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This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors’ assessment literacy, which could inform research and practice.

This review critiques Hannah Carson Baggett and Carey E. Andrzejewski’s The Grammar of School Discipline. To examine school discipline and to specifically highlight anti-Black racism in public schools in the state of Alabama, the authors detailed and criticized the three Rs of school discipline: removal from classrooms, resistance by students and staff, and reform of disciplinary practices. They added one more R to the list: repair for both schools and self. The authors used literature from varied fields (e.g., education, educational psychology, sociology, criminal justice, developmental psychology), numeric data on school disciplinary practices, and portraits of students and school leaders to support their arguments. This review will summarize the authors’ arguments, provide analysis and critique of the text, and detail what it contributes to the field.

In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an initial questionnaire, weekly reflections, and semi-structured interviews. We found that special education co-teachers (SE-CTs) reported diminished feelings of competence and autonomy due to scheduling complications and demands associated with meeting the needs of students with disabilities. General education co-teachers (GE-CTs) experienced similar challenges, yet reported experiences of competence and autonomy associated with increased flexibility. SE-CTs with longstanding, trusting relationships with GE-CTs reported feelings of relatedness, which seemed to mitigate some of the threats to competence that we saw otherwise. Although our findings come from a time of crisis across the world, by providing a unique perspective on co-teaching experiences these findings may inform future education research, theory, and practice in K-12 settings considering remote instruction.