Gardner-Webb University
University of Massachusetts Boston
St. Norbert College
Florida Atlantic University
Illinois State University
Trinity University
Abilene Christian University
University of Nebraska at Omaha
Sacred Heart University
The Effects Of Restorative Practices On Student Behavior And School Climate: A Case Study,
2026
University of North Georgia
The Effects Of Restorative Practices On Student Behavior And School Climate: A Case Study, Victoria Smith, M.A.T., Donna Governor, Ph.D, Carlise Womack-Wynne, Ed.D
Current Issues in Middle Level Education
Schools have been seeking alternatives to punitive discipline measures. As an alternative, restorative practices offer healing, community, and relationships. This case study examined a middle school that had been implementing restorative practices since the 2019–2020 school year, three full years at the time of study. A mixed-methods design was used in order to investigate whether the implementation of restorative practices had resulted in a decrease of student misbehaviors and an increase in staff perceptions of school climate. Staff were interviewed (n = 19) and surveyed (n = 44). A thematic analysis was conducted on the interview data, and …
Using Scenario-Based Generative Ai In A Social Studies Methods Course,
2026
University of South Carolina Aiken
Using Scenario-Based Generative Ai In A Social Studies Methods Course, Timothy Lintner, Ellis Reeves
The Councilor: A National Journal of the Social Studies
Artificial intelligence (AI) is quickly transforming the landscape of educator preparation. This shift is especially evident in social studies. As emerging technologies like AI reshape how social studies is taught and learned, it is essential to incorporate them into course design and student outcomes. Simply put, we must ensure that the next generation of social studies educators can effectively use AI to create real-world, scenario-based learning experiences that foster inquiry and encourage student action-taking. This article examines how AI-supported, scenario-based learning was strategically integrated into a secondary social studies methods course at the University of South Carolina Aiken. From concept …
‘There Is No Continuity’: Assessment Of Pre-Service Teachers' Ability To Analyse Historical Sources In Two Ghanaian Public Universities,
2026
University of education, Winneba, Ghana (West Africa)
‘There Is No Continuity’: Assessment Of Pre-Service Teachers' Ability To Analyse Historical Sources In Two Ghanaian Public Universities, Anitha Oforiwah Adu-Boahen
The Councilor: A National Journal of the Social Studies
The paper examined student-teachers’ understanding of change and continuity in History. Using a convergent parallel mixed method approach, one hundred and thirty-five (135) student-teachers from two public universities examined images depicting classroom settings in Ghana’s educational system from different periods. Respondents were expected to show and explain the continuities and changes in the different periods in Ghanaian history. They were to focus on the disparities in ‘change’ and ‘continuities’ in classroom settings in the Ghanaian educational system over time. Again, student-teachers were expected to transform their knowledge of these changes into historical understanding by writing an interpretation from the sources. …
Using The Past To Better Understand The Present: Contextualizing Today’S History Wars, For Ourselves And For Our Students,
2026
Eastern Illinois University
Using The Past To Better Understand The Present: Contextualizing Today’S History Wars, For Ourselves And For Our Students, Bonnie Laughlin-Schultz
The Councilor: A National Journal of the Social Studies
This essay considers our contemporary moment in the context of the long history of the so-called "history wars" in the United States. It identifies four historical moments with ties to the present, and makes use of primary documents to discuss each time period. It also considers the ways in which historical activists such as Frederick Douglass and W. E. B. Du Bois advocated for honest history in the past, and the ways in which we might argue for nuanced historical thinking in the present. Teachers may find the documents of use for their own classrooms, and a brief appendix at …
Voices From The Field: Perspectives From High School Financial Educators,
2026
University of Tennessee
Voices From The Field: Perspectives From High School Financial Educators, Karen L. Franck, Christopher Sneed, Ann A. Berry
Journal of Extension
High school personal finance courses provide youth with skills to successfully manage money and finances. Extension programs have been vital partners to help develop and implement personal finance courses through resource development and trainings. To strengthen these classes, we conducted a comprehensive needs assessment with high school teachers. The needs assessment included surveys, focus groups, and interviews with high school teachers with current or previous experience teaching personal finance classes. Teachers identified major challenges related to engaging students in the program, especially students living in poverty. Recommendations include changes to the overall program and tips for replicating this needs assessment.
From Classroom Conversations To Public Dialogue: Preservice Teachers Engaging With Diverse Children’S Literature,
2026
University of Southern Indiana
From Classroom Conversations To Public Dialogue: Preservice Teachers Engaging With Diverse Children’S Literature, Janell Pycior
Midwest Social Sciences Journal
Preservice teachers often engage with issues of diversity, equity, identity, and representation within the safety of their university classrooms; however, opportunities to extend these conversations into public and professional settings may be less common. This practice-based reflective article examines the experience of moving seven undergraduate preservice teachers enrolled in an upper-level Diversity in Children’s Literature course beyond their familiar classroom environment and into a professional academic conference. The students, majoring in early childhood, elementary, or special education and minoring in reading, participated in a roundtable discussion at the Indiana Academy of Social Sciences focused on diversity and representation in children’s …
Bridging Policy And Practice: Leadership Strategies And Certification Reforms To Enhance Teacher Recruitment And K–6 Literacy In Alabama,
2026
Alabama State University
Bridging Policy And Practice: Leadership Strategies And Certification Reforms To Enhance Teacher Recruitment And K–6 Literacy In Alabama, Sherry Jackson
Journal of Research Initiatives
This literature review explores the intersection of teacher certification reform, district and state-level leadership, and early literacy outcomes in Alabama. It critically examines the shift toward competency-based certification models under the Alabama Literacy Act, highlighting both the promise and challenges of balancing rigor with equitable access to the teaching profession. The paper synthesizes research on leadership-driven strategies, such as mentorship programs, Grow Your Own pipelines, and financial incentives, that support teacher recruitment and retention, particularly in high-need districts. It also evaluates the role of state accountability systems and collaborative partnerships in sustaining reform implementation. While current reforms show potential for …
Access In Teaching Stem Subjects To The Blind,
2026
Oregon State University
Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert
Journal of Science Education for Students with Disabilities
There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.
Petualangan Ragam Hias Nusantara: Pengembangan Game Digital Berbasis Gimkit Dengan Pendekatan Digital Game-Based Learning,
2026
Universitas Negeri Malang
Petualangan Ragam Hias Nusantara: Pengembangan Game Digital Berbasis Gimkit Dengan Pendekatan Digital Game-Based Learning, Venina Nabilla Nazwa, Iriaji Iriaji
Journal of Language, Literature, and Arts
Visual arts learning in Grade VIII at MTsN 1 Kota Malang has limited use of interactive digital media, indicating the need for a more interactive and exploratory learning medium. This study aimed to analyze learning needs, develop and evaluate the feasibility of a learning medium, and examine changes in students’ motivation and learning interest after its use. The study employed a Research and Development (R&D) approach using the 4D model: Define, Design, Develop, and Disseminate. The developed product, “Petualangan Ragam Hias Nusantara,” was created using Gimkit Creative Mode with a Digital Game-Based Learning (DGBL) approach and map-based exploration. Expert …
Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course,
2026
Minnesota State University Moorhead
Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen
Dissertations, Theses, and Projects
This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …
Bridging Content, Practice, And Pedagogy In K–12 Computing Education: A Review Of Computer Science In K–12: An A To Z Handbook On Teaching Programming,
2026
Minnesota State University, Mankato
Bridging Content, Practice, And Pedagogy In K–12 Computing Education: A Review Of Computer Science In K–12: An A To Z Handbook On Teaching Programming, Matthew Priem
Essays in Education
This book review examines Computer Science in K-12: An A to Z Handbook on Teaching Programming, a resource designed to support K-12 computer science educators. Bringing together contributions from forty authors, the book integrates content knowledge, computational practices, and pedagogical strategies for teaching programming across grade levels. The review highlights the text’s emphasis on addressing student misconceptions, connecting research to practice, and balancing teacher guidance with student autonomy. Although the alphabetical organization may not always reflect pedagogical progression, the modular structure allows for flexible use. Overall, the handbook is a valuable professional resource for both aspiring and practicing computer …
Supporting Karen Refugee Student Learning Through Trauma-Informed Practices,
2026
Concordia University - Saint Paul
Supporting Karen Refugee Student Learning Through Trauma-Informed Practices, Rachel P. Wilson
Graduate Teacher Education
This writing explored how trauma-informed practices could best support Karen refugee students in the classroom. The Karen are a small community with a diverse traumatic history (Delang, 2003). Because of this, research explored ways to create a safe and welcoming environment to promote student learning. A review of literature was used to determine the trauma-informed strategies that are most effective in supporting student learning for Karen refugees. Research was conducted across fifteen different sources, which were all original and peer reviewed. A combination of qualitative, quantitative, and mixed methods studies were used to determine the most effective trauma-informed practices. Five …
Understanding And Responding To Childhood Trauma In The Classroom,
2026
Concordia University - Saint Paul
Understanding And Responding To Childhood Trauma In The Classroom, Kara L. Ganzer
Master of Arts in Human Services
This capstone explored childhood trauma as a significant public health and educational issue because of its widespread impact on children’s development, learning, behavior, and educational experiences. A review of the current literature was conducted to examine adverse childhood experiences (ACEs), the neurobiological and developmental effects of childhood trauma, its impact within educational settings, and the trauma-informed approaches for supporting students who have experienced adversity. The literature suggested that childhood trauma can disrupt brain development, executive functioning, emotional regulation, attention, memory, and stress-response systems, contributing to academic, behavioral, and social-emotional challenges within the classroom. Findings also highlighted the important role schools …
What Makes Implicit Bias Training Effective? An Examination Of Training Program Interventions And K-12 Educator Experiences,
2026
University of San Diego
What Makes Implicit Bias Training Effective? An Examination Of Training Program Interventions And K-12 Educator Experiences, Kyleigh K. Mcaloon
McNair Summer Research Program
Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned the validity of IB as a construct and also the potential impact of training. Some scholars argue that these programs fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. The aim of the present study was to investigate how individuals receive and respond to such training. Sixteen K-12 …
Discussion Of Text Revisited: Encouraging Chatting In The Classroom,
2026
Taylor University
Discussion Of Text Revisited: Encouraging Chatting In The Classroom, Melissa Jessup, Ruth E. Jefferson Dr.
Reading Horizons: A Journal of Literacy and Language Arts
Discussion of text in language and literacy instruction has historically been studied with small samples of learners. The study described in this article investigated the relationship between instructional practices associated with discussion of text (chatting about it) and the reading achievement of several subgroups. A large sample of readers (N = 148,800) from the National Assessment of Educational Progress was the subject of the study. Several subgroups, including students with disabilities and students eligible for the National School Lunch Program (students experiencing poverty), were statistically disaggregated; subgroup data and results of analyses are discussed. Suggestions for classroom application are included.
Measuring Administrative Hiring Confidence Of Music Teachers In The Context Of Shallow Hiring Pools,
2026
University of Southern Mississippi
Measuring Administrative Hiring Confidence Of Music Teachers In The Context Of Shallow Hiring Pools, Aaron M. Strum
Dissertations
The purpose of this study was to identify and measure the confidence of K-12 administrators in hiring music faculty. This study also aimed to analyze administrators’ perspectives and confidence in key stages of the hiring process, including defining job expectations, posting, advertising, interviewing, and selecting highly specialized music teachers in K-12 settings. Confidence of K-12 administrators can be gauged through their understanding of how well an applicant aligns with the specific needs of the school’s program. Three research questions guided this investigation: (1a) How confident are K-12 administrators in their understanding of music teaching pedagogy when interviewing music teacher candidates …
A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue],
2026
Ball State University
A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko
Teaching/Writing: The Journal of Writing Teacher Education
ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course,
2026
Brigham Young University
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed
Teaching/Writing: The Journal of Writing Teacher Education
In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.
Our Journeys As Teachers Of Writing: Learning From Our Mentor,
2026
University of Texas at Austin
Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa
Teaching/Writing: The Journal of Writing Teacher Education
Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects,
2026
University of Central Florida
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder
Teaching/Writing: The Journal of Writing Teacher Education
Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …
