Search Results (254)

Climate change is the most significant socio-environmental challenges of our time, and education has been recognized as a fundamental strategy to confront it. Yet research efforts have focused more on students than on teachers, despite the latter’s key role in mediating between scientific and curricular knowledge and classroom practice. This study set out to characterize the field of educational research on climate change from the perspective of secondary school teachers. To this end, we conducted a systematic review and bibliometric analysis of 50 peer-reviewed studies from 15 countries (2010–2023). The results show a growing interest over time, with increases associated with international milestones such as the IPCC reports and the Paris Agreement, while declines are observed in connection with political shifts and the COVID-19 pandemic. Consolidated academic reference points were identified, including Eric Plutzer and Maria Ojala, alongside influential international organizations such as the IPCC and UNESCO, suggesting the presence of schools of thought and institutional frameworks that structure the field. Methodologically, descriptive and exploratory studies predominate, with a notable reliance on qualitative and mixed-methods designs using small samples, reinforcing the difficulty of accessing teachers as a research population. Overall, this review highlights significant gaps, particularly the geographical bias toward the Global North, and underscores the urgency of broader, more inclusive, and critically engaged research that positions teachers as essential agents of transformative educational responses to the climate crisis. Full article

It is widely recognized that outdoor and nature-based educational activities can significantly enhance pupils’ learning, increase environmental awareness and improve pupils’ well-being. At the same time, a growing body of literature supports that the extent to which outdoor learning is implemented depends largely on factors, such as the general institutional context of schools, social and geomorphological aspects and the teacher’s own motivation. The current study employs data collected from 507 primary, middle and high schools in Greece, using a structured questionnaire, and investigates the factors that prevent teachers from engaging in outdoor teaching activities in a green space, as well as those that encourage them to be involved in such educational learning approaches. The results identify institutional barriers, such as the demanding school curriculum, lack of financial resources, limited available time, and insufficient external support, as the main constraints preventing teachers from implementing outdoor activities in nature. On the other hand, it appears that altruistic and intrinsically driven factors, such as personal environmental interest, knowledge of the positive outcomes of environmental education, and a sense of social contribution, are the main factors promoting the adoption of outdoor green education approaches. Availability of green spaces and support by leadership also appear to promote teachers’ engagement in outdoor activities. The findings of the current study highlight the need for educational reforms, to include outdoor, nature-based learning in the school curriculum, provide training and financial support and enhance the confidence of teachers in outdoor, nature-based education. Addressing these barriers could enhance education’s role in fostering sustainable development and reconnecting pupils with nature. Full article

Few studies have examined how formal and non-formal learning contexts can be systematically combined within teacher professional development, particularly in low- and middle-income country (LMIC) settings where non-formal education remains underdeveloped. This study addresses this gap by presenting the development and implementation of a Teacher–Lesson–School (TLS)-Based Personalized Teacher Professional Development model (PTPD-model) aimed at enhancing teachers’ functional and digital literacy as a prerequisite for fostering similar competencies among students. The novelty of the model lies in integrating formal subject-based instruction with non-formal school education (clubs, workshops, and project formats), positioning teachers not only as participants in formal Continuing Professional Development (CPD) courses but also as active agents of non-formal learning. The model draws upon international research frameworks, including the Programme for the International Assessment of Adult Competencies (PIAAC), the Teaching and Learning International Survey (TALIS), the Programme for International Student Assessment (PISA), the TLS approach, and the framework of Teacher Professional Development for Sustainable Development Goals (TPD for SDG). The study was conducted in 2023–2025 using a mixed, longitudinal, quasi-experimental design and a purposive sample (n= 80 teachers from 16 rural schools in Kazakhstan). A triangulated evaluation approach combined self-assessment and expert-based observations. The TLS-based PTPD model was implemented as a modular program with elements of coaching, personalization, and school-based projects. The findings demonstrate significant improvements in teachers’ digital and instructional competencies, lesson quality, and school-level engagement. This study provides one of the first systematic examinations of such integration in Central Asia, offering insights relevant to regional reforms, global education policy, and the achievement of Sustainable Development Goal 4.7 (SDG 4.7). Full article

Physical educators can incorporate mathematics and technology into their curriculum. The challenge is how to do this without sacrificing the core learning central to physical education (PE). The aim of this study was to examine the impact of an intentionally designed interdisciplinary six-week program called Maths on the Move (MOTM), specifically designed to integrate mathematics and PE. The study participants included two middle school PE teachers and two mathematics teachers. Within PE lessons, students wore a human activity monitor (HAM) that recorded step counts and acceleration to allow students to gather their personalized data for use in their mathematics lessons on statistics and probability. While the teachers applied our interdisciplinary approach, the challenges and complexities of interdisciplinary methods were observed. We demonstrated how the integration of PE and mathematics can enrich students’ learning experiences, illustrating MOTM as a versatile integrated approach. Despite the results, a gap between pedagogical content knowledge, teacher connectiveness, and practical application was found. In conclusion, this study underlined the value and possibilities of integrating PE and mathematics through a teacher-centered approach, setting the stage for future research to enhance the effectiveness of interdisciplinary education. Full article

Homework is a key learning activity that promotes students’ self-regulation, motivation, and academic achievement. Previous studies highlight the importance of parental and teacher autonomy support in fostering these outcomes, but the mechanisms underlying these relationships require further investigation. This study investigates the effects of parental and teacher autonomy support on students’ self-regulation skills, mathematics homework completion, and academic achievement. Additionally, it examines whether gender moderates these relationships. The research was conducted with 530 middle school students from five public schools in Istanbul, covering 5th, 6th, and 7th grades. Data were collected on teachers’ and parents’ autonomy support in homework, students’ self-regulation strategies, homework behaviors, and academic performance. Analyses were performed using SPSS 25 and AMOS 25 software, employing structural equation modeling (SEM) with mediation paths, multi-group path analysis, and correlation tests. The results indicate that both parental and teacher autonomy support positively influence students’ use of self-regulation strategies, which in turn enhances homework completion and academic success. Self-regulation was found to mediate these relationships, confirming its crucial role in academic outcomes. However, gender did not significantly moderate these associations. This study advances the understanding of how parental and teacher autonomy support influence self-regulation, homework behavior, and academic achievement, contributing to the existing literature. By examining the mediating role of self-regulation and the moderating effect of gender, it provides in-depth insights into variations in homework engagement and academic outcomes. Findings highlight the importance of autonomy-supportive practices by parents and teachers to foster students’ independent study skills. Future studies could extend these findings by examining subject-specific differences and longitudinal effect. Full article

This study examines how the characteristics of a disciplinary professional learning community (DPLC) of middle school science and technology teachers function as resources for pedagogical design. Qualitative data were collected through in-depth interviews with teachers and community leaders, alongside passive observations of community meetings. The thematic analysis revealed the interconnectedness of five key DPLC dimensions—structural, content, social–affective, common-production, and meta-community—with two established categories of teacher resources: personal and curricular. Participants explicitly linked these resource types, leading to the development of a new model for understanding pedagogical design resources. This model offers guidance for DPLC leaders and teacher educators in intentionally leveraging DPLC dimensions to enhance teaching practice. Full article

This paper introduces an analytical framework, complex mathematical personhood, to broaden understandings of how teacher identity is developed over time through an emancipatory lens. A single case study, or portrait, is shared of a Native Hawaiian middle school mathematics teacher who uses Indigenous and ethno-mathematical practices to inform his instruction. A bricolage of case study and portraiture methods was invoked as the methodological framework for this project. Key results demonstrate the importance of broadening mathematics teaching practices that center and reorient de/colonial practices in teacher pedagogical orientations. Full article

This rapid review and knowledge synthesis study presents a multicomponent model for adolescent reading instruction aimed at improving Tier 1 classroom practices across content areas. The authors conducted a rapid review of literature (RRL) on recent research on effective reading instruction and identified six evidence-based components necessary in reading instruction for students in middle and high school classrooms. The proposed Reading Circuit model integrates evidence-based strategies that address word recognition, word knowledge, sentence analysis, and verbal reasoning, while also emphasizing the role of self-efficacy and background knowledge in reading development. By combining cognitive and motivational components, the framework supports content area teachers in delivering instruction that fosters reading proficiency among all students, particularly those reading at basic or below-basic levels. This model aims to bridge the gap between elementary and secondary reading instruction, providing a scalable, whole-class solution for improving adolescent reading. Full article

This study examined cultural differences in teachers’ attitudes towards the inclusion of students with disabilities in Jewish and Arab Israeli schools. We explored whether cultural differences influence attitudes and perceptions, considering the distinct educational contexts and cultural values. The research involved 1191 teachers who completed an inclusion questionnaire. Jewish teachers rated inclusion more positively across all domains, with no significant differences between school levels. Arab teachers showed more positive attitudes in elementary schools, but these declined in high schools, reflecting cultural tendencies toward community-oriented practices at the primary level. The study highlights the role of cultural values, such as collectivism in Arab communities, in shaping educational practices and underscores the impact of sociocultural dynamics on the success of inclusive education. Full article

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

This study applies a culturally responsive lens to the analysis of middle school (i.e., grades for students aged 11–13) mathematics curriculum materials. Based on previous conceptual frameworks that describe Culturally Responsive Mathematics (CRM) as a multidimensional construct, we developed a tool, the CRM Materials Evidence Tool (CRM-MET), to indicate the extent of explicit guidance within written curriculum materials toward different dimensions of CRM. Six sets of middle school curriculum materials were analyzed using the CRM-MET, with results demonstrating distinct differences in how these materials attended to different dimensions of CRM. This analysis also indicated that there are notable gaps across all analyzed curricula, especially regarding more critical dimensions of CRM focused on power and participation. These results suggest that systems aimed at supporting teachers’ orientation toward and implementation of CRM can benefit from curriculum materials, but that the standardized nature of curriculum may also constrain the role of such materials in supporting CRM. We provide suggestions around how curriculum designers and school leaders might use curriculum strategically to support CRM given these findings, while recognizing policy constraints that may challenge such efforts. Full article

This qualitative action research case study explored how a blended literacy learning intervention combining the flipped classroom model with youth-selected multimodal texts influenced sixth-grade Academic Intervention Services (AIS) students’ comprehension of figurative language. The study was conducted over four months in a New York State middle school and involved seven students identified as at-risk readers. Initially, students engaged with teacher-created instructional videos outside of class and completed analytical activities during class time. However, due to low engagement and limited comprehension gains, the intervention was revised to incorporate student autonomy through the selection of multimodal texts such as graphic novels, song lyrics, and YouTube videos. Data was collected through semi-structured interviews, journal entries, surveys, and classroom artifacts, and then analyzed using inductive coding and member checking. Findings indicate that students demonstrated increased the comprehension of figurative language when given choice in both texts and instructional videos. Participants reported increased motivation, deeper engagement, and enhanced meaning-making, particularly when reading texts that reflected their personal interests and experiences. The study concludes that a blended literacy model emphasizing autonomy and multimodality can support comprehension and bridge the gap between in-school and out-of-school literacy practices. Full article

The present cross-sectional study explored the synergic role of self-report measures of emotional self-efficacy toward one’s own emotions (i.e., the extent to which individuals perceive themselves as confident and effective in managing their emotions), professional self-efficacy, and job resources on work engagement among 589 in-service teachers coming from public kindergartens, elementary schools, and middle schools. A hierarchical linear regression approach including a three-way interaction analysis revealed that (a) the two forms of teachers’ self-efficacy were uniquely and positively associated with work engagement, and (b) emotional self-efficacy toward one’s own emotions was positively associated with work engagement, especially at low (vs. high) levels of both professional self-efficacy and job resources. The results were discussed framing the job demands–resources model and stressing the importance of taking care of both personal and professional teachers’ self-efficacy, especially when the school environment lacks job resources. Full article

Initial teacher education programs are the primary means through which student teachers gain teaching apprenticeship, amass core teaching knowledge, and build skills that prepare them to become effective teachers who are ready to combat the realities and challenges of the classroom. The current study examines the level of content knowledge (CK), pedagogical content knowledge (PCK), and the self-efficacy of language and foundational literacy instruction among the language teacher educators at teacher training colleges (TTCs) in Malawi. This research further explored the teacher educators’ perceptions of CK and PCK, and how their understanding of the Initial Primary Teacher Education curriculum shapes their teaching practices in foundational learning and language. Lastly, we explore the associations between CK, PCK, self-efficacy, and teacher educators’ characteristics. Utilizing a mixed-methods approach, we analyzed data from 60 language teacher educators from 10 TTCs in Malawi. The findings revealed that the teacher educators’ level of CK and PCK was low, but they had high self-efficacy in their ability to teach the component skills of literacy to the student teachers. Of the teacher educators’ characteristics, only continuous professional development was positively correlated with their self-efficacy. The teacher educators’ CK and PCK are shaped by the TTC curriculum, their primary school teaching experiences, and the national education policies and guidelines they implement. Gaps in the curriculum and external constraints hinder them from effectively training student teachers in foundational literacy pedagogies. The findings provide pedagogical and policy directions for stakeholders to improve the quality of preservice education in low–middle-income contexts. Full article

Prior research has largely neglected the issue of violence perpetrated by teachers against students, even though evidence indicates its prevalence worldwide. Research has also overlooked teachers’ perspectives on these concerning phenomena, relying predominantly on student reports. To address this gap, this cross-sectional study used a sample of 214 teachers from six Hebrew-language and four Arabic-language middle and high schools across Israel (69.2% female; 61.2% older than 41 years) to predict teachers’ reports on teacher-to-student victimization based on teachers’ victimization by students and parents, school social climate, and three dimensions of the school organizational climate: interpersonal conflict at work, trust in the principal, and job socialization. Chi-square and t-tests were used to examine the bivariate associations between teacher-to-student victimization and the predictors, and a three-step hierarchical binary logistic regression was used to examine multivariate associations. Teachers who reported teacher-to-student victimization scored higher on interpersonal conflict at work, social climate, trust in the principal, and job socialization compared to those who did not report such violence. Binary logistic regression analysis predicting teacher-to-student victimization revealed that Arabic-speaking teachers were more likely to report such victimization compared to their Hebrew-speaking counterparts. Teachers who reported a less positive school climate and higher levels of interpersonal conflict in the workplace were far more likely to report incidents of teacher-to-student victimization. The study highlights key directions for practice to address teacher-to-student victimization, including the establishment of a more positive social and organizational climate, with an emphasis on the role of the school principal as a central component of this initiative. Full article