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The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

Mathematical modeling is a high-leverage topic; it is critical to students' participation in STEM education and supports civic engagement. Until recently, research on modeling at the elementary level has been underemphasized, particularly research on supports and challenges for teachers who engage in designing authentic modeling tasks. In this study, we employed qualitative case study methods to investigate how elementary teachers designed and implemented authentic mathematical modeling tasks, with an explicit focus on how their tasks evidenced different dimensions of authenticity. We analyzed three cases of teams of elementary teachers as they developed modeling tasks connected to school and community contexts. The three cases were: 1) a student-driven modeling task related to paper and plastic waste in a school cafeteria, 2) a modeling task based on authentic situations at a community-run resource center, and 3) a modeling task focused on designing and monitoring a school community-building art project. Our cases illustrate that elementary teachers can successfully design and implement modeling activities that utilize different entry points and evidence multiple dimensions of authenticity. Furthermore, we found that the specific dimensions of authenticity may vary depending on the design supports and curriculum challenges within each context. [ABSTRACT FROM AUTHOR]

"Schools and Screens: A Watchful History" by Victoria Cain explores the use of screens and their content in American classrooms from the New Deal Era to Y2K. The book examines the historical and cultural significance of screens in education, focusing on four core issues: citizenship, race, private money, and teachers. Cain discusses the challenges and successes of incorporating film, television, and computers into the education system, highlighting the impact of private funding and the commercialization of educational technology. The book emphasizes the complex and nuanced role of screens in shaping and being shaped by the American education system. [Extracted from the article]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Attention Deficit Hyperactivity Disorder (ADHD) has risen rapidly to public and professional prominence in the UK in recent years. In this paper, we explore some issues that emerge from an analysis of newspaper articles on ADHD and look at the discourses that are constructed – discourses which contribute to defining what ADHD is, through argument and counter-argument. We contextualize these arguments in a developing consumerism and the changing relationships between the public and ‘experts’. [ABSTRACT FROM AUTHOR]

Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area. [ABSTRACT FROM AUTHOR]

This discussion explores the ways in which the multiple roles that analysts assume in their training years and beyond (analyst, patient, supervisor, supervisee, student, and teacher) are complementary and mutually enhancing. I suggest that our patients' personal growth, expanded and enhanced sense of self, and healing of old wounds are integrally linked to our own. Our work with our patients informs our personal analytic work, which expands our work with patients, deepening our capacity for knowing ourselves and others, in a continuous mutually enriching loop of psychoanalytic exploration. [ABSTRACT FROM AUTHOR]

This study examined the impact of teachers’ use of fear appeals and efficacy statements on student affective learning, motivation, likelihood of taking a course with the instructor, and likelihood of visiting with the instructor for help. The results suggest that fear and efficacy interact to more positively influence students’ perceptions of these variables compared to the use of fear alone. Pedagogical implications as well as suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret the term indoctrination through a negative lens. However, teachers of progressive orientation view affective indoctrination as a part of everyday educational practices, whereas teachers of conservative orientation understand affective indoctrination as an exceptional case. The paper discusses the implications for teaching and teacher education. The relevance of teachers' political orientation makes it all the more necessary that teachers and teacher educators delve deeper into the political and pedagogical implications of the entanglement between political orientations and understandings of affective indoctrination in schools. [ABSTRACT FROM AUTHOR]

Moving beyond both a neoliberal as well as a 'heroic' conception of how the International Baccalaureate (IB) might 'make a better world', this paper focuses on the transformative potentiality of IBDP classroom pedagogy from the perspective of an experienced and critically minded educator, whose praxis has evolved across more than three decades of teaching IBDP courses in elite, well-established international schools around the world. In the IBDP teacher's account, particular attention is placed on the relational qualities of the (ideal) classroom culture and on the tensions between learner autonomy, teacher and learner authenticity and the critical imperative to interrogate privilege. We seek to provide a generative case for researchers and educators to reflect and find greater precision on the desired ends, possibilities and limits of critical and progressive pedagogies in school classrooms under contemporary conditions constituting our 'world in trouble'. More specifically for stakeholders of the IBDP, we offer up a promising orientation to IBDP classroom pedagogy in pursuit of the IB mission. [ABSTRACT FROM AUTHOR]

AbstractMenstruation is considered an off-limits subject in India where menstruating woman continue to face silence, discrimination and isolation. A mesh of patriarchal cultural practices surrounding the subject of menstruation places restrictions on girls and women who are menstruating. This paper explores the menstrual experiences and challenges experienced by teachers from a village located in a Kishangarh block in rural Rajasthan. Informed by qualitative research, the study reveals the irony in thrust to distribute disposable menstrual pads to adolescent girls in school while ignoring the needs of teachers. The study calls for the inclusion of teachers as key stakeholders in the design of school based menstrual hygiene management and awareness initiatives and programmes. [ABSTRACT FROM AUTHOR]

Since 2015, UNESCO has developed a variety of programmes for preventing violent extremism through education (PVE-E), under the framework of Global Citizenship Education and Target 4.7 of Agenda 2030. There have been formal board decisions to promote PVE-E, regional and international conferences and three key publications: a Teacher's Guide (2016), a Guide for Policy-makers (2017), and a Youth-Led Guide (2017 and 2018). Through a discourse analysis of these key documents and a critical engagement with the institutional politics of UNESCO, the paper delineates the discursive constructs of PVE-E that are mobilised and sheds light on the under-researched politics of production that affect the nature of these texts. Taking a comparative perspective, the paper shows how PVE-E is represented within and between these different texts, exposes the normative values and ideological assumptions underpinning these representations and argues that we are ultimately witnessing a declining legitimacy of UNESCO's normative power. [ABSTRACT FROM AUTHOR]

Teaching is challenging and has long been vexed by teacher stress, burnout, and attrition. Framing through a positive perspective, this paper investigates teacher resilience to a form of structural challenge, that is, neoliberalism. The paper quantitatively models the resilience process of a sample of 2219 Chinese inclusive education teachers who develop professional competence and manage burnout despite the structural constraints brought about by neoliberalism. The analysis highlights the role of teacher agency in the resilience process. The paper calls for proactive policy and research response to the neoliberal tendency that deprofessionalises teachers. [ABSTRACT FROM AUTHOR]

As a result of the growing commercial marketplace for teachers' digital data, a new organization that includes educational data brokers has evolved. Educational data brokerage is relatively intangible due to the ease of de-identified data being collected and sold via educational technology. There is an urgent need to expose how the brokerage of educational data relates to the commercial mediation of consent and privacy in educational settings. It is difficult due to a lack of consistent terminology about organizations that buy and sell data. This paper offers an extensive analysis of the social learning platform Edmodo and provides evidence that justifies the term 'educational data broker'. The results aim to provide new terminology to a largely obfuscated process in educational settings and bring to light a concrete example of brokerage activity focusing on teachers' online activity. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is directly pertinent to their daily lives. Pedagogical issues related to both the benefits to students and the benefits and costs to faculty who implement the assignments are discussed. These assignments can provide beneficial insights to newer faculty members, who are adjusting to university and local community life, and contribute to developing new course material of perceived relevance to students. [ABSTRACT FROM AUTHOR]

This move aligns with our eight challenges that we presented to the field of teacher education research in 2020 (Biesta et al., [2]) and in recognition of the foundational and formidable role of teachers in our societies. In Australia, Teachers' Day will be acknowledged on 27 October in 2023, but in some societies the response to teachers is veneration and Teachers' Day has been part of social practice for centuries. To this end, we have selected papers for this issue of I APJTE i which focus variously on teachers, teaching, and teacher education. [Extracted from the article]

Differentiation in education can be seen as a means of responding to student diversity in order to meet the vision of a school for all. Differentiation has been widely addressed within a western context, and it appears to be a versatile phenomenon as it occurs under various guises and with a variety of terms and modes of operationalizations. The aim of this configurative review is to investigate how differentiation appears in the international context and to contribute to a much-needed overview of the concept. Analysis of 28 scientific papers representing a broad range of national affiliations resulted in two main findings. First, differentiation is a complex idea that appears to be presented either as differentiating students or differentiating teaching. Four perspectives for approaching differentiation further illustrate the complexity of the phenomenon: differentiation as individualization, differentiation as adaptation to specific groups, differentiation as adaptations within diverse classrooms, and differentiation in a system perspective. Second, the analysis revealed that there are almost no studies transcending the focus on teachers and the classroom by addressing the organizational or system/policy level. This review argues for the benefits that a more system-oriented perspective of differentiation would provide. [ABSTRACT FROM AUTHOR]

Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018–2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers' qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability. [ABSTRACT FROM AUTHOR]

Explicit knowledge of language is posited as a core component of language teachers' professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive approach to grammar teaching in L2 teacher education. In an explicit-inductive approach, students are guided to induce and articulate grammatical rules for themselves. A tripartite analysis of: teacher educator as pedagogue, student language teacher as teacher-learner and pedagogy as process within an explicit-inductive approach is presented, to form a sociocultural model for the teaching of explicit knowledge in L2 teacher education. It is argued that an explicit-inductive approach which is grounded in praxis has the potential to develop student language teachers' (SLTs') content knowledge, i.e., their declarative knowledge of grammar, as well as their pedagogical knowledge of how to teach grammar. The paper calls for further discussion and critical reflection on the teaching of explicit knowledge in L2 teacher education. [ABSTRACT FROM AUTHOR]

The article presents a story of teacher Li, who once taught in an elementary school in a commune. His teaching was charged as a special counterrevolutionary case. He taught literature and language. He was the kind of teacher who worked freely with his imagination. His students, who actually were sorry to hear the dismissal bell, adored his courses. The "Socialist Education Campaign" was launched in 1965. This was a preview of the Cultural Revolution. To show their loyalty to Chairman Mao, people searched among themselves, checking if there was anything or any person who showed "disloyalty" to Chairman Mao. During the Anti-Rightist Campaign, the authorities set a quota for "rightists" in each unit. After that, every campaign would be called a failure if no one was purged. Gradually, the more people who were hunted, the greater the achievements. Therefore, people in the school began their hunt for enemies. Teacher Li's personality was straightforward and offended some people as a result. A teacher remembered that once he had heard a story from Li, in which Chairman Mao was once chased by nationalist soldiers in Liuyang and finally escaped by hiding in a ditch.

There is concern that management and business research favours rigour and theory over relevance and practice. There are pressures from funding councils for researchers to show more impact. The paper shows how the bridge between the academic world and the world of practice can be served by action learning. Consideration is given to the difficulties that sustain the disconnection of business and management research before recent ideas on theories of knowledge translation are presented. Using the example of an article published for an academic journal relating to futures and foresight in organisations, the paper shows how action learning provides a vehicle to complete the process of application. Two examples of the introduction of Futures and Foresight Learning are presented, including how impact was made during the Covid 19 pandemic. [ABSTRACT FROM AUTHOR]

The article presents a list of books received by the journal. It includes "Race, Rhetoric and Technology: Searching for Higher Ground" by Adam J. Banks, "Schools or Markets? Commercialism, Privatization, and School-Business Partnerships" edited by Deron R. Boyles and "Teachers as Collaborative Partners" by Sandra J. Winn Tutwiler.

The article features the joint position statement and call for action released by the National Middle School Association and the National Association for Gifted Children in its aim in meeting the needs of learners aged between 10 to 15 years old with high ability and high potential. It poses an assurance of access to the highest quality of education and maximized potential for every learner. The statement has also included a "call to action" ensuring all learner's equity and excellence. The "call to action" provides instructions for school officials, educators, gifted education specialists, support personnel and parents.

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem-solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course. [ABSTRACT FROM AUTHOR]

Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education. [ABSTRACT FROM AUTHOR]

This paper explores Grade R teacher expressions of themselves as teachers of numeracy, and as teachers working in the transition phase of schooling, after their participation in a research-informed numeracy-focused professional development (PD) intervention. The Early Number Fun (ENF) programme had 33 teachers from 17 Eastern Cape schools participating monthly over 18 months. Inclusion of Grade R to schooling is relatively new following policy changes in Early Childhood Development. In-service support tends to be subsumed within the Foundation Phase without attention to the specialised nature of Grade R that emphasises learning through play. ENF focused on the development of specialised teacher knowledge to support the development of early number sense through play, particularly with conceptual manipulatives. Data sources include three pre-, during, and post-PD questionnaires. Findings reveal that participation in ENF, and access to multiple research informed numeracy resources, supported teachers in their relationship with numeracy and the teaching thereof. Questionnaire responses indicate greater confidence in themselves as knowledgeable teachers of numeracy and that belonging to the ENF community supported navigation of positive professional identities within the mixed messages of policy. The findings contribute to the community-supported field of Grade R PD research and early numeracy teaching and learning. In concluding we discuss implications of this research for Grade R PD and for policy. [ABSTRACT FROM AUTHOR]

Another relevant research question that follows with the pandemic, is if teacher education in the Nordic countries had prepared the new teachers well enough to be able to work in this highly digitalised and crisis-prompted educational practice? A third conclusion is that leaders at the organisational level within this teacher education institution should acknowledge and place higher value on teacher educators' work to digitalise educational practices. Among others, one conclusion is the need for critical thinking and an understanding of how technology makes sense in a teacher's professional pedagogical work, which is not addressed in the Norwegian and Danish national teacher education policy documents included in the study. In the fifth and final paper, I Conditions for professional digital competence: The teacher educators' view i emanating from the symposium I Teaching and Teacher Education in the Light of the Digitalised K-12 school - a Nordic Perspective i Lindfors, Pettersson and Olofsson explore how Swedish teacher educators view the individual, collegial and organisational conditions framing their dual didactical task. [Extracted from the article]

The purpose of this study is to examine prospective mathematics specialists' engagement in an instructional sequence designed to elicit and develop their understandings of random processes. The study was conducted with two different sections of a probability and statistics course for K-8 teachers. Thirty-two teachers participated. Video analyses within a collaborative course design were used to support a teaching experiment about teachers' conceptions of random processes. In particular, teachers were asked whether the outcomes ofRock-Paper-Scissors(RPS) are generated randomly or not, were presented with a definition for randomselection,and were asked to come to a conclusion about RPS. Teachers struggled to reconcile the equality of winning outcomes for each player with the potential for human interference in the process of generating outcomes. Ultimately, teachers concluded the outcomes were not generated randomly, but encountered a variety of unexpected obstacles along the way. [ABSTRACT FROM PUBLISHER]

Although the pedagogic device is viewed as a crucial element within the sociology of education, little research explores its historical development. This paper explores some iterations of the pedagogic device over the last 40 years, focusing on its origins in South America. By exploring Bernstein's ideas of the pedagogic device and pedagogic rights alongside Freire's understanding of activism, this paper demonstrates a dual purpose for the pedagogic device – of and for transmission and interruption. The theoretical proposition of this paper was informed by empirical work co-produced with 26 teacher activists working in Chilean compulsory schooling. The findings from the broader project show that teacher activism is not external to the pedagogic device but a cornerstone to it. By demonstrating the potential of the pedagogic device for interruption and transformation in Chilean schooling, we provide a retrospective account of the Southern influences on its development, revealing the importance of the Global South in shaping one of Bernstein's enduring ideas. [ABSTRACT FROM AUTHOR]

It is well-known that digital learning materials influence the classroom curriculum and didactics. At the same time, few studies examine the role of the data visualizations offered by digital learning materials. Data visualizations signpost the emergence of students as data subjects who can be observed and compared on a computer screen. They thus shape teachers' socio-technical ways of seeing student learning and are likely to influence student assessments. Drawing inspiration from Science and Technology Studies (STS), this paper advances an analytical framework for eliciting the politics of data visualizations, focusing on automation, agencies, and aesthetics. The framework is exemplified through a case study of a popular Danish digital mathematics platform. In a concluding discussion, the paper considers the importance of addressing unsettled and ethical questions about the role of automated digital systems in teachers' knowledge practices. [ABSTRACT FROM AUTHOR]

The reported study investigates the emergence of teacher evaluation (TE) in Norwegian green papers between 1988 and 2019. We examine how knowledge dissemination and discourses in Norwegian official reports shape suggestions for TE and discuss implications for how teachers are "made by policy". Guided by Bacchi's (2009) approach to critical discourse analysis, "What's the problem represented to be?" (WPR), we explore where problem representations and their underpinning assumptions are produced and disseminated, and how they invoke new arguments and discursive and subjectification effects. The study contributes new knowledge on the origins of TE as a policy tool for governing Norwegian education in general, and teachers more specifically. Across time and irrespective of government coalitions, we identify the OECD as a main contributor to new problem representations and display how proposals for TE policies based on performance-based accountability (PBA) promote new discourses on teacher professionalism. Implications for research, policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper analyses Australian secondary science teachers' perceptions of their pedagogy and students' classroom engagement based on the Science Capital Teaching Approach (SCTA). Previous research studies related to the idea of teaching to enhance the science capital of secondary students mainly employed qualitative methods to collect data from teachers. This often takes more time and resources to figure out teachers' competency in implementing SCTA-related practices. This study gathered data through an online survey. The responses from the online survey were used to develop the 'Teachers' Self-reporting Science Capital Questionnaire' (TSSCQ) comprising 11 scale variables with alpha values closer to seven or more. The TSSCQ supports secondary science teachers in self-assessing their agreement to the extent to which they incorporate SCTA-related practices into their science lessons. The TSSCQ along with a scoring guide assist the teachers to identify areas that they need to improve. A strong and statistically significant correlation has been found between the teaching practices that value science and scientists and the teaching practices that highlight the utility of science. Moreover, teachers did not strongly agree that they incorporate the teaching practices based on family cultural capital. The implications of these findings have been also discussed. [ABSTRACT FROM AUTHOR]

Physicality has been, and still is, an important part of the embodied identity of many physical education (PE) teachers. PE teachers' understanding and representation of their bodies influence both their teaching and act as role models for their students. PE is therefore an important site for exploring how ideals of the body shape both understandings and practices within this school subject. In this study we employed participatory visual methodologies in the form of participant-produced drawings to explore primary school children's experiences of PE teacher bodies and subjectivities. By drawing on poststructural and Foucauldian understandings of the body, we in this paper explore the construction and embodiment of PE teacher bodies as inextricably linked to students' understandings and experiences of this school subject. The findings demonstrate how dominant discourses of fitness, health, sport and even consumerism shape expectations around PE teacher bodies. They also draw attention to how those bodies enable and restrict certain educational purposes and practices. We argue that the ongoing reproduction and perpetuation of idealized PE teacher bodies is responsible for (re)producing meanings around the normal versus the abnormal PE teacher body with significant impact on students' bodily understandings and experiences in PE. We conclude by reasserting the need to challenge how dominant discourses of PE teacher bodies has the cumulative effect of restricting the possibilities for a multiplicity of bodies and physicalities to co-exist in PE. [ABSTRACT FROM AUTHOR]

Focusing on teachers' practices amid a national curriculum 'implementation' project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers' everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case study. Two teachers at one school are selected for detailed attention because—despite their significant engagement, commitment, and work towards enacting the new curriculum—their innovations were not sustained. These cases provide a useful site of analysis of change as a practice, rather than a more common focus on change as an outcome. De Certeau's theory of everyday practice is used to discuss how work-for-change is an everyday feature of teacher practice in schools enrolling students experiencing disadvantage. This aspect of teachers' work in these settings is seldom acknowledged because successes are easily obscured by deficit discourses. Other factors contributing to the invisibility of teachers' work-for-change in these schools include the often-intangible nature of teachers' professional successes amid more formally visibilized failures, the ephemeral nature of everyday practice, and a workforce context characterised by teacher and leadership transience. [ABSTRACT FROM AUTHOR]

Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through differentiated instruction. We argue that this study's use of a collaborative action research approach to provide teacher professional development, along with a focus on evidence using a differentiation observation instrument, were important stimuli for reflection and pedagogical experimentation. This targeted approach to professional reflection and exposure to research-based and other colleagues' teaching practices led to enhanced differentiated instruction among participants. These findings contribute to understanding the processes that lead to teacher development. [ABSTRACT FROM AUTHOR]

This paper shows how system-level data can generate useful insights into the profile of first-year graduates who are teaching out-of-field (OOF). Understanding in-school demand and impacts on first-year graduates teaching OOF is important, especially when the first years of teaching are complex, busy, and involve a steep learning curve. A mixed methods sequential explanatory design was used to generate qualitative and quantitative data collected from teacher and principal surveys. This study establishes the prevalence of OOF teaching amongst first-year graduates in Western Australian public schools and develops a profile of their OOF experiences and support needs based on their perceptions and their principals' perceptions. This study details the supports that will make a difference to teachers' capability, in particular a reduction in load where the OOF teaching workload is high, and access to formal subject-specific mentoring, both noted in research as important support mechanisms. This paper provokes new research questions, highlights areas for further research, and establishes the need for more large-scale datasets and longitudinal studies to examine change over time and the enduring effects of OOF teaching, both in relation to transitions into teaching, as teachers learn on-the-job, and when teachers undertake formal professional development programmes or courses. [ABSTRACT FROM AUTHOR]

This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooling sector as discussed in recent academic literature and provides a context-specific overview of the literature around workforce shortages in hard-to-staff schools with relevancy for high poverty contexts. In line with Williams et al. (2022) position on "Local Strategies, Global Inspiration," this paper focuses on the problem of teacher shortages in hard-to-staff schools in Australia while looking to both Australian and broader Anglosphere literature (p.120) to reconsider responses to teacher recruitment and retention. The paper begins with a survey of the current state of this issue of workforce shortages in hard-to-staff schools in Australia. Turning our attention to literature from both Australia and Anglosphere countries, the summary then focuses on the specific initiatives and mechanisms employed for recruiting and retaining teachers in hard-to-staff schools, particularly the organisational contributions of Initial Teacher Education that support recruitment into hard-to-staff schools. The article concludes by highlighting limitations and critiques of hard-to-staff initiatives in the literature to inform policy and organisational considerations when addressing the issue of teacher shortages going forward. [ABSTRACT FROM AUTHOR]

Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this 'new' vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies. [ABSTRACT FROM AUTHOR]

This paper provides a detailed account of the development of an instrument to investigate the emerging concept of presence in teaching (PiT) on a larger scale, explaining how the transition from data and findings from qualitative studies to a survey instrument was accomplished. In order to ensure relevance for teachers, the instrument needed to do justice to the unique and varied character of the qualitative data and be closely related to educational practice. Therefore, we adopted an interpretivist approach and a procedure involving different types of interactions: between outsiders (researchers, experts) and the instrument, between insiders (teachers) and the instrument, and between outsiders and insiders. Often, instruments are developed from an outsider perspective, in which respondents serve as informants for the researchers. Our development process occurred in a dialectical relationship between the 'scientific' concept and the 'everyday' concept (in the intuitive understanding of teachers) of PiT, which allowed us to capture PiT within a survey by means of narrative vignettes using the language and classroom practices of teachers. Reflections on the quality criteria and methods used, the challenges encountered and solutions found, may serve educational researchers planning to investigate emerging concepts such as PiT on a large scale. [ABSTRACT FROM AUTHOR]

The intersection of childhood and sexuality is a relatively less researched topic in India. This paper presents teachers' narratives and explores cultural beliefs concerning childhood sexuality. The investigation attempts to understand ways in which the cross-cutting modalities of religion, caste, gender, and sexuality of the teacher and the student shape students' sexual subjectivities. The "Domains of Power" as outlined by Patricia. H. Collins is used to analyse teacher interviews to understand how dominant sexualities are privileged and attain their power within schools. Further, a descriptive analysis is provided for how power relations inform interactions between students and teachers and how such interactions shape teachers' expectations of students' sexual knowledge, experiences, and expressions. [ABSTRACT FROM AUTHOR]

Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods study involving 55 New Zealand primary school teachers are reported here. Drawing on this study, this paper presents teachers' experiences on how they got to know these children as individuals. Teachers reflected on how they sought the children's own voices to better understand the implications of their illnesses for living and learning. The paper presents teachers' experiences on how they embraced the opportunity for their own professional learning and development, and for some teachers, the joys of working with these inspirational children. The themes 'don't stress', 'learn everything you can', and 'work as a team' are presented. This paper argues that teaching a child living with a chronic illness is a privilege. It is an opportunity for teachers to develop knowledge and skills that will benefit their practice with all children. [ABSTRACT FROM AUTHOR]

This paper investigates the making and governing of Hong Kong teachers along and beyond a Foucauldian governmentality lens, untangling how the three technologies along neoliberalism, Confucian thesis, and affective dimensions play with and against one another in conducting the conduct of teachers. Through a discourse analysis of 27 local teachers' interview texts, we find Hong Kong teachers are both morally divided and redeemed as an effect of the entangled governing dynamics. First, the neoliberalized technologies of performativity and accountability are turning teachers into "service providers" accountable for incessant evaluations from the institutions, students, and parents. Second, such neoliberal rationalities collide with a Confucian respect for teachers to the extent that teachers feel not-respected, sad, and disappointed. Last, some teachers, amidst such contested situations, turn to affective support, i.e., a family-like teacher-student relationship, that ends up redeeming them from a negative governing grid towards maintaining a congruent self-identification. With this finding, this paper further explicates Confucian affective teacher-student relationship as a foundational historical-cultural episteme that largely conditions today's teaching and learning in Confucian context. This recognition enables us to re-ponder the theoretical-methodological-epistemological complexities in applying Foucault's framework to an Asian context along a (de/anti/post)-colonial gesture. [ABSTRACT FROM AUTHOR]

This paper presents a scoping review of, firstly, how teachers use digital technologies for school-based assessment, and secondly, how these assessment-purposed digital technologies are used in teacher- and student-centred pedagogies. It draws on research about the use of assessment-purposed digital technologies in school settings, published from 2009 to 2019 in peer-reviewed journals and conference proceedings. The findings indicate automated marking and computer- and web-based assessment technologies support established school-based assessment practices, and that game-based and virtual/augmented environments and ePortfolios diversify the modes of assessment and the evidence of learning collected. These technologies improve the efficiency of assessment practices in teacher-centred pedagogies and provide latitude to assess evidence of learning from more diverse modes of engagement in student-centred pedagogies. Current research commonly focuses on validating specific technologies and most commonly relates to automated assessment of closed outcomes within a narrow range of learning areas; these limits indicate opportunities for future research. [ABSTRACT FROM AUTHOR]

The past 20 years have seen the steady 'datafication' of school systems – i.e. the rendering of key aspects of school practice into data that is digitally collected, processed and circulated. In contrast to assumptions of 'data-driven' schools as sites of more efficient and automated forms of data work, this paper examines the extensive human labour that now supports data production within schools. Drawing on in-depth interview data generated within three Australian secondary schools, the paper explores three distinct stages of data production involving the increased labour of teachers, school leaders, administrative and technical staff, parents and students. These findings highlight how the production of digital data within schools is associated with heightened levels of human labour – from formally recognised activities to less visible infrastructural maintenance and 'repair' work. The paper concludes by discussing how 'school data' corresponds with broader tensions relating to school working conditions, occupational cultures, employment relations and worker organisation. Rather than being a source of more efficient and machine-led work with data, the increased prevalence of digital data seems to perpetuate some of the less desirable features of schools as workplaces. [ABSTRACT FROM AUTHOR]

Background: Reflection is well established as an important part of teacher education, but it is also the focus of critical enquiry. This means that reflection is of interest to those who wish to explore its use to produce ‘better’ teachers. It is also of interest to scholars who are interested in the wider implications of reflection, for example, in relation to power and social control. Academic articles are the primary medium through which ideas and practices are communicated. However, they can only contribute if they are accepted for publication on the basis of making a contribution to knowledge. To be seen in this way, a journal paper needs to cite earlier work to show understanding of this work and how this is being augmented. Purpose: This paper aims to initiate an academic debate of citation practices which, it argues, should be based on an awareness of current practices and a willingness to share, and even change, them. To facilitate the debate and the development of a better understanding of citing and its implications, the paper offers a tripartite citation framework. Sources of evidence: The extensive citation analysis literature is reviewed to provide a context for an examination of the variety of citation practices found in 24 papers, which all focus on initial teacher education and which cite the same critical paper (Fendler, L., Teacher reflection in a hall of mirrors: Historical influences and political reverberations.Educational Researcher, 32, no. 3: 16–25, 2003; doi: 10.3102/0013189X032003016). Main argument: This paper argues that there is value in differentiating three categories of citation, labelled ‘cameo’, ‘supporting role’ and ‘star’. These categories do not make judgements about what counts as ‘good’ or ‘bad’ referencing. Rather, they provide a way for authors to assess how they are citing and what the possible consequences may be. These can include an apparent lack of understanding not just of a cited paper but also of the wider literature. This means that citation that is not being carefully managed can undermine an argument. Conclusions: This paper concludes that there is there is a need to initiate an academic debate about citation which is premised on the development of self-awareness about current practice and its consequences. Such a debate could bring about a number of benefits. It would encourage individual scholars to develop self-aware and ethical citation; it would also clarify current expectations about citation and enable academic communities to reflect on whether enquiry is well served by them. [ABSTRACT FROM PUBLISHER]

Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools. [ABSTRACT FROM AUTHOR]

The metaphors used by teachers to explain the nature of student learning and student difficulty can reveal a great deal about how teachers conceive the teaching and learning process. This is an important area of research as it can shed light on how they see their role in the learning process and how they should intervene to assist students in difficulty. Drawing on conceptual metaphorical theory, this paper explores how high school teachers described student learning by examining the metaphors they drew on to talk about student learning. The research found that the teachers drew primarily on metaphors associated with a journey when describing student learning. The paper argues that the employment of such metaphors can limit teachers' responses to situations where students experience challenge and difficulty. It is further argued that teachers need to reflect on the use of such metaphors (and the accompanying essentialist language) and consider the affordances offered by employing alternative metaphors to describe student learning. [ABSTRACT FROM AUTHOR]

The issue of social justice has been regularly addressed in many published papers in mathematics education research, particularly after 2000, when the discipline took a more explicit socio-political turn. However, there does not appear to be a consensus as to what the term designates and includes. This paper is a systematic review of the empirical studies published from 2000 until the middle of 2019 that explicitly address social justice from the perspective of practising mathematics teachers and/or teaching. More specifically, we examine (a) how social justice is conceptualised in the identified studies, (b) what specific issues are investigated and methodological approaches employed to do so, and (c) the main key points that arise from their empirical findings. Implications and suggestions of how the field can move forward are discussed at the end. [ABSTRACT FROM AUTHOR]