavior and academic performance of rural and urban students were compared. The results showed that the ECAM could improve students' academic performance. Rural and urban students who received tutoring got the same degree of performance appreciation. Finally, gender, school type, and tutoring duration predicted academic performance positively. [ABSTRACT FROM AUTHOR]

The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school's leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs. [ABSTRACT FROM AUTHOR]

As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers' beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study's discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements. [ABSTRACT FROM AUTHOR]

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than principal-led evaluation practices in three areas evaluation: (1) classroom observations, (2) assessments of teacher content knowledge, and (3) analysis of student test score data. We found that teacher-led evaluation is associated with more positive feelings of motivation and change in practice for all three evaluation areas, but particularly for assessments of teacher content knowledge and test score data analysis. Further, principals' reported use of extrinsic motivational tools to reward or punish teachers based upon their evaluation was also negatively associated with teachers' motivation and reports of positive change in practice. [ABSTRACT FROM AUTHOR]

This article elaborates on the significance of humor and playful interactions in an ethnographic research project among 14- and 15-year-old teenagers in an international middle school in Finland. First, it discusses the role of humor among students and their teachers in the school. Second, the article elaborates on the role humor played when an adult ethnographer was negotiating her role and actions with these teenagers; humor and playful interactions provided useful tools with which to negotiate the researcher's role and made the project a fun and enjoyable experience for the researcher and participants alike. The article employs the concept of reality play when analyzing everyday interactions in a school context, and it argues both that the use of humor can contribute to forming meaningful and ethically sound relationships between researcher and participants and that elaborations on research and ethics should pay more attention to the significance of humor and playfulness as essential parts of human life. [ABSTRACT FROM AUTHOR]

People sometimes limit themselves to doing what is explicitly expected of them and purposely avoid engaging in socially desirable behaviors. Against this background, this study tested a moderated-mediation model based on Conservation of Resources theory and equity theory in academic context through a mixed-methods approach. More specifically, it examined the role of equity sensitivity in influencing the indirect effect of teacher injustice (TI) on classroom citizenship behavior (CCB) through burnout. Results achieved through a four-wave data collected from Pakistani nursing students partially supported the model. They demonstrated that while burnout serves as a mediator in the TI–CCB relationship, the mediation effect is independent of the level of equity sensitivity. A follow-up focus group was also conducted whose findings gave additional details regarding the psychosocial processes underlying the effect of TI on targeted students' attitudes and behaviors. Overall, the study offers theory- and evidence-based insights into the CCB withdrawal process, and provides guidance to education management practice and research. [ABSTRACT FROM AUTHOR]

In this study, as part of an intervention program in which students and their teachers participated in a school development project, we examined students' perceptions of connectedness to their urban school. A photovoice method was employed to map out the multiple emotions associated with the school connectedness experienced by 61 students from four Brussels' schools. Five different but simultaneously occurring emotional themes were revealed: togetherness, respect, success, readiness for learning, and pride. Moreover, students articulated the drivers that positively affect each of these emotional themes. Together, they provide guidance for creating a fertile ground for democratic practice in urban schools. [ABSTRACT FROM AUTHOR]

This article, titled "Who Are the Music Teacher Educators? Part II," is from the Journal of Music Teacher Education. The author discusses the various individuals who play a role in educating music teachers, including university faculty, P-12 teachers who mentor preservice teachers, P-12 teachers who host observers and interns, and P-12 cooperating teachers who work with preservice students during their student teaching course. The author emphasizes the importance of these individuals in shaping the development and career choices of future music teachers. The article also highlights the challenges and opportunities in collaborating with P-12 teachers and suggests strategies for successful partnerships. [Extracted from the article]

The purpose of this descriptive phenomenological study was to examine the co-teaching experiences of secondary choir teachers in associate director positions in the state of Texas. We interviewed 12 participants, who had held an associate director position for at least 3 years, two times across a 4-month period. Three themes emerged from the data: personal compatibility with head director, context for mentoring and learning, and hierarchical structures. The most satisfied associate directors had a positive relationship with their head director colleague, felt that their input was valued, and collaborated as part of a team. They desired to learn and receive mentorship from their colleague, though that mentorship was facilitated or impeded by context. Hierarchical structures were pervasive and affected job roles, associate directors' sense of agency, and the choirs they taught. [ABSTRACT FROM AUTHOR]

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers' and one administrator's perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants' observation notes, researchers' field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic disrupted education in a multitude of ways. During this time, school districts struggled to provide students with disabilities access to services and supports under the Individuals with Disabilities Education Act (IDEA). School personnel were required to continue holding meetings to review students' Individualized Education Programs (IEPs) yet did not always have the resources and skills to do so. The increased digital divide between culturally and linguistically diverse (CLD) families and their White counterparts posed additional challenges for them, such as access to technology and lack of experience with various technology tools. Although this expedited the need for culturally responsive virtual IEP meetings, this option should continue to be provided outside of pandemic contexts. Therefore, it is critical for teachers to facilitate virtual IEP meetings creating spaces where CLD families can participate as equal partners. Utilizing the tenets of Culturally Relevant Pedagogy (CRP) can help this endeavor. This article explains several recommendations for teachers and school personnel to create identity-honoring, culturally responsive IEP meetings in virtual spaces. [ABSTRACT FROM AUTHOR]

Repeated reading is an intervention with strong evidence for improving students' oral reading fluency. However, little research has examined the use of this intervention outside of traditional school contexts. School closures due to COVID-19 forced schools and teacher preparation programs to create new approaches to evidence-based reading interventions that could be delivered online. This study examined the effects of a repeated reading fluency intervention delivered synchronously online. A single-case repeated acquisition design examined the intervention's effects on three upper elementary students' correct word reading fluency, defined as the number of words read correctly per minute. Visual analysis indicated repeated readings had a positive impact on all students' reading fluency. Future research should examine whether this intervention can improve students' comprehension when delivered online. [ABSTRACT FROM AUTHOR]

We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students’ pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children. [ABSTRACT FROM AUTHOR]

Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students' off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies that reflect high social validity, ease of use, and low intrusiveness, benefits are maximized and students will maintain their use of the strategy. This article provides step-by-step procedures for designing a technology-based self-monitoring (TBSM) strategy that increases the acceptability and continued use of standard self-monitoring procedures. Necessary adjustments to typical self-monitoring strategies considering technology-based delivery methods, including selecting and evaluating mobile applications, are introduced. [ABSTRACT FROM AUTHOR]

Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students' challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes. However, teachers may (intentionally or unintentionally) select punishment-based interventions as a quick option to reduce challenging behaviors. Because of the undesirable effects sometimes observed with punishment-based interventions, it is critical that teachers only choose them when warranted and subsequently implement them ethically. This article provides teachers with 11 questions to consider when selecting an effective, efficient, and least-restrictive behavior change intervention. [ABSTRACT FROM AUTHOR]

Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese. [ABSTRACT FROM AUTHOR]

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students' argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts. [ABSTRACT FROM AUTHOR]

Teacher readiness for parental engagement is a vital competence in the context of increased emphasis on engaging parents in K–12 schools. The rise in the standards movement in education led to the inclusion of parental engagement in teacher standards. Here, critical policy analysis of teacher standards shows how teachers' and school leaders' readiness for parental engagement is addressed in Canadian policy documents. Teacher readiness is conceptualized as the ability to establish relationships, support communication, and build partnerships with parents and families. Current policy provisions support teachers' capacity for parental engagement by introducing the asset-based approach to engagement and acknowledging the diversity among parents. Nevertheless, teacher standards fail to distinguish between parental involvement in schooling and parental engagement in education/learning and remain silent on the role of social inequality in parental engagement. Implications for new teacher standards include centering parental engagement on parents and families and tackling inequality in parental engagement. [ABSTRACT FROM AUTHOR]

We aimed to determine whether early adolescents who report higher levels of teacher connection have a greater prevalence of flourishing and whether this association is present across levels of parent connection. We analyzed cross-sectional data, collected in the International Survey of Children's Well-Being (2016–2019), from 33,269 11- to 13-year-olds in 25 countries. The teacher connection score, analyzed as quartiles, asked about care, support, and respect from teachers. The flourishing score (range 0–10) was based on items about self-acceptance, purpose in life, positive relations, growth, environmental mastery, and autonomy. The prevalence (95% confidence interval) of flourishing (score > 8) was 66.0% (65.4%, 66.5%). The covariate-adjusted difference in flourishing prevalence between those in highest and lowest quartiles of teacher connection was 26.8% (25.2%, 28.5%). This difference was similar across groups with varying levels of parent connection. Teacher connection may contribute to adolescent flourishing, in addition to academic achievement and the avoidance of negative outcomes. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the effect of shared instructional leadership and social capital on school effectiveness according to teacher perceptions. The study was designed in a descriptive relational survey model. The sample of the study consists of 403 teachers working in schools in the Odunpazarı and Tepebaşı districts located in the city center of Eskişehir, Turkey in the 2021-2022 academic year. In the study, "Shared instructional leadership scale," "Social capital scale" and "School effectiveness scale" were used. In the study, it was found that teachers' perceptions of shared instructional leadership, social capital, and school effectiveness levels were high. It was determined that shared instructional leadership and social capital variables together had a high and significant relationship with school effectiveness. The relative importance of the predictor variables on school effectiveness are shared instructional leadership and social capital variables, and these variables were found to be significant predictors of school effectiveness. School principals can contribute to the strengthening of social capital and school effectiveness by exhibiting shared instructional leadership behaviors such as focusing on student learning, sharing authority and responsibilities, strong dialogue and cooperation. [ABSTRACT FROM AUTHOR]

With a goal of contextualizing teacher job dissatisfaction during the first full school year of the COVID-19 pandemic, we contrast teachers' experiences with the decade and a half leading up to the pandemic. We draw on nationally representative data from the Schools and Staffing Survey and National Teacher and Principal Survey from the 2003–04 to 2020–21 school years. Through descriptive and regression analysis, we show that (1) increases in teacher dissatisfaction beginning in the 2015–16 school year persisted into the 2020–21 school year, (2) levels of dissatisfaction during the pandemic were not equal across subpopulations of teachers, and (3) positive working conditions consistently predicted lower job dissatisfaction, including in the 2020–21 school year. [ABSTRACT FROM AUTHOR]

With complex, visual concepts prevailing in science and mathematics curricula, these subjects are often inaccessible to students with visual impairments (VI), leading to their underrepresentation in science, technology, engineering and mathematics (STEM) careers. While researchers have identified strategies that can facilitate students with VI's learning within special schools, less is known about how students with VI access science and mathematics within a mainstream context, even though this is where the majority are educated. This seems important to address given the additional barrier students with VI face within mainstream schools, including negative attitudes from mainstream teachers. Consequently, the current study was conducted to explore how students with VI's access to and learning of science and mathematics can be improved within the mainstream context. Two interviews were conducted with qualified teachers of children and young people with vision impairment (QTVIs), revealing the importance of classroom adaptations, such as hands-on experience and increased lesson time, to facilitate students with VI's learning of science and mathematics. These findings are discussed in relation to policy and practice, suggesting mainstream teachers should be trained to make small but effective adaptations in their teaching, and that students with VI are given the opportunity to learn skills needed to become independent learners. [ABSTRACT FROM AUTHOR]

Students with visual impairments (VI) and multiple disabilities (MD) often exhibit challenging behavior, yet school staff's use of evidence-based practices in behavior management is reportedly low. In this article, we share the results of a collaborative professional development (PD) aimed at increasing school staff buy-in and use of individualized positive behavior interventions and supports (I-PBIS) with students with VI and MD. Ten staff, including teachers, paraeducators, and related services, working in a self-contained school for students with VI participated in four weekly, collaborative small group modules on research-based I-PBIS strategies. The Covid-19 pandemic occurred mid-study, which affected implementation of the program and collection of outcome data; however, pre- to post-PD participants' supportive beliefs regarding I-PBIS increased significantly. Participant-reported knowledge and use of I-PBIS also increased but did not reach significance. In addition, participants found the PD highly acceptable and useful in their work with students with VI and MD who engage in challenging behavior. Implications for increasing school staff support for and use of I-PBIS with students with VI and MD are discussed. [ABSTRACT FROM AUTHOR]

This article expands the scope of comparative social stratification research in education to rapidly developing, largely low-income sub-Saharan Africa. First, we investigate trends in the association between parental socioeconomic status (SES) and children's chances to attend and complete primary education, exploring whether and where educational expansion of the early twenty-first century led to equalization of educational opportunities. Drawing on data from 153 Demographic and Health Surveys and Multiple Indicator Cluster Surveys (1990–2017) from 40 countries, findings indicate that inequality in attendance declined, but inequality in completing six grades largely persisted. Cross-country analyses reveal a large variation in inequality levels and trends. We explore the role of national contextual factors and find that underweight prevalence, fertility rates, school fees, public spending on education, and the ratio of pupils to teaching staff systematically explain variation in SES gaps across countries and cohorts. Findings underline the importance of absolute material deprivation and school teaching resources in the stratification of educational opportunities in this region. [ABSTRACT FROM AUTHOR]

This article discusses the importance of middle and teacher leaders in leading and sustaining school improvement. It argues that these leaders play a crucial role in improving education systems and that sustainability is essential for consistent improvements in student learning. The article suggests three significant approaches to empowering middle leaders: providing differentiated professional development, increasing senior leadership support, and improving the benefits and rewards attached to the middle leadership role. It emphasizes the need for tailored professional development programs and a supportive school learning culture to enable middle leaders to effectively lead and sustain school improvement. [Extracted from the article]

Improving social communication is a frequent goal of early autism services. However, it is unclear whether existing models of social communication align with the perspectives and priorities of key stakeholders, including parents, teachers, and expert clinicians. Stakeholder perspectives on social communication characteristics and priorities for young autistic children were gathered during seven focus groups. Participants included parents (three groups; n = 21), teachers (two groups; n = 8), and experts in early social communication and autism (two groups; n = 14). Content analysis procedures were used to develop and refine a codebook for themes and sub-themes that emerged from the focus group data and to code this data. Qualitative data analysis revealed several themes consistent with existing models of social communication in autism (expressive and receptive communication; social interaction), as well as novel themes related to unconventional communication, the impact of context on social communication, and the role of emotion regulation in social communication. Overall, participants expressed that adequately capturing autistic children's social communication skills was challenging because autistic social communication is influenced greatly by a number of contextual, relational, motivational, and regulatory factors. These findings provide valuable insight for aligning social communication measurement and support with stakeholder priorities. Improving social communication is often one goal during early autism services. However, researchers do not yet know whether their ideas about which social communication skills should be targeted during services for young autistic children are the same as the goals of autism community members, such as parents, teachers, and expert clinicians. This study used focus groups (meetings of small groups of community members) to ask people from these groups about what aspects of social communication are most important to support in young autistic children. A total of 43 people participated in these focus groups. These groups included parents (three groups; 21 people), teachers (two groups; 8 people), and experts in early social communication and autism (two groups; 14 people). Focus group participants talked about several aspects of social communication that were already familiar to the research team, such as problems with expressive communication, language understanding, and social interaction. However, participants also talked about several parts of social communication that were less familiar to the research team and had usually not been mentioned in previous research. These included (1) considering the value of unusual forms of communication, (2) taking context and setting into account when considering social communication, and (3) how communication and emotion regulation impact one another. The information from these focus groups will be helpful to making sure that researchers and clinicians focus their social communication supports on areas that are most important to parents and teachers. [ABSTRACT FROM AUTHOR]

Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that scaffolds instructional methods to teach evidence-based writing strategies. Within this article, a framework is described to develop an effective professional development for general and special education teachers who work with struggling writers with and at risk for EBD. [ABSTRACT FROM AUTHOR]

New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing prompts and their administration of such prompts through a trauma-informed lens. [ABSTRACT FROM AUTHOR]

Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully intensifying elements of the writing instruction and supports provided to students. This article describes and explains how to intensify writing instruction to meet student needs. [ABSTRACT FROM AUTHOR]

Black students' experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students' interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students' experience and increase interest in pursuing future STEM careers. [ABSTRACT FROM AUTHOR]

Research suggests that work environments are associated with turnover patterns for teachers of Color. This study investigates variation in work environments using longitudinal administrative data from 20 large urban and suburban K-12 school districts. Results indicate that teachers of Color are more often employed in "hard-to-staff" work environments compared to their White colleagues. Despite this, findings demonstrate high relative levels of teacher experience in schools where teachers of Color, specifically Latinx educators, represent a majority of the teaching staff. These results have implications for educational policy and practice, specifically in the areas of teacher preparation, recruitment, hiring, and retention. [ABSTRACT FROM AUTHOR]

This study explores the motivations for becoming a teacher, teachers' self-efficacy, and the relationship among motivations and teacher self-efficacy using data from the TALIS 2018. The data included responses from 1933 United States teachers with six or more years of teaching experience. Results indicate that motivations, which were more intrinsic and altruistic, for becoming a teacher are positively correlated to teacher self-efficacy of classroom management, instruction, student engagement, and multicultural classrooms. The largest relationship was between motivation and self-efficacy in multicultural classrooms; the smallest relationship was between motivation and self-efficacy of classroom management. Extrinsic motivations had limited relationships to self-efficacy. [ABSTRACT FROM AUTHOR]

Schools abruptly ended face-to-face instruction in March 2020 and transitioned to emergency remote teaching due to the COVID-19 pandemic. We surveyed teachers across the United States between March and April 2020 to understand their experiences during this time in our history (n = 249). Linear regression analysis was used to examine relationships that existed between teacher-level, school-level, and learning modality-related variables and teacher self-efficacy. Teachers in Title 1 schools reported lower levels of efficacy. Elementary teachers, as well as those that initially relied on instructional packets during the transition to remote instruction reported significantly lower levels of efficacy for classroom management. [ABSTRACT FROM AUTHOR]

The aim of the present study was to develop and examine the initial psychometrics of an instrument, the Charter School Teacher Development Inventory (CSTDI), designed to measure the professional development opportunities available in U.S. charter schools. Exploratory factor analysis suggested that the CSTDI was comprised of five factors: traditional, content, coherence, duration, and collaboration. Confirmatory factor analysis also supported a five-factor structure of the CSTDI. This study provides promising support for a five-factor instrument that assesses professional development practices in charter schools and further research is warranted to determine its relevance for use in traditional public schools. [ABSTRACT FROM AUTHOR]

Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some resources can cascade from higher levels (e.g., state standards and mistrust of science) and impact classroom opportunities. Our analysis highlights the importance of teacher education and school leadership in illuminating contextual resources available to teachers. [ABSTRACT FROM AUTHOR]

Collectively, measures created for research use—whether self-report or observational—have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students' perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students' academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed. [ABSTRACT FROM AUTHOR]

Collaborative relationships between families and teachers of elementary-aged children are complicated by teachers' lack of training for family engagement and by hierarchical and racialized power differentials. Home visiting can create a space for teachers to center and honor families' ways of knowing and being, but those home visits need to be conducted in ways specifically intended to build relationships with families; otherwise, the visits can do damage. In this descriptive exploratory study, we examined how teachers responded to families' openings during home visits. We articulate a theory that describes actions teachers can employ to build rapport, particularly across difference. This work has implications for research on family engagement and for teacher preparation for home visiting. [ABSTRACT FROM AUTHOR]

Ensuring a stable pool of teachers is critical to building a pipeline of future workers, especially in career and technical education (CTE), where programming can lead to immediate post-school employment or postsecondary enrollment. We use longitudinal state data with unemployment insurance records to document workforce dynamics among CTE teachers. We find that teachers in hard-to-staff CTE areas are more likely to leave teaching and are difficult to replace, creating net reductions in the number of students who can be served. We demonstrate that teachers with the greatest likelihood of leaving are also those who earn the most money in their post-teaching employment, suggesting actionable dimensions for policies to help retain or recruit teachers in these areas. Ensuring a steady and stable pool of high-quality teachers is critical to building a pipeline of future workers and professionals to support economic stability, especially in growing and high-wage fields. This is particularly true in career and technical education (CTE) where programming in high school can lead to immediate postschool employment or enrollment in aligned postsecondary programs. Increased policy focus on CTE has expanded program offerings over the last 15 years, and new federal requirements that programs align with in-demand occupations and industries have heightened potential tensions between the private and public employment opportunities for current or potential CTE teachers (Perkins V, 2018). Even before the new federal mandate, CTE teachers were a hard-to-staff group, with school administrators citing higher turnover and difficulty hiring (Hensley et al., 2017). Though the quantitative research on CTE teachers is limited, evidence does suggest that teachers who score higher on content-specific certification exams produce graduates who earn more money in their early years of post–high school employment, bolstering the claim that these teachers are important (Chen et al., 2023). [ABSTRACT FROM AUTHOR]

Pasquale "Pat" Ciricillo (1907-1978) was a twentieth-century musician-teacher who incorporated multiple musical approaches in his work. Born to an Italian family in Cleveland, Ohio, Ciricillo's affinity for wide-ranging musicianship afforded him a storied career as a professional trumpet player in New York City. His success as a jazz, popular, and classical musician served as a catalyst for the latter part of his career, when he became a school music teacher who created innovative school curricula based on his extensive musical background. This biographical investigation features three distinct periods in Ciricillo's career: early life in Cleveland, Ohio (1907-1929); life as a professional performer in New York City (1929-1956); and life as a school music teacher in The Bronx and the Rockland County (NY) Schools (1956-1976). Of special interest are the intersections between Ciricillo's performer and teacher identities and the pedagogical practices that he enacted in the music classroom. Ciricillo's life and career hold implications for current and future teaching practices in school music programs. [ABSTRACT FROM AUTHOR]

This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy's 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs. [ABSTRACT FROM AUTHOR]

Prior research has shown that teachers receive lower pay compared to people with the same educational level who work in other occupations. This article challenges that literature and shows that by applying novel statistical approaches, the pay differentials are reduced, and even become pay premiums. In particular, these approaches provide unifying estimates that turn an earnings penalty between female teachers and non-teachers of approximately 10%—based on a standard approach in the literature—into an earnings premium of 5 to 10%. Likewise, estimates based on these approaches erase up to two-thirds of the earnings gap between male teachers and non-teachers. Moreover, going beyond the traditional focus on the mean, the author decomposes the pay gap across the entire earnings distribution. Estimates show that although teachers have a substantial earnings premium at the bottom of the distribution, they have a large earnings penalty at the top. [ABSTRACT FROM AUTHOR]

Diversity management is a core priority in the definition of international education policies, and educational inclusion is a strategic indicator of quality and excellence. As a contribution to improving educational inclusion in higher education, this study seeks to map out the opinions and positions expressed by university lecturers regarding their teaching action in the classroom with respect to educational diversity and inclusion. To this end, qualitative research was designed and developed in eight Spanish public universities. A total of 17 interviews and eight focus group were held, analysing and interpreting the output by means of mixed deductive and emerging thematic analysis. Findings indicate two stances or positions expressed, identified as conventional logic and critical logic, which point to different conceptions of diversity held by the lecturers, the purpose of inclusion in university and its justification, the difficulties they encounter and their proposals for improvement. Global integrated approaches are necessary for the institutionalization of inclusion, despite conceptual confusion, poor training and institutional difficulties encountered by teachers in the classroom. [ABSTRACT FROM AUTHOR]

Given that pedagogical activity is eminently discursive, this article seeks to provide conceptual elements that help to describe teachers' pedagogical discourse when teaching curricular contents. Working from the constructivist tradition and the cultural psychology approach, which uphold the social and cultural origin of human cognition, a discursive model is proposed that involves two dimensions: the dialogic-monologic and the narrative-paradigmatic. From the dialogic pole, teaching maintains the naturalness of a spontaneous conversation, intentionally including pedagogical elements that inquire into the students' comprehension of the information and promoting argumentation, participation and the extension of group discussion. From the narrative pole, teaching seeks to contextualize the thematic contents to help students to gain perspective and understand the course and intentionality of actions. Considering both perspectives of analysis, we propose a conceptual schema for studying the phenomenon of teaching in which we theoretically characterize the different types of pedagogical discourses that emerge when articulating these two dimensions. Finally, we point to future lines of research that could emerge from this proposal. [ABSTRACT FROM AUTHOR]

This study sought to ascertain the relationship between the varying levels of dialogicity and narrativity found in the discourse of different teachers when teaching, as well as their students' learning of the same curricular content. A multilevel, correlational quantitative design was used, with the data collection technique of classroom teacher observation, to determine the teachers' levels of dialogicity and narrativity. Questionnaires were also administered to students to assess their learning and the quality of their recall of the content taught in the classes. The participants were 13 teachers with proven pedagogical excellence in language and communication who taught classes in 13 Chilean schools, as well as their 350 students in their last year of high school education. Using a linear hierarchical model, we concluded that there is a positive, significant relationship between the narrativity of the teacher discourse and student learning. We also found that males learned better with more narrative teachers, while females learned better with more dialogic teachers. [ABSTRACT FROM AUTHOR]

A shortage of certified teacher candidates nationwide is especially challenging in the field of special education. U.S. rural school districts are even more impacted due to limited access to universities because of geographical distance. In this program description, we look at the University Louisville's fully online special education alternative teacher preparation (ATP) program in moderate to severe disabilities, which was developed to lessen the teacher shortage and meet the needs of teacher candidates in school districts in Kentucky. Both the program mentoring structure and course information are provided. Feedback regarding ATP candidates' perceptions of the mentoring support they received are shared based on school setting (rural or urban) as well as data highlighting the growing increase in enrollment since adapting to an online format. Limitations of the current program and future directions are described. [ABSTRACT FROM AUTHOR]

The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research. [ABSTRACT FROM AUTHOR]