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The notion of dépaysement épistémologique (epistemological disorientation) aims to capture the sense of disorientation when a learner is led to question their prior assumptions and understandings, generating uncertainty in a context in which they thought they had certain knowledge. This article describes an activity used with a group of practicing mathematics teachers in Uruguay that integrates elements of the history of mathematics related to Gödel’s incompleteness theorem, with the aim of provoking in the participants the experience of dépaysement épistémologique. Results show that several of the teachers participating in the activity felt dépaysement épistémologique, and this feeling triggered empathy towards their own students. The article ends with a discussion of the real possibilities of integrating the history of mathematics in secondary mathematics courses and in the training of teachers.

The literature on adults on the autism spectrum is a vastly growing one, but there is still a great need for more in-depth research. There are common misunderstandings about individuals on the autism spectrum that leads to stigma from the overall population in the United States (John et al. 2018). As more individuals on the spectrum enroll in higher education, their needs in the classroom are becoming more apparent to instructors at this level. This literature review explores research on the community of people on the spectrum, their needs in the college setting, what can be done to accommodate these students, and the outcome of these accommodations. The research has shown that utilizing a method of teaching that considers the needs of very mentally and intellectually diverse populations such as Universal Design for Learning can assist in creating a successful work environment for students on the spectrum (Waisman et al. 2022). The present training is created using UDL principles to teach college level instructors how to teach students on the Autism Spectrum and advocate for their students.

The purpose of this exploratory mixed-methods study was to determine how doctoral students in a formal leadership program conceptualize followership. The methods used to conduct this analysis included distributing a Qualtrics (released in August 2022) survey and conducting one-on-one interviews with a sample of degree-seeking doctoral students within a formal leadership program. The researcher collected quantitative and qualitative data addressing students’ followership style, leadership attitudes and beliefs, and perceptions of followership. These data were analyzed concurrently using a triangulation design. A total of 67 students completed the survey, and seven students were interviewed. The findings revealed that the participants employ an exemplary followership style, exercise systemic thinking, and hold a prototypic and antiprototypic view of followers. As followers, the participants described themselves as actively supporting the leader, organization, and team while taking the initiative to go above and beyond in problem-solving and executing their roles. Further, they emphasized the importance of developing rapport with their leader(s) and colleagues because they view leadership as a collective process that is relationship oriented. Moreover, they believe they add value to that process regardless of the role they hold. Although their perceptions of followership encompass a continuum of negative and positive follower attributes, they assume that most followers are proactive and interactive in their work with the leader(s) and members of the organization. Keywords: follower, followership, leadership, higher education, mixed-methods

In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.

Critical scholars in sociology, philosophy and cultural studies have long said what is wrong with schools, insofar as they function to perpetuate inequality rather than social uplift, generally. Despite this well-researched state of affairs, schooling—of the State-sponsored, public education kind—remains beholden to the economic interests of the dominant classes. Judging from current retention and attrition rates, proficiency levels, and college entrance numbers, schooling has continued to disproportionately benefit White people, especially in relation to their social class. Moreover teachers continue to be disproportionately White and female when compared with their students. Through a critical analysis of teachers’ discourse on Freire, I show how ideologies favorable to the matrix of domination bell hooks (2013) calls “imperialist white supremacist capitalist patriarchy” stifle the possibility of critical pedagogy in public school contexts (p. 4). In tandem with these instances, I analyze how the only participant of color in this study voiced counterhegemonic discourse to challenge unconscious ideologies that his colleagues expressed. In presenting two critical incidents specifically, I share how multiple and conflicting ideologies circulated in the space of teacher study groups as professional development. Through this study, I show how engaging with critical texts and discussion with colleagues was personally and professionally meaningful for participants in spite of perceived limitations and dominant ideologies. To understand how ideology functioned in teachers’ responses to critical pedagogy, I conducted teacher study groups on the whole of Paulo Freire’s text: Pedagogy of the Oppressed. I supplemented study groups with individual interviews and reflective journaling. Guided by Thompson’s (1990) critical hermeneutical framework for ideological critique I located ideological symbolic constructions in teachers’ discourse, which I then analyzed

Scholars and Early Childhood Education (ECE) professionals acknowledge the critical nature of prosocial behavior (PSB) skills in the lives of preschool-aged children. Research specifies that children lacking PSBs are socially and academically disadvantaged. Studies have shown that 30% of preschoolers exhibit negative emotional/social behavior, and 80% of preschool educators report negative social behaviors (NSBs) adversely affecting their jobs. It is well-researched that a child's earliest experiences shape social and emotional behaviors, explicitly parenting and the home environment; however, less research exists about parents' knowledge and perception of their role relating to PSB development in their child's life. This qualitative case study consisted of semi-structured interviews with 13 parent participants. This study offers insight into parents' perceptions of PSB and examines the shared role between parents and ECE. Participants' conversations revealed that parents rely on and expect ECE educators and the ECE environment to enrich and provide developmentally appropriate PSB development support for their children. Participant conversations revealed several developmentally unrealistic expectations for a preschool-aged child, specifically self-regulation, problem-solving, and empathy skills. Study findings also highlight shared frustrations with reoccurring or unexpected NSBs and fear of future NSBs. Based on the narratives, participants noted a contextual difference regarding the home and ECE environment and considered ECE classrooms the ideal setting for PSB skill building. Findings denote that parents want more PSB support and information. The data collected in this study will permit ECE leaders and professionals to enhance and reshape PSB programming to support parents and preschool-aged children with PSB development.

This qualitative, phenomenologically informed study examined the low representation of Native America women in tribal college faculty positions in the state of North Dakota. Six successful Native American women in faculty positions at tribal colleges in North Dakota were interviewed to understand reasons for a scarcity of Native women at tribal colleges and to identify strategies to mitigate this critical issue in higher education. The interviews, consisting of closed and open-ended questions, allowed me to investigate these women’s experiences both as students that led them to their professional careers as well as their experiences as faculty members at tribal colleges. Study results indicated that participants experienced implicit bias in school; they had a sense of feeling alone at non-tribal institutions; they valued tribal colleges; their Native students were a primary source of inspiration because as students they didn't have representation; they needed family support while they were in school; they expressed a need to feel valued at the tribal colleges where they worked; and they desired mentoring in school and in the workplace. These findings have implications for strategies to support Native students as well as faculty members and indicate a need to further investigate this issue in future research.

This research was undertaken to determine the efficacy of using andragogy, assessment, and quality control for training in a modern industrial workplace, with findings indicating that these modern training techniques can be implemented with success in this context. While andragogy, pioneered by Knowles, has been used in many areas of adult education, it has not been found to be commonly used in the industrial workplace. The study focused on Finnish trainers using the Blaeser Training Taxonomy – a training program utilizing elements of andragogy and assessment wrapped into quality control. Using a mixed methods questionnaire, trainers reported their training results, which indicated the value of the adult training approach rooted in andragogical principles.

This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators.

Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.

Instructional feedback offers a critical contribution to teacher professional development aimed at improving student learning outcomes. The most influential feedback comes from principals who have developed strong collegial relationships with teachers through observation-based understanding of their instructional practices, intentional interpersonal connection, and collaboration on shared goals. In essence, collegial relationships between principals and teachers nurture the development of trust, an essential element in the process of giving and receiving feedback. Unfortunately, instructional feedback has historically been delivered through teacher evaluations, which attempt to serve two contradictory purposes: To evaluate for retention and to nurture professional development. These dual purposes have led to an educational dilemma in ensuring teachers receive effective feedback that serves as a catalyst for professional development. While there are numerous reasons for the feedback dilemma, this paper addresses teachers’ perceptions of trust and leadership, and the influence both have on receiving feedback and engaging in consequent professional development. Past literature addresses the near futility of using teacher evaluation as a basis for professional development; national and state policies all indicate a need for increased formative feedback based on frequent observations by principals. Thus, research and policy support the need for a different approach to instructional feedback, yet both are limited in their understanding about what teachers perceive as helpful in supporting their own professional development to advance student learning. This paper focuses on how teachers understand leadership, trust, and feedback, and how all influence their professional development decisions. This case study research drew on the experiences of ten tenured, secondary teachers through semi-structured focus group interviews. All participants were drawn from a school district

In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full mediating role. However, there was no significant relationship between traditional teaching-learning approach and lifelong learning tendencies and readiness for self-directed learning. As a result, the type of learning-teaching approach affects readiness for self-directed learning and therefore lifelong learning tendencies.

Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type II case study. Results showed varied, often asynchronous approaches to online education; punctuated by elements of academic resistance. Teaching teams were increasingly dependent on sessional staff, which has resulted in complex benefits and detriments. Researchers and administrators need to work proactively to determine how both online practices should be utilised and teaching teams should be structured to deliver high quality ITE.

The purpose of this transcendental phenomenological study was to understand, as a lived experience, the impact of repatriation on Third Culture Kids (TCKs). For this study, repatriation was generally defined as the transitional process of an individual moving from a host country back to the home country to attend college. The central research question for this study was aimed to gain insight into the lived experiences of TCKs whose lives were impacted by repatriation for higher education. The research sub-questions were designed to gain an understanding of the perceptions TCKs have about the preparedness of higher education institutions to meet the needs of repatriating students. The theoretical framework for this study was based on Berry’s (2003;2005; 2006) acculturation theory. Berry ‘s (2003) theory was based on TCK attitude towards the home culture and host culture. Berry’s (2005) acculturation theory suggests the individual’s TCK upbringing in a host culture impacts values, beliefs, and identity. Berry’s (2006) theory suggests that the level of acceptance from the host society will impact the repatriation process. There were 12 adult participants who participated, all over the age of 18 and who have spent a minimum of four years living in a host country before repatriating for higher education to the United States. Data collection included a screening questionnaire, semi-structured individual interviews, a single focus group interview, and personal artifacts. Data were analyzed using NVivo to create themes based on repeated words and phrases from the collected data. Five themes emerged: (1) TCK Benefits, (2) Social Repatriation Challenges, (3) Personal Repatriation Challenges, (4) Cultural Repatriation Challenges, and (5) Services and Supports. Several sub-themes also emerged from this study.

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an “integrated peace education.”

The propose of the study was to determine the effectiveness of using Teach Me to Talk strategies from Speech Pathologist Laura Mize, with children from the birth to three-year-old early intervention program. The study looked at children who have communication needs based on qualifying scores after completing a special education evaluation and the use of specific interventions to increase their language. The researcher wanted to determine students’ improvement with their communication goals and how parent involvement supports their learning. The study was originally structured around weekly home visits that were ongoing since the child qualified for special education services. Parents provided information on how the intervention was working in their natural routines. The early intervention teacher that was instructing the home visits used observation notes and progress reports will provide knowledge on the effectiveness of these interventions. The results from this study indicated that interventions were working but due to COVID 19 pandemic the research project had to be changed and amended to an autoethnography.

The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.

The library profession is one that serves the educational system of any nation, therefore both the educational and library systems must be in nexus if effective and efficient formulation and implementation of policies will be established. The impact of the library can be felt at all levels in the education sector, starting from the grass root, that is, School libraries in primary and secondary schools to the Academic libraries in the tertiary institutions. Hence the importance of the library in the educational development of a country cannot be over-estimated. The library policy objectives have not been difficult to identify yet elements of the most authoritative of all, that is, National Policy of Education (NPE); which were approved on recommendations by the Federal Ministry of Education (FME) is grossly non-implemented. This paper is a position paper which reviews the aims of the NPE and the roles librarians play in its implementation. The issues to be critically analyzed are the national policy on education, the roles of librarians in its implementation, school library establishment, inspection and administration.

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE.