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Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP support, efficacy, and utilization among school professionals at varying school levels (e.g. elementary, middle, and high school). We applied an exploratory, descriptive study design to better understand RP implementation among varying school roles and levels using a district-wide RP survey among school adults (N = 392) in a midsize urban school district in the Northeast. Perceptions of RP implementation differed by professional role, where paraprofessionals have similar levels of RP use and support compared to classroom teachers but indicate the lowest level of RP efficacy. Additionally, non-classroom staff reported the highest levels of RP support compared to paraprofessionals and teachers. Across school levels and implementation domains (support, efficacy, and use), elementary school staff reported the highest or most positive perceptions of RP implementation compared to middle and high school staff. Implications for implementing RP amongst various school roles, contexts, and levels are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Estilos da Clínica is the property of FEUSP - Faculdade de Educacao da USP - Universidade de Sao Paulo 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Creative Arts in Education & Therapy is the property of Inspirees International B.V. 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of ouvirOUver is the property of ouvirOUver 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.)

The study's objective was to diagnose digital competencies, aspects related to service-learning, and the relationship between both variables in teachers of the Professional School of Education of a public university in the city of Lima in the year 2021. It comes from a quantitative, basic, correlational and non-experimental cross-sectional design, with no manipulation of variables. It used a census sample, selecting one hundred percent of the population, made up of 111 teachers of the initial, primary, and secondary specialties. For the statistical analysis of the information collected, we applied the instruments Self-perception of teachers' digital competence questionnaire by Pérez and Rodríguez (2016), and Questionnaire for the assessment of Service-Learning projects by Escofet et al. (2016). The results concluded that teachers present an average level regarding digital competencies, a worrying situation that requires the Faculties of Education to evaluate and redesign their curricular plans for continuous training. Likewise, the Pearson Chi-square test showed a value of 0.042, indicating a relationship between digital competency and service-learning; therefore, both should go hand in hand in the teacher training processes. [ABSTRACT FROM AUTHOR]

This article addresses teacher autonomy in different models of educational governance using quantitative data from the OECD TALIS 2018 and qualitative data from a study on teacher autonomy conducted in Norway and Brazil. In this article, teacher autonomy is seen as a multidimensional concept referring to decision-making and control in relation to state governance. Further, the different degrees of implementation of accountability measures across countries determine the models of educational governance. The quantitative data reveals no clear pattern between teacher autonomy and models of educational governance. In general, teachers perceive that they have good control over teaching and planning at the classroom level. However, teachers report that they participate to a lesser degree in professional collaboration in schools, which could allow for collegial teacher autonomy. Teachers also report low perceived social value and policy influence, which may provide insight into professional teacher autonomy at the policy level. This article also shows the relevance of a detailed description of the country cases to gain a better understanding of the multiple dimensions of teacher autonomy. [ABSTRACT FROM AUTHOR]

The aim of the work is to identify tensions that cross pedagogical work, particularly in the field of training processes for indigenous teachers and / or professionals or for indigenous school education in Mexico within the framework of neoliberal intercultural policies. We seek to make visible that the educational field in public institutions is disputed in the same formative process by different perspectives and political and epistemic proposals. Its reference is the work that we develop as teacher trainers in higher education programs linked to the professionalization of teachers for indigenous school education with strong reference to the processes developed in Oaxaca. The methodological approach that guides the analysis is based on proposals on reflective teaching and teaching narratives. [ABSTRACT FROM AUTHOR]

The following paper aims to analyze the professional formation of school mediators, considering the diversity of profiles of professionals that undertake that function, supporting inclusive practices. Having in mind the strong association between the professional profile and the elaboration of the work to be developed, it is possible to verify which professionals would be able to take the role of a mediator and collaborate with the regent teacher in the process of schooling. In order to identify which professionals stand in class as school mediators, a bibliographic research was taken on the scientific works that approach the issue of school mediation. The study shows the performance, as mediators, of some professionals with different formation levels, such as the ones with High School degree, some taking their qualification, others graduated in the fields of Education and Health, as well as Specialists. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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.)

The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were facilitated with 10 school‐based teams. Matched pre‐ and post‐surveys were completed by a total of 177 participants across the 10 teams. Results demonstrate significant increases in participants' self‐reported knowledge, skills, and self‐efficacy from pre‐ to post‐participation in each workshop, as well as high ratings of overall satisfaction. LC‐based PDWs, facilitated by school‐based behavioral health (BH) providers, hold promise for enhancing school professionals' capacities to address the critical social, emotional, and behavioral health needs of their students. Implications for administrators, school‐based BH providers, partnering community‐based agencies, and policymakers in sustainably replicating this promising, data‐driven model in schools are discussed. Research Highlights: High quality professional development workshops in the context of a Learning Collaborative based intervention can help promote school professionals' capacities to address the critical social, emotional, and behavioral health needs of their students. [ABSTRACT FROM AUTHOR]

Objective: Digital platforms for prevention and health promotion (PHP) are now, more than ever, available for use by school professionals, including teachers. However, little is known about what motivates them to use such platforms. A scoping review (ScR) was conducted to identify conditions that promote use by school professionals, including teachers, of PHP digital platforms at schools. Methods: For our ScR, we accessed ERIC, Sociological Abstracts, MEDLINE, PubMed, and Web of Science databases (period 2000-2018) in 3 sectors: education, health, online technologies. For each study, we prepared and validated a summary sheet. Contents dealing with conditions for use were subjected to open coding, grouped into categories, and synthesized. Results: Of the 3639 articles captured, 17 studies were selected. Five conditions emerged: (1) ensuring that the digital platform becomes a reference for PHP activity in schools; (2) that the resources needed for its uptake are mobilized; (3) that it is user-friendly; (4) that the digital platform engages the participation of everyone involved; and (5) that it is linked to existing programs in the school. Conclusion: These results can guide the activities deployed in schools for optimal implementation of PHP programs from digital platforms. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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.)

The concept of teaching creativity and the imposition for a reinvention of the school and its professionals in the current context is the starting point of this article. In the first part, the concept of teaching creativity will be presented as a space for listening and reflection, a theoretical construct based on the product of the doctoral thesis of one of the authors, which seeks to understand the teaching self-training processes and how teacher creativity is favored when he experiences training spaces in which listening and reflection are present. In the second part, will be discussed the pandemic educational context, experienced on a world scale in 2020 and the demands arising from the reinvention of the school and its teachers. Some points of tension will be evidenced in relation to the new structures created and in the resignifications arising from what is understood here as virtuality of the classroom and teaching work. The need to be a teacher, even in adversity, created spaces for creation that were often not favorable for many teachers. The search for creative responses from these professionals, who often present themselves as "pedagogical gambiarras", emerges as factors that prove the urgency of the discussion about creativity as a teacher training theme. As a finalization of the analysis, will be presented some ways to have creativity in adverse contexts. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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.)

The purpose of the article is to reveal the history of the development of professional selection in the system of domestic choreographic education. The methodology is based on the use of such methods as theoretical analysis and generalization of literary sources. The scientific novelty consists of a comprehensive study of the history of the development of professional selection in the system of choreographic education, as well as a comparative analysis of relevant methodological developments. Conclusions. The history of the initial professional selection in the system of choreographic education can be divided into 2 stages: pre-scientific (until 1941) and scientific (after 1941). The current rules for entrance examinations in professional dance schools are based on an assessment of the model anthropometric indicators of applicants developed in 1941, and the structure and content of the selection have only partially changed since 1963. The criteria for assessing physical qualities are based on empirical experience accumulated in the system of choreographic education for almost 300 years. The selection criteria are: body type, elongated lines of the body, the absence of external body defects; functionality of the musculoskeletal system; speed-power abilities, primarily related to the implementation of the hopping technique; coordination abilities (rhythmic). The evaluation of data obtained in the course of testing of applicants is based on the personal experience of specialist teachers, that is, there are no evaluation-regulatory tables, which contradicts the general requirements for the selection system in such activities. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach: A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings: Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications: The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications: The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value: The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015). [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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.)

The essence of professionalism is disclosed. Scientific views on the professionalism of a teacher lit. Features of formation of bases of pedagogical professionalism of future teachers of higher school in the process of professional training in graduate theoretically justified. [ABSTRACT FROM AUTHOR]

Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are held in New Zealand schools. The pilot was commissioned by the Te Ariki Trust with the support of the New Zealand Educational Institute (NZEI), the New Zealand Principals' Federation (NZPF) and the University of Canterbury. The tool is based on items which together, define four values underpinning the mission of the Te Ariki Trust, namely "Professional Discretion", "Collegial Obligation", "Reflective Inquiry and Discourse" and "Evidencebased Professional Practice". An analysis of one school's responses to such a survey tool is one way to gauge evidence of collective commitment, the strength of collegial relationships and trust, with the realisation that knowing how to collect and reflect on data matters if important decisions are to be well informed. The article draws upon research and scholarly writing to explain the four values, describe the development of the tool and its pilot study and suggest what the results might offer for dialogue using the findings from a sample school whose staff members completed the instrument. Suggested changes to the instrument and its use conclude the article. [ABSTRACT FROM AUTHOR]

Have you ever wanted to get into astronomical data? Imean REALLY into astronomical data? The NASA/IPAC Teacher Archive Research Program (NITARP) gets teachers involved with real astronomy data and research. We partner small groups of (largely) high school educators with a professional astronomer mentor for an original research project. The educators incorporate the experience into their classrooms and share their experience with other teachers. The program runs for a full year, January through January. Applications are available annually: posted in May and closed in September. [ABSTRACT FROM AUTHOR]

The survey was realized as part of solving the grant project supported by the agency KEGA (Ministry of Education, Science, Research and Sport of the Slovak Republic), Project No. 031 035STU- 4/2010 - Models of Project-based Learning at Secondary Professional Schools. The sample of 112 professional subjects' teachers (46 males and 66 females) aged 30-60 years from 15 secondary professional schools covering all regions of Slovakia was investigated by questionnaire method, which factors most affect the successful implementation of project-based learning in professional subjects they teach. We found out, that project-based learning is most often implemented at this type of secondary schools in mechanical engineering, electrical engineering and economic professional subjects. The main impulse for teachers to realize projects was 50% their own initiative and almost 30% were inspired by the training course about project-based learning. Up to 75% of students showed great interest in working on projects and solving them. Didactic aspect of teamwork support in dealing with projects, as well as the ability of students to formulate their own solutions, was interesting and gratifying. Recommendations for educational practice are focused primarily on the didactic aspects of preparing the projects for professional subjects at secondary professional schools. [ABSTRACT FROM AUTHOR]

The article focuses on a qualitative study on description of a good teacher in postgraduate medical education based on views by teachers and experts. The concepts described in the new competency-based framework did not match that with teachers'. The two important concepts found related to new educational methods were the organizational culture and identification of teachers. As suggested by the study, these two points should be taken care of while implementing new teaching framework.

In a national survey, teachers were asked about their perceptions of the professional school counselor role as defined by the American School Counselor Association (ASCA, 2005). Teachers were questioned about the extent that they believed that school counselors should engage in and were engaged in a variety of tasks endorsed as appropriate or inappropriate by ASCA. This research revealed that teachers agreed that school counselors should engage in 13 and were engaged in 12 of the 16 appropriate responsibilities. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU 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.)

• Teachers' professional talk produced the hybrid identity of teachers doing math. • This talk established a hybrid community concerned with teaching and discipline. • This hybridity challenges discourses pushing teachers to focus only on instruction. Teachers construct professional identities within community as they converse about their work and negotiate what it means to be a teacher. Grossman, Wineburg, and Woolworth (2001) suggest that such negotiation must account for an essential tension between focusing on pedagogical versus disciplinary concerns. How teachers navigate this tension and what this means for their joint production of identity and community is unclear. This gap in the literature became evident in our work with Math Teachers' Circles (MTC), where we observed K-12 math teachers indexing instructional experiences and concerns despite the program's explicit invitation to set teaching aside and do math problems together for pleasure. Drawing upon a community of practice framework and positioning theory, we consider the work this professional talk accomplished within MTC gatherings. We show how the teachers positioned themselves and established their community, thereby producing hybrid identities and MTCs as a kind of hybrid community. [ABSTRACT FROM AUTHOR]

The article presents a list of current publications about general education, history, theory, and practice received including "The Administration of Professional Schools for Teachers," by Walter D. Agnew, "The Administration of the Part-Time School in the Small Community," by Ralph Edward Berry, and "The Cost Government and the Support of Education," by Harold F. Clark.