Relevant bibliographies by topics / Action research in education. Teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Action research in education. Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Action research in education. Teachers"

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Capobianco, Brenda M., and Allan Feldman. "Promoting quality for teacher action research: lessons learned from science teachers’ action research." Educational Action Research 14, no. 4 (December 2006): 497–512. http://dx.doi.org/10.1080/09650790600975668.

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Mason, Rachel. "Art teachers and action research." Educational Action Research 13, no. 4 (December 1, 2005): 563–80. http://dx.doi.org/10.1080/09650790500200345.

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Feldman, Allan. "Teachers, responsibility and action research." Educational Action Research 15, no. 2 (June 2007): 239–52. http://dx.doi.org/10.1080/09650790701314809.

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Oberg, Antoinette, and Gail McCutcheon. "Teachers’ experience doing action research." Peabody Journal of Education 64, no. 2 (January 1987): 116–27. http://dx.doi.org/10.1080/01619568709538554.

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Elliott, John. "Research on teachers' knowledge and action research." Educational Action Research 2, no. 1 (January 1994): 133–37. http://dx.doi.org/10.1080/09650799400200003.

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Vaughan, Sinéad. "Exploring teachers’ experiences of action research." London Review of Education 18, no. 3 (November 13, 2020): 408–22. http://dx.doi.org/10.14324/lre.18.3.06.

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Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.
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Manfra, Meghan McGlinn. "Action Research and Systematic, Intentional Change in Teaching Practice." Review of Research in Education 43, no. 1 (March 2019): 163–96. http://dx.doi.org/10.3102/0091732x18821132.

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.
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Khalil, Eftima. "EFL Instructors' Perceptions Regarding Conducting Action Research." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 53–67. http://dx.doi.org/10.4018/ijtepd.2019070104.

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In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.
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Quintero Corzo, Josefina, and Odilia Ramírez Contreras. "Conducting Action Research Projects in a Teacher Preparation Program." Lenguaje 37, no. 2 (December 12, 2009): 415–36. http://dx.doi.org/10.25100/lenguaje.v37i2.4901.

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This article deals with a study carried out at Universidad de Caldas, a public institution for higher education in Colombia, South America. The purpose is to state the impact of the Action Research Model on the professional and personal education of beginning teachers along their English teaching practicum at public elementary, middle and high school. The study finds a positive effect of Action Research on teacher trainees, as reflected on the higher self awareness of the teachers’ role, increased reflective skills, and a greater mastery of research skills and curriculum reinforcement in the participant institutions. These findings should contribute to the enrichment of Colombian public teacher education and teaching profession.
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Kyle, Diane W., Ric A. Hovda, and Betty Lou Whitford. "Action Research for Teachers: A Reflective Dialogue." Teaching Education 1, no. 1 (February 1987): 92–97. http://dx.doi.org/10.1080/1047621870010122.

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Dissertations / Theses on the topic "Action research in education. Teachers"

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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.

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Keung, Kwai-hing Judy. "Teachers as action researchers : problems and benefits /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598837.

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Segal, Sarah Ultan. "Action research in mathematics education a study of a master's program for teachers /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/segal/SegalS0509.pdf.

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Action research is a methodology that has been found to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, and transformation of teaching. The purpose of this study is to better understand these claims about the benefits of action research. Several research questions stand out: How is action research experienced by teachers? Is it beneficial and practical for teachers who use it? How are action research findings typically validated? What factors influence whether teachers are able to continue to practice action research? What kind of change has it initiated for teachers? And, how does action research focused on improving student achievement affect high need students? For the past five years, forty-five teachers completing master's degrees in mathematics education at a northern Rocky Mountain land-grant university have been required to conduct an action research project, referred to as their "capstone project." By studying this group of graduates, gathering both qualitative and quantitative data through surveys and interviews, I have examined the effectiveness of action research. This data, combined with graduates' capstone projects, has provided partial answers to the above questions, restricted to faculty-mediated action research within master's programs for mathematics teachers. The extent to which such action research projects impact teachers' practices has not been investigated before. While acknowledging that this research relied primarily upon self-reported data, the results strongly support what the research literature generally asserts about action research. (a) It is beneficial and often transformational for teachers as a professional development tool by allowing them to engage in a focused study of their own practice. (b) When done less formally it becomes more practical. (c) Communicating with others in the field builds confidence in teachers as professionals. (d) It makes teachers more actively reflective and more aware of their teaching and their students' learning. (e) It is effective in understanding and addressing the particular needs of high need students. Continued practice was highly dependent on time and support for action research within the school. Teachers often expressed the importance of having an action research community while conducting their capstones.
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Glathar, Wade. "Action research as professional development : a study of two teachers /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2753.pdf.

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Keung, Kwai-hing Judy, and 姜桂卿. "Teachers as action researchers: problems and benefits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958692.

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Risko, Georgene Rawding. "Using the cognitive apprenticeship model to teach action research to preservice teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486401895206993.

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Fitzgerald, Sheilah E. "Exploring Ways to Support Teachers' Use of Instructional Practices| A Principal's Action Research Investigation." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10128159.

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This study investigated the role of the school administrator in helping teachers to use instructional practices that led to improved student learning outcomes. The data indicated that teachers were comfortable learning from other teacher-leaders in the school. Teachers responded favorably to opportunities to participate in collegial observation and being provided specific feedback to stimulate growth. The study also confirmed that teachers looked to the school administrator to provide necessary resources and funding for professional development opportunities. Teachers need to be provided ongoing opportunities to learn and grow together through meaningful grade-level team meeting.

This study took place during the 2010–2011 school year, and investigated individually and collectively four initiatives: reorganizing grade-level team meetings to facilitate better coordination, collaboration, and peer consultation; gearing professional development opportunities toward proven learning strategies; engaging the teachers in reflective practices for self-improvement; and engaging the teachers in keeping professional growth logs. Teachers were asked to respond to a questionnaire created by the principal, to complete feedback forms as a follow up to each professional development workshop, and to evaluate the effectiveness of grade-level teams using a scoring guide. An analysis of MAP and Tungsten data, teacher created goals/outcomes, and walk-through data was used to evaluate student growth, as well.

A narrow focus on analyzing and using data to make instructional decisions had an impact on standardized test result. The instructional leaders were responsible for helping staff to understand and interpret data, create short-term and long-term goals, monitor the progress and celebrate success.

An underlying theme evolved during the study, encompassing the importance of the school leader to build positive relationships and lines of communication with the staff to guide them toward the improvement of instructional practices.

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Jaberg, Patricia A. Lubinski Cheryl Ann. "Elementary preservice teachers exploring teaching mathematics for understanding via action research." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064494.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 23, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Graham A. Jones, Albert D. Otto, Saad El-Zanati. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.
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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.
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Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

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Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice.

As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview.

The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice.

Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing.

With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.

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Books on the topic "Action research in education. Teachers"

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Hannaey, Lynne M. Action research: Facilitating teachers' professional learning. Kitchener, ON: OISE/UT Midewestern Centre, 1998.

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Wallace, Michael J. Action research for language teachers. New York: Cambridge University Press, 1997.

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Action research for language teachers. Cambridge [England]: Cambridge University Press, 1998.

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Schecter, Sandra. A teacher-research group in action. Berkeley, CA: Center for the Study of Writing, 1991.

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Schecter, Sandra. A teacher-research group in action. Berkeley, CA: Center for the Study of Writing, 1991.

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Altrichter, Herbert. Teachers investigate their work: An introduction to the methods of action research. London: Routledge, 1993.

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M, Arhar Joanne, and Kasten Wendy C. 1951-, eds. Action research for teachers: Traveling the yellow brick road. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.

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Improving teaching with collaborative action research. Alexandria, Va: ASCD, 2011.

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Canadian Association for Teacher Education. Invitational Conference (3rd 1989 Université Laval [Montréal, Qué.]). Collaborative action research in Canadian teacher education. [Vancouver, BC: Canadian Association of Teacher Educators, 1991.

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Altrichter, Herbert. Teachers investigate their work: An introduction to the methods of action research. 2nd ed. London: Routledge, 2008.

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Book chapters on the topic "Action research in education. Teachers"

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Nicassio, Frank. "An action research role for teachers." In Integrating Information Technology into Education, 39–49. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_5.

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Banegas, Darío Luis, and Luis S. Villacañas de Castro. "Action research." In The Routledge Handbook of English Language Teacher Education, 570–82. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-38.

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Banegas, Darío Luis, and Luis S. Villacañas de Castro. "Action research." In The Routledge Handbook of English Language Teacher Education, 570–82. London ; New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-44.

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Mapotse, Tomé Awshar. "Technology Education Teachers’ Professional Development Through Action Research." In Contemporary Issues in Technology Education, 161–80. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2819-9_11.

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Kirshner, Jean, and George Kamberelis. "Participatory Action Research." In Decolonizing Transcultural Teacher Education through Participatory Action Research, 45–70. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-5.

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Pfaffenrath, Lisa Simone. "Creating a culture of dialogue and transparency with parents and teachers in a primary school in Germany." In Action Research for Inclusive Education, 157–67. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-15.

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Townsend, Andrew, and Phil Taylor. "Participatory Action Research and Teacher Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_119-1.

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Leahy, Therese. "Changing perceptions of teachers in special needs education in Ireland using the mainstream science curriculum to encourage inclusive education." In Action Research for Inclusive Education, 124–35. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-12.

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Kirshner, Jean, and George Kamberelis. "Understanding Teachers' Lives and the Realities of Teaching in Belize." In Decolonizing Transcultural Teacher Education through Participatory Action Research, 89–126. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-8.

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Raghavan, Neeraja. "How Can Action Research Sustain Systematic and Structured Thinking in Participating Teachers?" In Science Education in India, 113–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9593-2_6.

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Conference papers on the topic "Action research in education. Teachers"

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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.
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Latif, Ikhsan, Dewi Sari, and Mr Riyadi. "Teachers' Competence in Creating Classroom Action Research (CAR) Proposal." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.95.

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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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Hartati, Sri. "Self-Concept of Kindergarten Teachers about Implementation of Classroom Action Research." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.75.

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Mori, Sara, Francesca Rossi, Antonella Turchi, and Paola Nencioni. "TEACHERS AND FLIPPED CLASSROOM: AN ACTION RESEARCH TO UNDERSTAND THE CHANGING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1529.

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Chudý, Štefan, and Jitka Plischke. "ACTION RESEARCH IN THE WORK OF PRIMARY AND SECONDARY SCHOOL TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0948.

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Warriem, Jayakrishnan Madathil, Sahana Murthy, and Sridhar Iyer. "Training In-Service Teachers to Do Action Research in Educational Technology." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.53.

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Bancin, Budi Syawal, Darwin, and Sahat Siagian. "Improving Teachers’ Classroom Action Research Proposal Preparation through Academic Supervision FGD Technique." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.122.

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Wang, Shun-Ho. "The Difficulties and Solutions of Primary School Teachers' Action Research." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.62.

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Ryu, Mihae. "Action Research on the Pre-service Teachers Class Planning and Rendition of the Elementary Music Class." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.11.

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Reports on the topic "Action research in education. Teachers"

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.395.

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Burns, Heather. Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.942.

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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