Teacher Education and Professional Development Commons^™

School Principals’ Perspectives Regarding Successful Professional Development, Kathryn L. Bauserman, Diana Quatroche, Linda E. Martin

Journal of Educational Research and Practice

This descriptive study examined K–12 principals’ perspectives on providing and supporting school‑based professional development in one Midwestern state. Survey responses from 300 principals explored how they defined successful professional development, how they determined teacher learning needs, and the challenges they encountered. Findings revealed that principals valued professional development aligned with instructional improvement, yet many relied on their control of decision‑making processes. Professional development was commonly delivered by school or district personnel, funded through limited local and state resources, and typically offered in short sessions. Principals identified success through surveys, observations, and student achievement data while noting challenges related to funding, …

Exploring The Effectiveness Of A “How-To-Teach” Book Club For Preservice Teachers, Rina Bousalis, Eden Greene, Robyn Klein, Abigail Woods, Isabella Mandoeng

Journal of Educational Research and Practice

As teacher training programs continue seeking ways to prepare their preservice teachers to teach, many have turned to “how-to-teach” books written by veteran teachers, viewing them as a valuable source that could offer teacher candidates additional support. This study, which developed from the idea of creating a book club with instructors and members of a university’s future educators’ organization, used a qualitative textual analysis approach to explore concepts that emerged from how-to-teach books, how participants’ perceived those concepts, and how the books benefited participants. The study revealed that although authors’ perspectives often conflicted with participants’ beliefs, the authors’ engaging activities …

Innovation And Control In Curriculum Reform: An Autobiographical Inquiry From A Seoul Future Innovation School, Sunyoung Kim

Journal of Educational Research and Practice

This autobiographical inquiry examines the lived experience of a teacher–researcher navigating curriculum reform within a centralized education system during her first year at a Seoul Future Innovation School. The study explores how policy ideals of curriculum autonomy, innovation, and student-centered learning encounter institutional realities of documentation, compliance, and performative accountability. Drawing on reflective journals and narrative reconstruction, the analysis identifies four tensions shaping reform enactment: the gap between reform discourse and school culture, the symbolic labeling of innovation, technocentric expectations that narrow curricular legitimacy, and the emotional labor of navigating stakeholder demands. The study illustrates how institutional conditions both constrain …

Bridging The Gap Between Research And Practice In Schools, Giorgio Ostinelli

Journal of Educational Research and Practice

This case study examined how a group of Swiss primary school teachers collaborated with a school improvement advisor/researcher (SIA); it is now part of a larger project that uses a design-based methodology. The SIA is a rising entity in the educational landscape and serves as a state-mandated coach who bridges the gap between universities and schools. The SIA embodies the characteristics of both an educational researcher and a school advisor/coach. The SIA experience was created and designed using a frame–object, a valuable tool for collaboratively building professional development experiences with teachers and coaches. Understanding by Design served as the frame–object …

Caring In An Online Graduate Synchronous Learning Environment, Keith Higa

Journal of Educational Research and Practice

This self-study examines how caring practices are understood, enacted, and experienced within a synchronous online graduate teacher-education environment. Although online programs have expanded substantially, limited research addresses how relational approaches translate into mediated instructional spaces. Guided by Noddings’s ethics of care, this inquiry integrates reflective self-study with participant interviews to explore how technological structures, instructor practices, and real-time interactions shape students’ experiences of care. Findings reveal a multidimensional model consisting of (a) technological or structural care, characterized by course organization, predictability, and flexibility, and (b) humanistic care, expressed through relational presence, acknowledgment, responsiveness, and emergent dialogue in synchronous sessions. Together, …

Protecting Graduate Students From Burnout With Self-Compassion And Authenticity, Michael S. Leeman, Joshua J. Castleberry, Anna A. Ellenson, Morgan Wallbrown

Journal of Social, Behavioral, and Health Sciences

This study investigated whether practicing self-compassion and embracing one's authentic self could protect graduate students from burnout. Researchers also empirically examined the mediating effect of authenticity in the relationship between self-compassion and burnout. A total of 318 master's degree students in a helping profession completed surveys assessing their levels of self-compassion, authenticity, and burnout. Results found that graduate students with higher levels of self-compassion and authenticity tended to have lower levels of burnout. Additionally, authenticity mediated the relationship between self-compassion and burnout. The findings suggest that practicing self-compassion and embracing one's authentic self may lead to lower levels of burnout …

Adaptation Of Moral Integrity Scale To Kazakh Language: A Psychometric Investigation, Madina Ishkibayeva, Nesrullah Okan, Zhazira Abdykhalykova, Nursulu Makhambetova

Higher Learning Research Communications

The present study has been designed to adapt the Moral Integrity Scale (MIS), originally developed by Schlenker (2008), into Kazakh and to examine its psychometric properties among undergraduate students. Moral integrity, a critical component of ethical behavior, is essential in tertiary education, yet few culturally validated tools exist in the Kazakh context. Following a rigorous scale adaptation process (including translation, back-translation, expert review, and pilot testing), the scale was administered to three independent student samples. The results of the exploratory factor analysis (n = 470) revealed a single-factor structure explaining 52.13% of the total variance. Confirmatory factor analysis ( …

A Culturally Responsive Campus Learning Community: Stories About Professional And Personal Growth, Maria I. Iturbide, Amy E. Sprowles, Kimberly Vincent-Layton, Seth Bradley, Steven T. Margell

Journal of Educational Research and Practice

Although collegiate enrollment for students of diverse identities has steadily increased over the last five decades, their college graduation rates have not increased proportionally. Culturally responsive educational environments allow students to leverage their cultural wealth to achieve their academic aspirations. To create a culturally responsive campus culture, educators’ pedagogy must value culture in thinking, feeling, learning, and the communication of ideas. This article explores the ability of a professional learning community approach to cultivate in educator participants the personal and professional shifts required to create a culturally responsive educational environment. We analyzed qualitative data from 10 open-ended questions through an …

Faculty Perceptions Of Lgbtq+ Students In Higher Education, Serena Gramling, Laura E. Barrow, Stacy Mikel, Mark J. Sciuchetti Dr., Falynn Turley

Higher Learning Research Communications

Objective: Limited faculty understanding of LGBTQ+ student experiences may contribute to exclusionary campus climates and discriminatory practices. This study examined faculty perceptions to identify ways to improve support for LGBTQ+ students and promote inclusive environments.

Method: A descriptive quantitative design was used to examine faculty perceptions of LGBTQ+ students and differences across geographic regions. 142 participants completed the 20-item instrument.

Results: Although regional differences in acceptance were observed, geographic location did not significantly predict faculty attitudes. Faculty acceptance played a key moderating role in the relationship between awareness and engagement in inclusive practices. Findings indicated that faculty attitudes alone are …

Ontario High School Teacher Perspectives On Failure: Bridging Policy And Practice, Dan Guadagnolo, Kelly Li, Klea Mosho, Megan Anderson, Nicole Laliberte, Fiona Rawle

Journal of Educational Research and Practice

This study explores teacher perceptions of the role of failure in secondary school education. Our case study analysis, based on 23 interviews in Ontario, Canada, suggests secondary school teachers understand failure as a core element of the learning process. However, teachers do not feel they can easily use failure as a pedagogical tool. Teachers perceive Ontario Ministry of Education guidelines regarding student success to have created an institutional culture within which student failure is administratively burdensome and is framed as external to the learning process. These success narratives in government assessment guidelines have created a situation wherein teachers often feel …

Virtualizing Practical Science Education: A Sociological Analysis Of Undergraduate Teaching And Learning, Sina J. Fakoyede, Femi E. Babalola, Oluwatoyin T. Obateru, Oluwayemisi D. Akomolafe, Deborah O. Alabi, Stella K. Ekundayo

Higher Learning Research Communications

Objectives: The study aims to investigate the perspectives of university teachers and students on integrating practical science teaching with virtual learning in a multicultural and diverse society, specifically within the context of southwestern Nigeria.

Methods: A mixed-methods approach was employed, involving data collection from 100 university lecturers and 400 undergraduate students across 10 universities. Qualitative data were gathered through semi-structured interviews with lecturers and focus group discussions with students. Quantitative data were obtained via structured questionnaires, allowing for triangulation and comprehensive analysis.

Results: Findings revealed that certain lecturers showed preferential support influenced by students’ cultural backgrounds or academic behavior during …

Open Education On Social Entrepreneurship: A Comparative Study Between Mexico And Bolivia To Scale Up Complex Thinking, Inés Alvarez-Icaza, Benito Javier Martinez-Briones, Liz Katherine Marco-Torrez, Evelyn Rondon-Jara

Higher Learning Research Communications

Objectives: This study examined the effectiveness of an open digital educational platform for developing complex thinking competencies through social entrepreneurship education among higher education students in Mexico and Bolivia. Specifically, it assessed changes in perceived systemic, scientific, critical, and innovative thinking and compared learning outcomes across both contexts.

Method: A quasi-experimental pre-post design was implemented with 601 participants (Mexico, n = 509; Bolivia, n = 92). Participants completed a validated 25-item, Likert-scale instrument assessing systemic, scientific, critical, and innovative thinking before and after engaging with the digital platform. Within- and between-group differences were analyzed using permutation-based statistical tests, complemented by …

When How We Teach Is What We Teach: Teacher Educators As Instructional Models For Novice Teachers, William Waychunas

Journal of Educational Research and Practice

Teacher education programs have struggled to overcome the apprenticeship of observation, or the tendency for preservice teachers (PSTs) to replicate the traditional or problematic forms of teaching from their K–12 experience. However, the field tends to assume that PSTs draw only on instructional models from K–12, overlooking higher-education instructors such as professors, other faculty, and teacher educators as sources of pedagogical inspiration and guidance. This study uses data from a longitudinal investigation tracing the development of nine secondary social studies teachers to focus on how the modeling and demonstration of practice within coursework by teacher educators shaped PSTs’ understanding, impressions, …

The Meaning Of The Practicum In Initial Teacher Training. The Educational Value Of Tutoring, María Pilar Sepúlveda-Ruiz, María José Mayorga-Fernández, Elena García-Vila

Higher Learning Research Communications

The theory-practice and practice-theory relationship is a fundamental axis in the learning of trainee teachers; therefore, the practicum must constitute the key element in their university training. The research described in this paper, in which students and teachers from the bachelor’s degrees in early childhood education and primary education programs at the University of Huelva in Spain have participated, has been carried out through a descriptive and interpretative qualitative study focused on case studies. This study highlights the need for greater communication between the work experience centers and the university and between the professionals who tutor the work experience period. …

Automating Academia: Implications Of Genai Use In Doctoral Research And Online Mentoring, Cheryl Burleigh, Andrea M. Wilson

Journal of Online Mentoring

This study critically examines the use of generative artificial intelligence (GenAI), specifically ChatGPT, in the development of doctoral dissertation proposals, highlighting both its potential and its ethical implications. Through a content analysis of a dissertation proposal created using ChatGPT, the study investigates how GenAI supports structural organization, academic writing, and citation formatting while exposing significant concerns related to fabricated references, methodological misalignment, and diminished scholarly rigor. Although GenAI accelerates the proposal-writing process, its outputs often lack the depth, coherence, and originality expected at the doctoral level, thereby threatening the integrity of academic research. Findings reveal that GenAI-generated content may deceive …

Inclusive Stem Education In Nigerian Schools:An Emerging Pathway For Substainable Development, Oginni Aderonke Margaret Dr., Awobodu Victoria Yetunde Dr., Olusegun Bisola Esther Miss

Journal of Educational Research and Practice

Inclusive STEM (science, technology, engineering, and mathematics) education plays a vital role in promoting equitable learning opportunities and fostering sustainable development. However, in Nigeria, many marginalized student groups face barriers that hinder their full participation in STEM fields. This study examines the factors impeding inclusivity in STEM education and their effects on students’ motivation, academic performance, and awareness of sustainable development in Lagos State. Employing a survey research design, data were gathered from 550 students selected through simple random sampling across 21 secondary schools in Education Districts I, III, and V. A researcher-developed questionnaire was used for data collection. To …

School And District Leaders’ Understanding Of Technology Organizations’ Cyber Business Practices, Jayejaye Johnson

Journal of Educational Research and Practice

Educational technology (EdTech) interoperability throughout cyberspace provides the financial opportunity to collect and sell student privacy information in digital learning environments, challenging school leaders to govern schools and keep children safe. School leaders provide the resources, funding, planning, decision making, and administration for EdTech cybersecurity practices and policies, yet little is known about what public school leaders understand. A quantitative study was designed using primary data collected from an online survey. Four research questions guided this study: What are the differences in cybersecurity practices and policy response scores (1) between male and female school leaders; (2) among leaders with different …

Embedding Social And Emotional Learning Into Educator Preparation Programs: An Alternative Certification Perspective, Valerie Flanagan, Lisa Fulks, Wanetta Morrow

Journal of Educational Research and Practice

This study discusses the impact of integrating social and emotional learning (SEL) curriculum into alternative certification educator preparation programs (EPPs), in response to prior research indicating the lack of SEL strategies in schools. It offers a review of educator preparation students’ thoughts concerning SEL implementation, as well as their selection of and reflection upon embedding SEL skills into lessons. Participants serving as teachers of record during their coursework reported positive outcomes in the classroom resulting from lessons including SEL content. Given the increasing importance of SEL in addressing students’ diverse developmental, behavioral, and academic needs, preparation for educators must go …

Helping Bipoc, Women, And First-Generation Students Maximize The Value Of Unpaid Internships, Ted Thornhill, Nicole Torres, Christina Van Wingerden

Journal of Educational Research and Practice

Internships and practicums are a required component of nearly all degree programs in human services and its subfields—and most are unpaid. These unpaid positions often have a disproportionate impact for BIPOC and first-generation students, especially women—many of whom are economically disadvantaged and must work to support themselves and sometimes their families. Increased student activism, non-profit campaigns, and journalistic accounts show student frustration over their unpaid labor. Despite the righteousness of these students’ cause, the reality is that the implementation of an equitable, robust, and sustainable nationwide system of paid internships, in the near-term, is politically impracticable. Given that most human …

Burnout Theory, Pandemic Teaching And Teacher Efficacy: What Is Lost When Schools Return To “Normal”?, Katy Farber, Penny A. Bishop

Journal of Educational Research and Practice

Our qualitative study examined educators’ perceptions of teaching during the COVID-19 pandemic through the lens of burnout theory. Using the three components of burnout as theorized by Maslach and Leiter (2016), we analyzed teachers’ self-reports of emotional exhaustion, cynicism/depersonalization, and reduced sense of professional self-efficacy. We interviewed 16 teachers who taught through the emergency remote-learning phase of the pandemic in March 2020 and remained in the same district when prepandemic practices returned. We conducted semistructured interviews in person and on Zoom with special educators, integrated arts teachers, school counselors, and general classroom teachers. We describe the unanticipated finding that teachers …

Research Integrity In The Era Of Generative Artificial Intelligence, Andrea Wilson, Cheryl Burleigh

Journal of Educational Research and Practice

Protecting research integrity is crucial for maintaining trust in the scholarly record. Historically, threats to research integrity stemmed from deliberate human actions, such as data manipulation and misrepresentation. Generative artificial intelligence (GAI) is increasingly prevalent in higher education and is capable of generating research data and scholarly papers almost instantly. The immediate production of research data challenges traditional standards of academic rigor and integrity. The purpose of this study was to explore the role and impact of GAI on research integrity and the scholarly record, emphasizing the need for robust safeguards. For this study, we submitted Likert-type survey questions to …

Guardians Or Bystanders? Examining School Shooting Responses In The Southern United States, Andre L. Tompkins Ed.D.

Journal of Educational Research and Practice

School shootings challenge educational safety, demanding effective leadership strategies. The Robb Elementary School shooting in Uvalde, Texas, which claimed the lives of 19 children and 2 teachers, heightened concerns about campus vulnerabilities, urging administrators to prioritize student protection. I performed a qualitative study interviewing principals, teachers, parents, and community leaders to examine their experiences addressing campus threats. The findings revealed three themes: (1) ineffective leadership affects campus safety, (2) prompt actions enhance trust in leadership, and (3) connecting with others enhances safety. In this study, I spotlight the crucial role that proactive leadership plays in building the coalitions needed to …

Exploring Service Quality In Gambian Public Universities In The Dawn Of Massification: Perceptions Of Internal Authorities, Yankuba Yabou, Precious Nyoni

Higher Learning Research Communications

Objective: The purpose of our study was to explore the perceptions of internal authorities of public universities in The Gambia—with a focus on the University of The Gambia (UTG)—on service quality amid massification and thereby elicit their recommendations.

Method: This qualitative case study of service quality in public universities in the Gambia employed content analysis of data collected through semi-structured interviews to ascertain categories.

Results: The results showed an unfavorable view of the quality of all the factors observed—physical environment quality, core educational quality, and transformative quality. Despite efforts of the university administration to enhance the quality of education, the …

Nature Journaling: A Tool For Designing A Responsive Science Methods Course For Adult Learners, Meenakshi Sharma, Divya Gangadin, Francy Gomez

Journal of Educational Research and Practice

We examined an outdoor, experiential learning approach within a science methods course for nontraditional adult learners who are often career changers or individuals transitioning into teaching later in life. Through immersive, nature-based experiences, the course connected adult learners to science via direct engagement with the natural world. We include reflections from two nontraditional learners who participated in a 6-week nature journaling process, showcasing how they embraced inquiry-based experiences in natural settings. These reflections reveal a supportive learning environment that values diverse learning styles and life experiences and encourages exploration. Insights from these experiences can guide science teacher educators in developing …

Internet Addiction And Academic Fatigue, Engagement, And Performance Among Undergraduates In Southwestern Universities In Nigeria, Mensah Prince Osiesi, Olutoyin Olufunke Fajobi, Sikeade Mercy Adegboyega, Abiodun Adesope Fadiya, Olaitan Titilayo Akinola, Folasade Oluyemisi Olayinka, Muyiwa Sunday Ajimuse, Sunday Nnamdi Okocha, Tolulope Oluwatoyin Olayiwola-Adedoja, Oladipo Adeyeye Olubodun Phd, Atinuke Titilope Babalola, Valentina Grion

Higher Learning Research Communications

Objective: Internet addiction among university undergraduates may deeply impact their academic lives. This study investigated the association between academic fatigue, academic engagement, academic performance, gender, and internet addiction and how the variables jointly and relatively predict internet addiction among undergraduates in southwestern universities in Nigeria.

Method: The correlational research type of the non-experimental research design was adopted for this study. A multi-stage sampling procedure was used to select 1,157 students. The main variables were the Internet Addiction Test (r = 0.82) and the Academic Fatigue Questionnaire (r = 0.85; both adapted), as well as the Academic Engagement Scale …

Transformative Interactions: Chatgpt’S Role In Facilitating Professional Development Among Vietnamese English As A Foreign Language Teachers, Thi Thuy Tran, Trut Thuy Pham, Thanh Thao Le

Higher Learning Research Communications

Objective: This study delved into the integration of ChatGPT as a medium for English teacher professional development among Vietnamese English as Foreign Language (EFL) teachers.

Methods: Rooted in the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative exploration employed semi-structured interviews with nine teachers categorized into novice, mid-career, and near-end career stages. The objective was to understand teacher experiences, perceptions, and insights regarding the role of ChatGPT in their professional journey.

Results: Key findings illuminated that ChatGPT facilitated enhanced personalized learning, bridged the gap between theoretical knowledge and its practical application, and even indirectly spurred …

Minimal Mindfulness For Maximum Impact: Mandalas, Positivity, Self-Compassion, And Gratitude In The Higher Education Classroom, Jennifer M. Joy Phd,Ncsp, Kendra K. Fox Ed. S., Ncsp, Lauren A. Shepherd Ed. S

Journal of Educational Research and Practice

Numerous mindfulness-based interventions have demonstrated significant increases in users’ overall physical and emotional well-being. Often, however, graduate-level instructors believe it would be too time-consuming to incorporate these worthwhile self-care strategies into their curriculum. The aim of this study was to evaluate whether participating in a day of mindfulness-based activities could increase overall mindfulness in graduate students. Intervention activities were focused on creating a safe and focused space, as well as instilling self-compassion, positivity, and gratitude. Twelve female graduate students completed short activities utilizing mandalas, prompts for self-compassion and positivity, and a forgiveness practice. Paired-samples t-tests showed the intervention significantly …

Empowering Teachers: Cultivating Agency In A Post-Pandemic Educational Landscape, Clifford Davis Jr.

Journal of Educational Research and Practice

Creating an environment where teachers feel trusted and responsible is not just a suggestion but a necessity. In this essay, I underline the indispensable role of school leaders in balancing autonomy and accountability and acknowledge the fact that empowered teachers are the cornerstone of engaging and successful learning environments. I discuss the crucial role of teacher agency in fostering effective education and strongly advocate for the primacy of trust building, collaboration, tailored professional development, and teacher leadership within schools and districts. It is expected that restoring teacher agency will yield positive student outcomes like clear goal setting and expectations, supportive …

Member-Reported Benefits Of Three Alabama Educator-Focused Professional Organizations, Meredith L. C. Sides

Journal of Educational Research and Practice

Professional organizations can play an important role in the lives and work of educators. The purpose of this qualitative study was to explore Alabama educators’ experiences with membership in statewide professional organizations and to determine what benefits, if any, members feel their organizations provide them. Four main benefits that respondents identified were community, broadening of knowledge and practice, leadership opportunities, and personal growth.

Teacher Knowledge And Confidence Integrating Social Change Concepts In K–12 Classrooms, Amy White, Fran Reed, Tina Marshall-Bradley, Kathy Strang

Journal of Sustainable Social Impact

The purpose of this survey research was to examine the perspectives of K–12 classroom teachers about their knowledge of social change concepts and their confidence in implementing these into their existing curriculum. A questionnaire was used to (a) examine the perspectives of K–12 classroom teachers about the knowledge, skills, and resources they need to implement social change concepts into their teaching and (b) define areas of social change that teachers struggle to implement in K–12 classrooms. We employed Wilcoxen signed rank tests to determine if differences existed between what teachers reported they knew and their confidence in integrating 11 social …