Search Results (361)

This study investigates the impact of teacher decisions and other contextual factors on indoor air quality (IAQ) in mechanically ventilated elementary school classrooms using low-cost air quality sensors. Four classrooms at a K–8 school in San Jose, California, were monitored for airborne particulate matter (PM), carbon dioxide (CO₂), temperature, and humidity over seven weeks. Each classroom was equipped with an HVAC system and a portable air cleaner (PAC), with teachers having full autonomy over PAC usage and ventilation practices. Results revealed that teacher behaviors, such as the frequency of door/window opening and PAC operation, significantly influenced both PM and CO₂ levels. Classrooms with more active ventilation had lower CO₂ but occasionally higher PM_2.5 due to outdoor air exchange, while classrooms with minimal ventilation showed the opposite pattern. An analysis of PAC filter material and PM morphology indicated distinct differences between indoor and outdoor particle sources, with indoor air showing higher fiber content from clothing and carpets. This study highlights the critical role of teacher behavior in shaping IAQ, even in mechanically ventilated environments, and underscores the potential of low-cost sensors to support informed decision-making for healthier classroom environments. Full article

Ample evidence has recognized the importance of teacher support for children’s mental health. However, less is known about the factors that may play a role in the association between teacher support and children’s mental health. In the present study, we examined the mediating role of self-concept and the moderating role of area (i.e., rural vs. urban area) in the relationship between teacher support and children’s mental health (i.e., depression and anxiety). We used a sample of Chinese elementary students who enrolled in grades 3 to 6 (N = 525, aged 8–13, 44.54% girls). Results showed that children who perceived more teacher support tended to report better mental health. Moreover, the relationship between perceived teacher support and mental health was mediated by each domain of self-concept. Lastly, the association between teacher support and mental health was moderated by area, with a stronger effect found for urban children compared with rural children. These findings highlight the importance of considering both individual and contextual factors in the association between teacher support and children’s mental health. Practical strategies are proposed for school teachers, professionals, and policymakers to foster children’s psychological well-being. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

Background/Objectives: On 6 June 2023, two varicella cases were reported at a highly vaccinated elementary school in Gyeonggi Province, Republic of Korea. We investigated the outbreak to describe its transmission dynamics; quantify attack rates in school, household, and private-academy settings; and assess the impact of coordinated control measures. Methods: A case-series study included 89 teachers and students who had contact with suspected patients. Using case definitions, laboratory tests, questionnaires, and environmental assessments, we evaluated exposures and factors facilitating spread. Results: Varicella developed in 23 of 89 contacts (25.8%); laboratory confirmation was obtained in 2 (8.7% of cases). The mean incubation period was 13 days. Epidemic-curve and network analyses indicated that the outbreak began with a single index case and extended through household contacts and private educational facilities, ultimately involving multiple schools. Conclusions: Breakthrough transmission can occur even when single-dose coverage exceeds 95%, particularly as vaccine-induced immunity may wane over time. Poorly regulated extracurricular facilities, such as private academies, act as bridging hubs that amplify spread across grades and even between schools. For timely detection and control, these venues should be incorporated into routine varicella surveillance, and rapid, coordinated infection-control measures are required across all educational settings. Full article

This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was distributed to 107 mathematics teachers in the eastern region of Saudi Arabia to collect data. The results indicated that the dimensions of the TPACK framework were highly present among the participants. The highest level was observed in the dimension of Pedagogical Content Knowledge (PCK) at 78.1%, while the lowest was in the Technological Content Knowledge (TCK) dimension at 68.2%. The findings also revealed no statistically significant differences based on gender or education sector. However, statistically significant differences were found in favor of teachers with higher academic qualifications (postgraduate studies) and more years of teaching experience. The study recommends continuing efforts to enhance teacher training programs dealing with integrating technology into teaching, drawing on global experiences in applying the TPACK framework. Full article

Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data collected from a two-state survey of a randomly selected group of teachers in grades kindergarten to grade eight (n = 379), teachers’ demographic variables, general opinions about asthma management practices, and their self-perceptions on the Teacher Asthma Management and Information Seeking Scale, which assesses self-efficacy, were examined. Results: Teachers’ self-efficacy in managing asthma and seeking information was significantly higher among teachers who had completed in-service professional learning sessions and those who had access to community resources or links to community agencies. Additionally, teachers with personal experience of chronic illness, asthma, or allergies and those who had students with chronic illnesses in their classrooms reported higher self-efficacy scores. Conclusions: Findings suggest that providing professional learning about asthma for teachers, offering access to asthma action plans and community resources, and increasing awareness of chronic conditions and training for handling medical emergencies can enhance teachers’ self-efficacy and improve outcomes for students with chronic illnesses. Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article

We investigated the configurational conditions influencing primary and secondary school teachers’ behavioral intentions (BIs) and usage behavior (UB) in adopting digital learning tools by using fuzzy set qualitative comparative analysis (fsQCA) and Tobit analysis. Based on the extended unified theory of acceptance and use of technology (UTAUT2) and by integrating TPK, configurations that drive or hinder teachers’ use of digital tools were identified. The results revealed that BI formation is driven by the core combination of facilitating conditions (FC) and hedonic motivation (HM); the synergy of FC, HM, and TPK; and the interplay of TPK and HM. UB was significantly promoted by the combinations of H with BI and TPK with BI. Conversely, the low levels of H and BI, or H and TPK lowered the levels of UB. By integrating fsQCA and Tobit analysis, the complex and asymmetric effects in digital tool adoption were understood, and recommendations were proposed to develop differentiated support strategies based on these configurational findings. Full article

Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. However, most instruments focused on one teaching quality dimension (e.g., on classroom management or instructional support) and used several classroom videos for each focus. Therefore, the present study gives preliminary insights into the standardized assessment of PV of multiple foci of teaching quality (i.e., classroom management and instructional support) using a single classroom video from an elementary math lesson. Participants were 221 math master’s student teachers, 83 math bachelor’s student teachers, 40 math pre-service teachers in the induction program, 19 elementary math teachers, and 19 math students. The results of confirmatory factor analyses displayed a good fit for a two-dimensional structure with the following factors: PV of classroom management and PV of instructional support. Furthermore, our findings showed that master’s student teachers and pre-service teachers differed from bachelor’s student teachers and math students in PV of classroom management, but not when compared to experienced teachers. In conclusion, the findings mark an important first step in developing an instrument that captures classrooms’ complexity by simultaneously measuring PV of multiple foci of teaching quality using the identical classroom video. Full article

There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs about teaching reading using the Survey of Reading-Related Knowledge and Perceptions. Participating novice teachers (n = 333) included elementary general education teachers (n = 113), special education elementary teachers (n = 120), secondary general education teachers (n = 73), and special education secondary teachers (n = 27). Survey data were analyzed using descriptive and inferential statistics. Results indicated that novice teachers, on average, scored below 50% on reading-related knowledge items. Novice teachers, on average, self-reported higher scores for their beliefs and perceived ability to teach reading than their actual knowledge of foundational reading skills. Implications for supporting novice teacher knowledge related to foundational reading skills are provided. Full article

We examined the effects of cooperative learning on learning satisfaction and learning effectiveness of elementary school students on the Quizlet online platform using an experimental design approach. Third and fourth-grade students from an elementary school in Taichung City were recruited in this study. A total of 55 students participated in this study and were grouped into the experimental group (28) and the control group (27). The experimental group engaged in game-based cooperative learning activities, while the control group participated in individual learning sessions. After eight weeks of the intervention in which one 30 min session was conducted every week, data on learning satisfaction and learning effectiveness were collected using a questionnaire. The collected data were analyzed to obtain descriptive statistics, independent sample t-tests, Pearson correlation analysis, and regression analysis. The participants in the experimental group reported improved learning satisfaction, learning environments, learning outcomes, and peer interactions compared with the control group. The experimental group also scored higher in learning effectiveness including skills. Significant differences were observed in learning satisfaction and effectiveness across genders and grade levels. A strong positive correlation indicated that higher learning satisfaction improved learning effectiveness among elementary students. Learning satisfaction was a significant predictor of learning effectiveness, highlighting the importance of cooperative learning for better learning outcomes. The results of this study provide a reference for elementary English teachers to incorporate online platforms in their teaching practices. Full article

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions. Full article

The present study examines how pre-service teachers’ digital competence influences their acceptance and use of Artificial Intelligence (AI) in educational settings. Employing a quantitative approach via Structural Equation Modelling (SEM), the authors analyzed self-reported data from Early Childhood and Elementary Education students in Andalusian (Spain) universities. The findings indicate that professional engagement is associated with a critical assessment of AI, focusing on pedagogical and ethical considerations, whereas digital content creation skills promote a more positive and proactive attitude toward AI adoption. These results underscore the importance of teacher education programs that combine technical skills with critical thinking to foster responsible AI integration. This study acknowledges limitations, including its regional scope and cross-sectional design and recommends future longitudinal and comparative research to validate and expand these insights. By addressing these gaps, future studies could enhance our understanding of AI adoption in diverse educational contexts. Full article

Grounded in the Job Demands–Resources framework, this mixed-methods study seeks to (a) quantify the directional relationships between school inclusive climate, job burnout, and teaching efficacy, and (b) identify mediating mechanisms to inform targeted interventions in inclusive education settings. Study I employed the School Inclusive Climate Scale, Job Burnout Scale, and Teachers’ Teaching Efficacy Scale to assess 613 primary and secondary school teachers involved in inclusive education. Study II conducted semi-structured interviews. School inclusive climate showed significant negative correlations with job burnout and positive correlations with teaching efficacy. A negative correlation was also observed between job burnout and teaching efficacy. Mediation analyses revealed that teaching efficacy partially mediated the relationship between school inclusive climate and job burnout, explaining 50% of the total effect. The qualitative interview findings corroborated and complemented the quantitative questionnaire results. School inclusive climate demonstrates both direct effects on job burnout and indirect effects mediated by teachers’ teaching efficacy. Full article