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The purpose of the study was to describe the teachers' experiences with the inclusion of learners with disabilities. This study utilized the multiple case study approach of qualitative research. An in-depth study was explored delving into the problems encountered specifically by four special education teachers on the inclusion of learners with disabilities. The study formulated three categories: experiences, coping mechanisms, and insights learned by teachers in handling learners with disabilities. Teachers' experiences revealed the emergent themes of nurturing guidance, inclusive adaptation, remarkable moments, effective learning, and navigating classroom dynamics. The coping mechanism identified the themes of individualization of instruction, patience, and understanding, use of rewards and motivation, parent support, use of visuals and creativity in teaching, and time management and resourcefulness. The insights category yielded the themes of responsibility, balancing personal and professional relationships, fulfillment in impactful teaching, holistic student-centered teaching, and promoting passion and purpose in teaching. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionThis study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child’s diverse needs.Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children’s immediate word learning was reported by teachers and word retention was measured two weeks after the intervention.Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words.The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers’ knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners. [ABSTRACT FROM AUTHOR]

The rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force in the United States create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs' academic needs could be addressed by teachers' enactment of linguistically responsive teaching (LRT) practices, most mainstream classroom teachers are not adequately prepared to implement these practices. This study examined the teaching practices of teachers with English learners in rural, elementary classroom settings in the US to find evidence of linguistically responsive teaching. It also explored how rurality shaped teachers' instruction of ELs. The findings illustrate limited and considerable evidence of LRT implementation in the teachers' classrooms. Evidence shows that two focal teachers mostly implemented LRT through their teaching strategies and scaffolded instruction. Findings further demonstrate that rural factors like place-based awareness and the teachers' rural upbringing influenced their instruction of ELs. Implications on the need for researchers to undertake further and critical examination of LRT both as a theoretical framework that guides teacher preparation and as a theory that guides educational research are discussed while recommendations for language teaching, pedagogy and teacher preparation are put forward. [ABSTRACT FROM AUTHOR]

The negative impact of student-to-teacher victimization on teachers' perceptions of the work environment and their well-being is supported by growing empirical literature. For instance, violence in the classroom can have a negative impact on teachers themselves and hinder teachers from playing crucial roles in students' classroom experiences, resulting in adverse effects on student performance. However, the research field is limited in understanding the adverse effects on teachers' perceptions more directly related to student learning, such as teacher neglect. To fill the gap in the literature, the current study analyzes data from a nationwide sample of 1,054 middle and high school teachers in South Korea where teachers are generally treated with high regard and social status, often exerting a strong influence and authority over students in both an educational and parental way. Specifically, we conduct propensity score matching to investigate potential influences that student-to-teacher victimization can have on the following three outcome variables: teacher neglect, commitment, and pride. Results of mean comparisons after accounting for other confounding factors show that when compared with nonvictims, victims of student-to-teacher victimization are more likely to neglect their students; these victims also tend to exhibit less pride as teachers. Yet, the results also showed no significant statistical difference in teacher commitment. The current findings highlight the importance of developing programs to prevent and intervene in students' aggressive behaviors toward teachers. Particularly, administrators are recommended to consider providing training for teachers, specific to understanding student-to-teacher victimization in order to promote a more positive school environment and better student-to-teacher relationships in classrooms, including improving teachers' job performance. [ABSTRACT FROM AUTHOR]

Background and aims: Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID. Methods: Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases. Results: All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions. Conclusions: This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors. Implications: The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies. [ABSTRACT FROM AUTHOR]

The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher-student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2(171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker-Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research. [ABSTRACT FROM AUTHOR]

Background: Adolescents are vulnerable to mental health problems, and this vulnerability may be enhanced in situations such as the present COVID-19 pandemic. Online mental health literacy (MHL) education may help adolescents maintain/improve their mental health, especially in situations where face-to-face education is difficult. Aims: To evaluate the effects of a teacher-led "online Short MHL Program (o-SMHLP)" delivered online to grade 10 students in their classrooms. Methods: Students (age 15–16) were randomly assigned to an o-SMHLP group (n = 115 (3 classes)) or a control group (n = 155 (4 classes)) at the class level. The program consisted of a 20-minute session which included an animated video. The students completed a self-report questionnaire pre- and post-intervention assessing outcomes including: "Knowledge about mental health/illnesses", "Recognition of necessity to seek help", "Intention to seek help", and "Unwillingness to socialize with people having mental illness". Mixed effects modeling was employed for analyses. Results: All outcomes were significantly improved in the intervention group compared to the control group post-intervention, except for "intention to seek help". Conclusions: The present study shows the effectiveness of an online MHL intervention while identifying the need for the development of effective online programs targeting adolescents' "intention to seek help". [ABSTRACT FROM AUTHOR]

All professionals face similar problems based on the nature of their work. For example, teachers, hair stylists, chefs, and physicians might appear to have nothing in common, but they must all get better at completing the tasks they are performing. They must all communicate effectively with others and encounter challenges in their work that they must adapt to. Though the contexts are different, teachers can learn a lot from other professionals about how to address the challenges and tasks of their work. This article presents lessons the author has learned from professionals he has interacted with or observed, and draws connections from the work of other professionals to the work of teaching. These lessons can help make teachers better teachers by lessening their workloads, improving their knowledge and effectiveness, and strengthening their efforts to support students. [ABSTRACT FROM AUTHOR]

Purpose: The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance. Conclusions: School professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences. [ABSTRACT FROM AUTHOR]

Introduction: At the beginning of the COVID-19 pandemic, student placements in the Master of Music Therapy at the University of Melbourne were rapidly redesigned to create alternative online opportunities. Two online placement models; a simulated practicum (or SimPrac) and telehealth placement; were arranged. With little previous literature to draw upon, data was gathered to explore student and supervisor experiences of online placements and develop understanding of pedagogical considerations to inform future planning. Methods: Quantitative data were collected via an adapted Satisfaction with Simulation Experience Scale (SSES) and qualitative data via open-ended survey questions and semi-structured focus group interviews. Results: SSES results indicated high satisfaction from all cohorts with the online placement experience. Qualitative analysis led to the development of four pedagogical considerations for supporting student learning: Respond to Context with Creativity and Flexibility; Scaffold Student Learning; Foster Peer Relationships; and Supplement Online Learning. Discussion: Findings aligned with recent scholarship in the wider field of Work Integrated Learning (WIL) and indicate a need for questioning prevailing modes of music therapy placement delivery in line with the contemporary context. While online placements were not always understood to provide authentic music therapy experiences, this perspective may need further contemplation given the ongoing need for online music therapy service provision. [ABSTRACT FROM AUTHOR]

Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree to which it moderated the validity of WIF growth slopes as a predictor of student outcomes. Students who moved quickly through the WIF (speeders) exhibited greater growth compared to non-speeders with similar WIF slopes on a criterion measure, and WIF growth explained the most variance in growth on the criterion measure among speeders. Response style was rather consistent within students and across students within teachers, suggesting that teachers' instructions and testing practices may influence how students approach the tests. Implications of the findings for effective CBM testing are discussed. [ABSTRACT FROM AUTHOR]

Objective: Examine the effect of an 8-week teacher-guided active play intervention on preschoolers' body composition and fundamental motor skills. Methods: Participants were from two local preschool centers randomly assigned to either the intervention (n = 25, 3.91 ± 0.53 years) or the control group (n = 25, 3.69 ± 0.81 years). All measures were assessed at baseline (week 0), post-intervention (weeks 9–11), and follow-up (weeks 30–33). Bioelectrical Impedance assessed body composition (fat mass (FM) and fat-free mass (FFM)). The Peabody Developmental Motor Scales, Second Edition (PDMS-2) assessed fundamental motor skills (gross motor quartile (GMQ)). Results: A significant Group × Time interaction for GMQ at post-intervention (p = 0.03), with the intervention group scoring significantly higher on GMQ. A significant main effect of Time (p < 0.001) indicated that GMQ increased in both groups across the 33-week period. For FM, a significant main effect of Time at both post-intervention (p < 0.05) and follow-up testing (p < 0.001) indicated that participants increased FM over the 33-week period. Lastly, there was a significant main effect of Time for FFM at post-intervention (p = 0.003) and follow-up (p < 0.001). Interestingly, there was a significant Group × Time interaction (p < 0.05) at follow-up testing showing that FFM increased over time but significantly more for the control group. Conclusions: Results indicate that active play interventions might be a successful pathway to improve gross motor skills in young children. Further research is needed to understand the effect that active play interventions have on body composition in preschoolers. [ABSTRACT FROM AUTHOR]

Collaboration between teachers of students who are deaf and hard of hearing (TSDHH) and educational audiologists is essential when developing successful, comprehensive service delivery plans for students who are deaf and hard of hearing. Despite the importance, little is known about how these two professions work together. This study sought to describe the current state of collaboration between educational audiologists and TSDHH and to explore the barriers and facilitators to this collaboration. Anonymous survey responses from 752 educational audiologists and TSDHH showed that collaboration is considered valuable and is occurring frequently, via a variety of formats and despite significant barriers. More research is needed to understand how efforts to minimize barriers to collaboration might improve the quality of collaboration and ultimately impact the success of student support. [ABSTRACT FROM AUTHOR]

Background: Comprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education. Methods: Qualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data. Results: Four themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery. Conclusion: The experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE. [ABSTRACT FROM AUTHOR]

More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed. [ABSTRACT FROM AUTHOR]

Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children's needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children's emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school's Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers. [ABSTRACT FROM AUTHOR]

This article is an afterword to a collection of perspectives on excessive teacher/faculty entitlement. The authors, from nine different countries, explore the manifestations and consequences of excessive entitlement in education. The article highlights the need for awareness and understanding of excessive entitlement at all levels of education. It also discusses the impact of personal experiences on teachers' sense of entitlement and calls for further research on teacher education programs to address and discourage excessive entitlement. [Extracted from the article]

An important aspect of the educational process is the language that is utilized as the medium of instruction. It affects both students' and teachers' ability to learn new information efficiently. The transition from mother tongue to English as a medium of instruction brings a variety of obstacles and difficulties among teachers and learners. According to the literature, teachers perform critical roles in any educational program. This study utilized the Husserlian Phenomenology research design in elucidating the lived experiences of teachers during the transition process. Coliazzi's descriptive phenomenology was used in analyzing the participants' experiences. Before collecting data, the researchers utilized bracketing and a purposeful sampling strategy to reduce researcher bias. There were seven (7) participants in this study when the data saturation was reached. The interview was conducted using a semi-structured questionnaire. Based on the data analysis, four emerging themes were extracted: The Gap, The Bridge, The Aftermath, and The Triumph. These themes are evident signs of how teachers managed and survived the transition hurdles. It is recommended for an educational institution to find ways and support teachers to enhance their language teaching skills. [ABSTRACT FROM AUTHOR]

School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment program for children in kindergarten and Grade 1 in Canada. Several processes and strategies used by staff emerged from the thematic analysis of the interviews. These included a process of individualized intervention, characterized by a continual and cyclical process of attunement, responsiveness, assessment, and evaluation, using a team-based approach, noticing positives about children, a climate of positive relationships, staff regulating their own emotions, being flexible while also being firm and consistent, and seeing children from a developmental perspective. More specific strategies used by staff (e.g., token economy) also emerged from the interviews. Implications for future research and teacher training are discussed. [ABSTRACT FROM AUTHOR]

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers' emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education. [ABSTRACT FROM AUTHOR]

Teachers play a significant societal role, yet many feel underappreciated, and commonly cite this as a reason for considering leaving the profession. This study investigated responses to the #ThankYourTeacher social media campaign, which was created to generate public expressions of gratitude towards teachers. Data were collected from Twitter, Instagram, a campaign website, and public events and thematically analysed. Orr's (1992) Head, Heart, and Hands Model of Transformational Learning was used as a framework for understanding the qualities of teachers and their teaching that participants appreciated. Notably, more individuals expressed gratitude for teachers' motivational and compassionate qualities (Heart) and their enthusiasm and leadership (Hands) than for their subject knowledge (Head). These findings underscore the importance of the teacher-student relationship and relational qualities over subject expertise. This study also highlights the potential for further research into the impacts of practicing gratitude towards teachers and increasing teachers' sense of being valued and appreciated. [ABSTRACT FROM AUTHOR]

AbstractTeacher-Student Relationships (TSRs) contribute to a wide range of positive outcomes for K-12 students. However, many practitioners struggle to build positive relationships with students with challenging behaviors. In this article, we describe how TSR interventions can be structured using an established and common framework: Multi-Tiered Systems of Support (MTSS). This framework will help practitioners consider which TSR interventions may be most appropriate for all students, including their most behaviorally challenging. For each MTSS tier, we detail a specific classroom intervention that teachers can use immediately. [ABSTRACT FROM AUTHOR]

The United States faces troubling fertility trends that include high percentages of unintended pregnancies, as well as record-low fertility rates and individuals having fewer offspring than they desire. To address these problems, scholars and public health advocates have argued for the implementation of fertility information into existing sex-education curricula. In this study, we draw from 32 semi-structured interviews with secondary school sex educators to gain insight into their experiences on this front. They contended that one of the greatest barriers to their successfully teaching fertility related material was that students do not find fertility information relevant. Participants described three appeals that they employ to communicate fertility information as persistently relevant to the adolescents in their classes. Our interviews revealed that all three of these relevance appeals employ targeted invitations for students to tailor fertility information in ways that fit them personally. These findings suggest a need to re-conceptualize targeting and tailoring research in ways that connect with the goals of in situ, relevance-oriented communication, and they indicate how a focus on teaching health educators to establish fertility as relevant would help to situate future generations for better sexual and reproductive health over a lifetime. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers' reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students' problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers' reports of students' problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Childhood is the property of Springer Nature 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.)

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process. [ABSTRACT FROM AUTHOR]

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging. [ABSTRACT FROM AUTHOR]

Background: We examined the implementation and potential effectiveness of a school‐based targeted prevention programme addressing behaviour problems, adapted for children with mild intellectual disabilities or borderline intellectual functioning. Method: Thirteen children participated. The intervention was implemented in schools. We examined intervention dosage, reach, responsiveness, satisfaction, and comprehension, using questionnaires completed by children and trainers. We assessed child‐ and teacher‐reported behaviour problems before and after the intervention. Results: Trainers selected both children who did and did not meet the intervention eligibility criteria, suggesting problems in intervention reach. Intervention dosage, responsiveness, satisfaction, and comprehension were satisfactory. There were group‐level behaviour problem decreases (i.e., Cohen's d). Individual‐level behaviour problem changes (i.e., Reliable Change Indices) showed large heterogeneity and little reliable change. Conclusions: The results provide initial evidence that the intervention has potential for successful implementation in schools, but the current evidence for intervention effectiveness is inconclusive. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

Previous studies have often emphasized the gender effects of individual teachers but have paid less attention to the gender composition of teacher teams. We examine the effects of teacher gender composition on the noncognitive characteristics of students by use of randomly assigned cross-sectional data of middle school students in China. Our results show that mixed-gender teacher teams significantly improve the noncognitive characteristics of students. The underlying mechanism analysis shows that both the better-functioning mixed-gender teams per se and the strong gender identification between teachers and students and between teachers and the parents of students could help explain how mixed-gender teacher teams affect the noncognitive characteristics of students. [ABSTRACT FROM AUTHOR]

Shy‐withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher‐child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children. Thirty preschool teachers of children aged 3–5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy‐withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre‐service and in‐service training and providing coaching to the preschool staff may be helpful to restructure dysfunctional beliefs about shy‐withdrawn behaviours, translate developmental knowledge in evidence‐based classroom practices and enhance professionals' self‐awareness. Highlights: This study explored, in‐depth, the beliefs, practices and support needs of preschool teachers toward shy‐withdrawn children.Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy‐withdrawn behaviours.Our findings highlight the need to strengthen teachers' training, bridging theoretical knowledge with professional development. [ABSTRACT FROM AUTHOR]

The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality. [ABSTRACT FROM AUTHOR]

School closures were implemented in the first quarter of 2020 to halt the spread of the COVID-19 epidemic. Without adequate preparation time, students and teachers faced the problem of transitioning from face-to-face to online classes. Educational therapy sessions in the Dyslexia Association of Singapore were affected too. This study sought to explore educational therapists' experiences and perceptions of online teaching and learning with school-going age students with dyslexia in an online environment during the COVID-19 pandemic. To accomplish this, a phenomenological approach was employed using in-depth interview techniques with ten educational therapists from the DAS. A six-stage thematic analysis by Braun and Clark (2006) was employed to determine the themes for this study. The findings revealed four key themes: a) benefits of virtual educational therapy, b) challenges of virtual educational therapy, c) perceived success factors and conditions for an effective virtual educational therapy, and d) after-effects of educational therapy for educational therapists. Details in the findings could help educational therapists design better virtual lessons in the future. While online platforms may not be ideal for dyslexic learners, educational therapists believe that age and technological capability contribute significantly to the feasibility of virtual educational therapy. Recommendations for further research include a) a study to explore dyslexic learners' perspectives and experience of online learning, b) a survey of online learning with other programmes, not just the literacy programme and lastly, c) an investigation into the mental health and well-being of dyslexic learners and educational therapists while participating in online learning. [ABSTRACT FROM AUTHOR]

Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their teachers and how their teachers create environments that foster belonging. Data collection consisted of interviews with school teachers (White, n = 7; Black, Indigenous, and people of color, n = 4) and BIYOC (n = 5). Conventional content analysis was used to analyze data. Results indicated that teachers who demonstrated evidence of critical racial consciousness did so by acknowledging their privileged identities, approaching and participating in racial conversations, and handling concerns of race and racism from both BIYOC and other teachers. In turn, students reported feeling a sense of school belonging when teachers created opportunities for BIYOC to raise any concerns surrounding racism and included positive racial/ethnic representation in classroom activities. Study findings provide insights into the importance of teacher critical racial consciousness in creating racially/ethnically inclusive environments that promote school belonging and enhance the quality of relationships between BIYOC and their teachers. Practitioner points: Teachers' critical racial consciousness impacts their skills to navigate conversations about race/racism, their ability to incorporate culturally responsive elements in their teaching practices, and the quality of the social environment they are able to craft for Black, Indigenous, and youth of color (BIYOC).BIYOC develop a sense of belonging in learning spaces that positively represent them—in both the messages delivered to them and in their learning experiences.Teachers' critical racial consciousness influences the quality of relationship they are able to hold with BIYOC. [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]

During social interactions, people decide whether to trust an actor based on their punitive behaviour. Several empirical studies have indicated that punishment intensity impacts observer trust, yet the underlying mechanism remains to be elucidated. This study included 242 junior high school students and was conducted to investigate the relationship between teachers' punishment intensity and levels of student bystander trust. Additionally, the mediating role of trustworthiness and the moderating role of group relationships were explored. The results showed that the relationship between punishment intensity and observer trust follows an inverted U-shaped pattern. In addition, mild punishment boosts observer trust by improving perceived trustworthiness (ability and integrity) compared to no punishment, while harsh punishment reduces observer trust more than mild punishment by diminishing perceived trustworthiness (ability, benevolence, and integrity). More importantly, group relationships positively moderate the relationship between punishment intensity and observer trust. Specifically, compared to mild or no punishment, harsh punishment decreases trustworthiness (ability, benevolence, and integrity) in close teacher–student relationships but has less impact on neutral relationships. The above findings demonstrate that guiding educators in developing appropriate disciplinary concepts contributes to enhancing student observer trust. [ABSTRACT FROM AUTHOR]

Adverse Childhood Experiences (ACEs) confer considerable risk for negative outcomes across the lifespan, but there is limited research examining whether the measurement of ACEs can be interpreted the same way across diverse groups of individuals. In particular, the measurement of ACEs among early child education teachers has received little attention. Given that millions of children receive care from early child education teachers, and evidence that ACEs can severely disrupt teacher's abilities to support young children, it is critical to accurately assess for and respond to teacher ACEs. The present study examined the factor structure and measurement invariance of the 11-item Behavioral Risk Factor Surveillance Survey (BRFSS) version of the ACEs measure across a diverse group of teachers. Data were collected from 605 teachers in a southeastern state between 2018 and 2021. Teachers ranged in age from 18 to 81 years (35% young; 56% middle; and 9% older adults) and were diverse across race (46% White; 53% Black). Teachers completed the BRFSS version of the ACEs measure and a demographics questionnaire. Factor analyses replicated the theorized three-factor solution, with household dysfunction, emotional/psychological abuse, and sexual abuse emerging as distinct factors. Multigroup confirmatory factor analyses demonstrated measurement invariance across teacher age and race. Comparisons of scores indicated ACEs levels varied across teacher age and race. Overall, findings suggest the BRFSS version of the ACEs measure can be used to assess adverse childhood experiences across diverse groups of early child education teachers. [ABSTRACT FROM AUTHOR]

This study investigates how five teachers of multilingual learners (MLLs), working in an officially English‐centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves as mostly monolingual educators, utilized the curriculum during a support class for their MLLs. We show how this curriculum, containing what we classify as educative curriculum materials (Davis & Krajcik, 2005), operated to support, and extend linguistically supportive instructional practices occurring within participating teachers' classroom figured worlds (Holland et al., 1998). Using data from classroom observations and teacher interviews, we show how the curriculum operated as a mediating artifact to support teachers' development of more linguistically diverse practices within their classrooms. Findings indicate that curriculum materials bridged theory to practice by supporting teacher development of these practices, which, in turn, bolstered their beliefs in the importance of students' home languages, and led to a shift in how teachers understood, interpreted, and resisted English‐centric policies at their schools. [ABSTRACT FROM AUTHOR]

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Despite the importance of the perception behind teachers' feedback, it is astonishing to note that there are not many studies regarding how teachers provide feedback. Drawing upon Ellis’ (2009) typology of written Corrective Feedback (CF), this study explored the most common feedback types provided by EFL teachers. Moreover, the study aimed at finding out whether teachers’ teaching experience and learners’ proficiency level had any bearing on the type of feedback the teachers provided. Eleven teachers provided feedback on 301 descriptive essays written by EFL students in English. The findings revealed that teachers mostly tended to employ direct CF to correct their students’ linguistic errors. This was followed by indirect CF and metalinguistic CF, respectively. It came to light that focused CF, electronic feedback, and reformulation had no popularity among Iranian EFL teachers. The experienced teachers opted more for indirect feedback while the inexperienced ones preferred direct feedback. Teachers were more inclined to provide intermediate students with direct CF whereas they provided more indirect CF to the upper intermediate students. The results suggest that not all teachers’ perceptions about feedback can necessarily be rendered into classroom practices and various factors, including culture, society, learners and teachers themselves impact teachers’ beliefs and practices. [ABSTRACT FROM AUTHOR]

This study was an attempt to investigate the effect of choice theory-based instruction and clinical supervision for EFL teachers on their students’ autonomy and reading comprehension. To this end, a sample of 30 Iranian EFL teachers, selected based on their willingness to participate, were divided into two groups of 15: one group participated in a choice theory-based instruction program while the other underwent a clinical supervision program. In addition to the teachers, a sample of 445 intermediate EFL learners taught by the teachers participated in the study – 225 learners were taught by the teachers who underwent the choice theory-based instruction while the other 220 learners sat in the classes of the teachers undergoing clinical supervision. The Learner Autonomy Questionnaire (LAQ) was used both as a pretest and posttest to measure the autonomy of the 445 learners before and after they were taught by the 30 teachers. In addition, a sample Preliminary English Test reading paper was administered to the learners prior to their classes (i.e., a general English class instructed through a commonplace task-based procedure) as a pretest and they also took another sample reading test as the posttest. The inferential statistics run in this study comprised two ANCOVAs with the results revealing that the learners being taught by the teachers who underwent the choice theory-based instruction outperformed the learners taught by those teachers who participated in the clinical supervision program in terms of both their autonomy and reading comprehension. The pedagogical implications of these findings are discussed in this paper. [ABSTRACT FROM AUTHOR]

This study aims to provide a new perspective on the relationship between perceived teacher emotional support and externalizing problem behaviors among adolescents. Some studies have focused on the relationship between perceived teacher emotional support and externalizing problem behaviors. However, research on the underlying mechanism is still insufficient. Additionally, peer relationship, mental health, and parental knowledge have been ignored as a crucial factors. Altogether, 7101 Chinese rural adolescents aged 13–19 years completed an anonymous self-report questionnaire. The results show that: (1) perceived teacher emotional support has a protective effect against the development of externalizing problem behaviors; (2) peer relationship and mental health both have a mediating role in the relationship between perceived teacher emotional support and externalizing problem behaviors in rural adolescents; (3) perceived teacher emotional support can indirectly affect externalizing problem behaviors through the chain mediation of peer relationship and mental health; (4) parental knowledge has the potential to moderate the indirect impact by diminishing the association between perceived teacher emotional support and externalizing problem behaviors; and (5) the impact of perceived teacher emotional support on externalizing problem behaviors has significant gender differences. The protective impact was greater on boys than on girls. In relation to these findings, this study has discussed the possible reasons and made some practical suggestions to improve teacher emotional support among rural adolescents. [ABSTRACT FROM AUTHOR]

Introduction: Studies pinpoint the importance of exploring factors in the classroom environment that might foster students' SRL-skills in various domains. This study explored specific teacher and classroom factors, including self-efficacy for SRL-skills (TSE) and teacher-student interactions in relation to students' selfregulated learning skills in various domains (metacognitive, motivational, and behavioral). Additionally, the moderating role of teacher-student interactions in the relationship between TSE and SRL-skills was examined. Methods: Third-to sixth grade students (N = 1,278, 46.9% boys) from 63 classrooms of Dutch elementary schools completed reports about their metacognitive, motivational, and behavioral SRL-skills. Teachers reported on their TSE for eight randomly selected students from their classes. In addition, the Classroom Assessment Scoring System was used to observe the quality of teacher-student interactions. Results: Multilevel analyses generally revealed that individual students reported better metacognitive, motivational, and behavioral SRL-skills when their teachers felt efficacious in teaching SRL-skills. However, none of the associations at the class level were significant. Moreover, when high-quality teacher-student interactions were observed, students reported lower levels of metacognitive, motivational, and behavioral SRL-skills. No moderating effect of teacher-student interactions on the relation between TSE and SRL-skills was found. Discussion: These findings show that specific measures of TSE at the appropriate level of analysis may help to better explain variation in TSE and students' SRL-skills. [ABSTRACT FROM AUTHOR]

This study aimed to investigate teachers' experiences in handling learners with special needs. A descriptivecorrelational research design was used in this study. The investigation was conducted in the Schools Division of Cotabato, where teachers were handling learners with special needs. Fifty-four (54) respondents were qualified to participate in this study. Fifteen (15) were identified for our pilot testing, and the other thirty-nine (39) were identified for the final survey. A research-made survey questionnaire through Google Forms was used in data gathering. Frequency and percentage distribution, mean and standard deviation, and ANOVA were used to treat the data. The study revealed that the teachers handling learners with special needs encountered problems such as difficulty using the blended learning modality since they needed more training and seminars about it. The study also revealed that the teachers found ways and alternatives and became resourceful in handling learners with special needs. The results also showed that parents' support plays a significant role in the education of the learners. With the teachers' experiences with learners' behavior and parents' support, the teachers could reflect on what went well and what required more work. Despite the challenges, teachers can create a supportive and engaging learning environment that meets the unique needs of learners with special needs, helping them to succeed in their educational pursuits. [ABSTRACT FROM AUTHOR]

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

Purpose: This article explores how pandemic-induced instructional changes and remote learning, in particular, affected teachers' relational work with students. Research Methods/Approach: It draws on semistructured interviews with 33 teachers and three instructional coaches across three secondary schools in one urban district. Interviews were conducted remotely over two school years (2020–21, 2021–22). Findings: Teachers' changing instructional conditions dramatically limited their relational work with students and tended to negatively affect their sense of success and overall satisfaction. Teachers found various ways to cope, but most experienced loss and diminished commitment as teaching grew unfamiliar and teacher-student interactions grew complicated. As participants became estranged from students, they also became estranged from teaching more generally. Many increasingly questioned their careers, and some left their positions. Implications: These findings offer a needed, detailed view of teachers' everyday work during the pandemic. They raise implications for districts continuing to reorient teaching and learning after COVID-19 and urge policy makers and school leaders to respond to teachers' and students' relational losses after a period of disrupted schooling. They showcase teacher-student relations' contextualized nature, an underexamined area. Finally, they advance conceptual understanding of teacher-student relationships, introducing the concept of "estrangement" to explain the consequences of instructional contexts that create social distance between teachers and students. [ABSTRACT FROM AUTHOR]