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We compare the institutional standards and expectations for English language arts (ELA) educators from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. By conducting a critical policy analysis of documents from NCTE and the Georgia Department of Education (GADoE) we sought to understand the tension between standards set for training English education students in institutions of higher education and the standards those teachers would be required to use in Georgia K-12 schools. We analyze these documents through Cooper et al.'s (2004) policy analysis framework, which questions the normative, structural, constituent, and technical dimensions of policy development. We found that the ideological beliefs and values embedded in the policies and documents from NCTE and GADoE have developed divergent sets of expectations for ELA teachers in Georgia, particularly around how teachers respond to oppression in our society; how we understand the overall purpose of ELA instruction; and the scope of responsibilities for educators. We end by presenting implications for educators working among these two sets of policies, in recognizing where these expectations may overlap as well as diverge.

Decades of federal and state education legislation enacted to increase student academic achievement and enhance school quality have pronounced impacts on teachers and their instructional practice. That impact is captured in the term intensification. Intensification is multifaceted and manifests as additional tasks accomplished simultaneously, with no monetary consideration, constricting the curriculum, losing voice about curriculum, restricting teachers' classroom autonomy, and de-professionalization. This research had the three-fold purpose of determining (a) teachers' perspectives about Florida's educational standards relative to curricular autonomy, instructional autonomy, and professional expertise, (b) the extent to which teachers' experiences meet the criteria of intensification of curricular autonomy, instructional autonomy, and professional expertise, and (c) the degree to which teachers experience pressure from increased accountability to years teaching English Language Arts, Mathematics, Reading, Science, Social Studies, and Technology. Four research questions were framed to guide the inquiry, and data were collected from 356 high school teachers. Data were analyzed using Pearson's chi-square (?2) test of independence and multinomial logistic regression. Results revealed that teachers' instructional experiences meet the criteria of intensification to instructional autonomy, curricular autonomy, and professional expertise.

Like many of its contemporaries across the state, North Central Texas College's (NCTC) English and math faculty were committed to the promise of corequisite education and its students' success as outlined by the Dana Center, but they also understood the obstacles to implementing, assessing, and scaling its corequisite courses. NCTC's English and math faculty sought opportunities and resources to come together and collaborate to meet its students' needs and embraced professional development opportunities that promised specific, meaningful, and pedagogically sound deliverables. What they needed were more opportunities for peer-to-peer collaboration where they could engage with each other and create curriculum and instructor resources without distraction. To achieve these goals, in the fall of 2021, NCTC applied for and received the College Readiness and Completion Model (CRCM) grant from the Texas Higher Education Coordinating Board. As part of this grant, the English and math faculty participated in a series of evening workshops where they would collaborate and develop course-specific resources for students enrolled in corequisite first-semester Freshman Composition (ENGL 1301) and Contemporary Mathematics (MATH 1332) courses. The results showed that participating in the peer-to-peer professional development workshops was an overwhelmingly positive experience for English and math faculty.

Due to the COVID-19 pandemic, online learning has gained significant attention within the educational context of Vietnam. Nonetheless, there is a shared concern among educators about the effectiveness of the online platform that supports positive learning outcomes. To address this, the Connectivist Learning Environment (CLE), where learning activities were designed and aligned with connectivism theory, was introduced. This study explored whether or not the CLE helped develop the general pedagogical knowledge (GPK) of Vietnamese pre-service English teachers (PETs) and the possible factors that led to their GPK development. This study involved 40 pre-service English teachers at a university in Vietnam and 15 Vietnamese and foreign teachers of English. Data were collected through pre-tests, posttests, online reflective journals, an online survey, and a semi-structured interview. An independent paired sample t-test and repeated measures ANOVA were used to analyze quantitative data, while content analysis was used with qualitative data. The findings revealed that the GPK of pre-service English teachers is significantly higher after 9-weeks of participation. The participants stated that the CLE is a beneficial learning platform with various positive attributes. In addition to the theoretical and pedagogical implications, this study offers insights for future research studies.

The present study examined the online professional development practices of in-service English teachers. A sample of 184 in-service English teachers from various levels of education in Turkey participated in the study through an online questionnaire. The collected data were analyzed using SPSS to assess the teachers' utilization of the Internet for professional development, classroom activities, and collaboration with others. The results revealed that the participants extensively utilized the Internet for professional development, classroom activities, and collaboration with others. Furthermore, significant differences were found between participants' teaching levels and their use of the internet for collaboration, frequency of internet use, and internet use for classroom practices, as well as ICT training experiences and the use of the internet for overall professional development, classroom activities, and collaboration. The findings suggest that in-service English teachers prioritized and benefited from online professional development practices, and their ICT training influenced their use of the Internet for such practices.

Feedback is indispensable if the potential gains of formative assessment are to be realised in the classroom. Therefore, this explanatory sequential mixed methods study sought to describe the feedback content and process of 1088 Jamaican secondary school teachers in general before exploring the practices of 32 teachers of English. Data analysis showed that teachers predominantly gave summative feedback, delivered orally and to the whole class for efficiency and to address the most frequent student errors. The findings imply that formative assessment implementation can be improved by including information on where students are, where they are going, and how they can get there in teachers' feedback. In the Jamaican context, the learning function of assessment, not the grading function, must be emphasised.

Within gifted education, discourse-based instructional methods, such as Socratic Seminars, are identified as strategies to support the development of gifted and advanced readers' critical thinking skills. While research on dialogic discourse has centered on key components such as discourse patterns and the types of questions teachers ask, the unique nature of teachers' listening has a limited research base. In this qualitative study, we examined five teachers' perceptions, focusing on one teacher as an illustrative case, of their listening during dialogic discourse-based lessons with gifted and advanced readers. Major themes included that (a) teachers' listening is multifaceted and individualized, (b) teachers listen for certain reasons, (c) teachers' expectations inform their and their students' roles during discourse, and (d) teachers' listening is related to their belief systems, and (e) there are barriers to effective listening. Implications for practice and research are discussed.

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development.

From its conception in Australia, subject 'English' has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate 'literary text'. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in Australian English teachers' text selection as they continue to choose texts from the 'canon'. This paper is framed by Rigney's principles of Indigenism and Indigenous Standpoint Theory (1999; 2017) and will draw on my own lived experience -- as an Aboriginal student, English teacher, and now researcher -- to examine the presence of colonialism in English and the consequent subordination of Indigenous perspectives. This paper will suggest some of the ramifications of prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the construction of subject English could feel assimilative to Indigenous people. I will explore this by using my own experience of learning William Shakespeare's 'Othello' as a student and of teaching Doris Pilkington's 'Follow the Rabbit-Proof Fence' as a teacher as examples.

Using a transnational intersectionality framework that focuses on the interactions of multiple identities, this article reexamines the study conducted in 2017 on the experiences of one female in-service English language teacher in the Ukrainian context. Employing a narrative inquiry approach, using an online autobiography, interviews, and lesson materials, Irene's multiple identities have intertwined with her gendered identity, shaping her experiences. This study's findings show that Irene's transnational gendered identity was influenced by her educational and professional paths, her position in the language teaching field, and various social identities. Irene used language strategically and negotiated power relations professionally to navigate her transition to becoming a transnational English language teacher. Moreover, she found a complex relationship between a teacher's gender and identity, which is related to the sociopolitical situation in Ukraine. The study aims to address the gap in the research on constructing a Ukrainian teacher's gendered identity. While a case study approach is not generalizable or applicable to other teachers, exploring Irene's narratives provides valuable insights into the complexities of identity and power dynamics within a transnational educational context.

This paper reports on the design of a multimodal metalanguage developed by teacher education researchers to support pre-service teachers' understandings of critical literacy and critical health literacies in a changing communication landscape. The design of metalanguage constitutes the first stage of an ongoing transdisciplinary project, Multiliteracies Across Teaching Areas (MATA), which aims to design and implement cohesive disciplinary multiliteracies pedagogies across teaching areas of an initial teacher education (ITE) programme. The focus on metalanguage design is motivated by concerns shared by critical literacy scholars and scholars in health literacy to balance deconstruction of texts with actionable response through the 'deep moral grammar of narrative' Kindenberg and Freebody ("Australian Journal of Language and Literacy, 44"(2), 90-99, 2021). Such concerns also align with recent World Health Organisation calls for the use of solution-oriented literacies to empower communities. These sociocultural understandings of critical literacy and Kindenberg and Freebody's ("Australian Journal of Language and Literacy, 44"(2), 90-99, 2021) call to balance 'the analytical' and the narrative' in critical literacy practice provide the starting point for designing metalanguage for transdisciplinary research in Health and Physical Education (HPE) and English. We firstly review relevant models of the critical informing both subject areas to establish synergous understandings and then analyse expectations of critical practice in descriptions and elaborations of the HPE and English curricula. We provide an overview of the semiotic resources available for transdisciplinary conversations within the English curriculum with clarifying 'bridging' terminology informed by social semiotic descriptions. Through close analysis of four representative texts selected for critical literacy practice by English and HPE teacher educators in the MATA project, we demonstrate how such metalanguage was shared to build understandings of both critical analysis and actionable response. Along with analytical features to build and analyse issues according to disciplinary criteria, we show how stories are used to build rapport with their diverse audiences and to motivate their peers to take positive health action.

This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document-based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher-controlled activities and a predominant teacher-centric classroom layout among teachers. Notably, a considerable proportion of in-class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple-choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.

In considering how to bring joy back to education and the curriculum in England, I argue that it is also necessary to bring the joy of teaching back to classroom practitioners. A fundamental contribution to this may be leadership typologies employed by schools' senior leadership. As an experienced secondary English teacher, over the last 20 years I taught at schools in which my experiences of being led -- just prior to, and then under, the education reforms introduced to promote the 'knowledge-rich' approach1 -- were very different. This article reflects on my experiences of contrasting leadership-styles, and of educational leadership on a national scale, through the metaphorical lens of one of the poems I taught for GCSE English literature. My aim is to consider how leadership can be successful, sustainable and inspiring of joy.

This article explores patterns in teachers' reported correction of student language use in speech and writing. The authors use the concept of language correction in student writing and student speech as a proxy for prescriptive approaches to teaching about language. By conducting a large-scale survey of all language and literacy teachers from preschool through 12th grade across an entire state, the authors were able to identify patterns in teachers' approaches to teaching about language that smaller case studies and nuanced qualitative studies have not yet documented. They examine differences in teachers' self-reported correction of student language use across teacher characteristics and contexts such as grade levels taught, regions of the state, years of teaching experience, and whether teachers had taken a linguistics class. The authors identified marked differences in how elementary and secondary teachers report correcting student writing and speech. They found a small but significant difference in the impact of taking a linguistics class depending on grades taught. They note small but significant differences between reported correction of language for teachers in urban and rural contexts. They discuss implications for professional development on teaching about language targeted to the needs of teachers based on grade level, context, and experience.

This study examined secondary school teachers' beliefs about the purpose, importance, and principles of assessment. Forty-seven Literature-in-English teachers in the Ibadan metropolis, Nigeria, were sampled using the mixed-method research design. Literature-in-English Teachers' Assessment Beliefs Questionnaire (r = 0.76) and Literature-in-English Students' Class-Assessment Checklist were used in collecting quantitative data. Ten teachers were interviewed. Analyses of data suggest that teachers considered assessment an essential element of teaching, but they could not translate their beliefs into practice. Possible causes of the inconsistencies were not established, suggesting areas for future research. Some recommendations were made.

This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood by a single theoretical perspective. Additionally, teachers' instruction is heavily influenced by mentor teachers, colleagues, and teachers' own classroom experiences as sources of content and pedagogical knowledge. Our findings show how agency grounds teacher praxis in secondary English classrooms. While there is no one way to teach per se, the combination of different dialectic influencers and teachers' agentic belief play critical roles in shaping teachers' instructional practice.

In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.

In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.

When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners' worldviews and shape their perceptions as global citizens through classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners' experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.

During a two-term observational study of my Secondary English Language Arts (ELA) class, I introduced "Surrealism" to the existing curriculum. Jot notes, personal interviews, and a self-study comprised my data strands. The COVID-19 pandemic struck shortly before my scheduled in-person interviews. This uncertainty disrupted my doctoral study plans, but offered a valuable opportunity for critical reflection. The fears and questions prompted by the pandemic were captured in the vulnerable "safe space" of our at-home Zoom interviews. This process thus prompted my contemplation about interviews as a continued method for combatting the stagnancy of educational spaces.

While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students' perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students' age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students' individual needs for motivational strategies to assist them master the target language.

Teachers want their students to have access to the books they need to fall in love with reading, which means having classroom and school libraries stocked with a wide variety of books. But as English teachers are well aware, Texas leads the nation in book challenges and bans. This article defines and describes the different forms of censorship and includes extensive information and resources to support classroom teachers as they prepare for and respond to book challenges, including building allies and staying in tune with organizations that provide support. The authors conclude by describing how book challenges are the current reality and that we must work toward and remain hopeful for a future in which diverse classroom libraries abound.

Grounded within the tenets of culturally responsive education, this qualitative case study examined the culturally responsive instructional practices of teachers working with linguistically, ethnically, and culturally diverse students in sheltered English Language Arts (ELA) classrooms that mainly serve English language learners in an urban high school located in the midwest United States. Three teachers participated in the study through interviews and observations. The findings of the study indicate that the inclusion of culturally and linguistically affirming and familiar tasks, including translanguaging, led to greater student engagement and academic gains in the ELA classroom.

Disrupting the canon of Eurocentric literature often used as a whole-class novel study in the secondary English Language Arts (ELA) curriculum is needed in order to push back against white hegemony in and out of ELA spaces. This disruption needs to occur at the teacher preparation level through discussion, examination, and curriculum development, including contested and nostalgia-laden texts such as Harper Lee's (1960) "To Kill a Mockingbird" (TKAM). In this paper, we draw on Sealey-Ruiz's (2019) concept of the archaeology of the self, Vygotskian perspectives on literacy instruction (Lee & Smagorinsky, 2000), and the gradual release of responsibility in teaching and learning to interrogate the metaphor of the "grasp" that the canon has on the ELA community. We examine the epistemological shifts and evolutions between a preservice ELA teacher and an ELA teacher educator in a two-year study that focused on developing Culturally Sustaining Literacy Pedagogy (Paris, 2012; Paris & Alim, 2017) aiming to disrupt the teaching of TKAM. We found that releasing ourselves from the canonical grasp of TKAM, placing it not as a centered novel, but as a literary artifact, was imperative in disrupting our own whiteness and developing culturally relevant, responsive, and sustaining critical literacy instruction surrounding themes of present-day racism and (in)justice.

Our classrooms have not been the same since the COVID-19 pandemic shut down schools and forced us to rethink everything we know about teaching. While much of the public conversation has centered on "learning loss," the author instead found that personal loss and collective trauma have had the strongest impact on defining the differences between her students before and her students after the pandemic. Leaning on Alex Shevrin Venet's Equity-Centered Trauma-Informed Education (2021), this article examines four essential principles for classroom-decision making (predictability, flexibility, empowerment, and connection) and connects them to practical routines for secondary English teachers to create more compassionate learning spaces where students and adults alike can heal from trauma and move forward.

Teachers (n=14) at four high schools in North Carolina were interviewed about their perspectives of evaluation policy at two time points during the 2016-2017 school year. This study specifically examined statements teachers made about feedback from observations using de-identified interview transcripts. Teachers discussed feedback from formal observations along with other sources of informal observational feedback (e.g., coaches, peers). Overall, teachers described useful feedback as that which provided actionable recommendations informed by the observer's knowledge of three domains: the classroom context (as aided by the frequency and timing of observations), subject area, and pedagogy. Teachers also identified two aspects of formal evaluation that interfered with feedback: breadth of the observational standards and use as a growth measure.

This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the "Australian Journal of English Education," the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journal. We analyse the research published from the release of the "Australian Curriculum English" in 2014, until the end of 2022. We deduce the particular topic contributions made in 139 research articles according to the message systems of curriculum, pedagogy and assessment. We also consider the theories, methods and recommendations made in the light of increasingly recognised deficits in the research evidence base around knowledge, efficacy and application. Our findings indicate robust engagement with highly contextualised research making visible the transformative work of English teachers.

Reading is fundamental to academic success, but international reading surveys indicate current pedagogy fails a fifth of adolescents, disproportionately from lower-socioeconomic groups. This UK, mixed-method study evaluated the impact of two whole-text reading approaches on comprehension, using standardised tests. Twenty teachers of English and 413 students (12-13 years) participated, 44% defined as 'struggling readers', in parallel classes per school, matched for reading ability. Both groups read two 'challenging' novels consecutively over 12 weeks. Ten teachers received no further treatment; ten teachers received training on reading-comprehension pedagogies. The mean comprehension for "all" students increased by 8.5 months with no significant differential effect of training condition. However, there was a significant differential effect between 'struggling' and 'average+' readers in both conditions: struggling readers' mean comprehension improved by 16 months. Required to read whole texts, teachers in "both groups" altered practice, increasing print exposure, comprehension-strategies and supportive discourse-strategies, benefiting 'struggling' over 'average+' readers. This pilot study reframes understandings of 'independent' reading for struggling readers, indicating that the teaching of whole texts and extended reading must happen in classrooms, not outside.

As research continues to dissect the impacts of the COVID-19 pandemic on the teaching profession, the experiences of teachers of Color remain overlooked. Thus, this article explicitly centers the lived experiences and insider knowledge of six secondary teachers of Color who taught virtually during the pandemic to answer the question, "How do teachers of Color describe the change in their practices and pedagogies as a result of the COVID-19 pandemic?" Their narratives described how they cultivated humanizing relationships with students in a virtual context, how their teaching practices and pedagogies shifted to prioritize students' needs, and how they rejected deficit, neoliberal discourses of "learning loss" espoused during the pandemic. Collectively, their actions embodied elements of authentic caring that prioritized and sustained the humanities of students of Color during a time of immense upheaval. Their narratives underscore the importance of cultivating and enacting authentic caring to challenge harmful schooling practices during times of crisis and beyond.

In addition to aligning with context-specific expectations of policymakers, initial teacher education of secondary English teachers can consider schools' needs. Furthermore, schools may decrease attrition when they recruit teachers who meet their role requirements. To explore the learning area-specific role preferences and requirements of Australian non-government schools, a hybrid content analysis of N = 130 job advertisements was undertaken. Findings highlight three related but also distinct role preferences and requirements in relation to experience, qualifications and related knowledge, and English advocacy. It was also found that around one in five jobs were explicitly open to employing recent graduates. Job advertisements typically had poor coverage of learning area-specific role preferences and requirements, and only around a quarter of advertisements were seeking an applicant with suitable qualifications to teach in the English learning area. With reducing teacher attrition a key goal, schools could consider providing more detail in job advertisements to enable applicants to consider their skills and preferences in relation to the diverse needs of the secondary English teaching role.

Purpose: From book challenges to anti-critical race theory and anti-lesbian, gay, bisexual, transgender, queer and questioning legislation, US English teachers have been on the receiving end of a considerable amount of far-right conservative pushback. This study aims to explore the effects of conservative pushback on individual English teachers and their classroom practice. What pushbacks have individual English teachers faced? How has pushback impacted their teaching? What strategies have they developed for navigating pushback? Design/methodology/approach: This qualitative study explores secondary English teachers' reported experiences with conservative backlash as reported in 15 semi-structured interviews conducted between May 2022 and August 2023. Findings: Participants reported feeling the pressure of increased levels of pushback, and many reported censoring their book selections to avoid additional public scrutiny. At the same time, they also described a range of strategies they have developed for protecting themselves and their practice, such as codifying curriculum, increasing transparency, formalizing review processes for challenging books and strengthening their resolve to resist. Originality/value: This study offers a timely window on a pressing problem affecting the daily practice of English teachers in the USA.

Background: Today's complex information environment requires effective navigation and analysis of multiple sources to make reliable decisions about complex topics. Learners must enact thinking that reliably leads to well-justified decisions, adapt thinking to specific problems and contexts, and recognize the limits of their existing knowledge (i.e. demonstrate fully apt epistemic performance). Experts can enact such performance in their own discipline but questions of whether and how they adapt that expertise to other disciplines remain. More research is needed regarding whether and how experts adapt disciplinary knowledge to tasks for which they have practical knowledge. Methods: We used inductive coding to analyze think-aloud data gathered from professors from a variety of disciplines (i.e. education, social sciences, and natural sciences) as they read and responded to a flipped classroom pedagogy scenario. Findings: Education experts demonstrated fully apt epistemic performance and more nuanced conclusions than other participants. The social and natural scientists successfully adapted their epistemic performance grounded in practical knowledge, particularly about statistics and higher education careers, to their analysis of the scenario. However, natural scientists overgeneralized their research methods knowledge, demonstrating lower epistemic meta-competence. Contribution: Our findings suggest ways in which practical knowledge supports or hinders adaptation of epistemic performance.