Relevant bibliographies by topics / Collaboration between teachers

Contents

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

Academic literature on the topic 'Collaboration between teachers'

Author: Grafiati
Published: 7 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Collaboration between teachers"

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Stephenson, Lee, Brian Warnick, and Rudy Tarpley. "Collaboration Between Science and Agriculture Teachers." Journal of Agricultural Education 49, no. 4 (2008): 106–19. http://dx.doi.org/10.5032/jae.2008.04106.

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Pugach, Marleen C., and Lawrence J. Johnson. "The Challenge of Implementing Collaboration between General and Special Education." Exceptional Children 56, no. 3 (1989): 232–35. http://dx.doi.org/10.1177/001440298905600308.

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Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relatio
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Çoban, Ömür, and Ramazan Atasoy. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903. http://dx.doi.org/10.11591/ijere.v9i4.20679.

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The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a
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Bantwini, Bongani D. "ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA." Journal of Baltic Science Education 14, no. 5 (2015): 586–98. http://dx.doi.org/10.33225/jbse/15.14.586.

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Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials an
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Norville, Kayla. "Collaboration Between Scientists and Teachers Using Twitter." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (2018): 91–95. http://dx.doi.org/10.46767/kfp.2016-0026.

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When considering how you learned science when you were in school, do you remember participating in authentic science or do you recall memorizing facts? Unfortunately, most of us may say the latter; however, there are changes currently occurring in science education that strive to reconstruct this trajectory. Science education reform has emphasized the partnership between teachers and scientists (Kim & Herbert, 2011) in order to increase authentic scientific inquiry in the classroom. Authentic science has been shown to positively influence students’ science identity, allow students to devel
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Hastie, Peter Andrew. "Prospects for Collaboration between Teachers and Researchers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 6 (1992): 371–72. http://dx.doi.org/10.1080/00098655.1992.10114250.

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Gumus, Sedat, Okan Bulut, and Mehmet Sukru Bellibas. "The Relationship between Principal Leadership and Teacher Collaboration in Turkish Primary Schools: A Multilevel Analysis." Education Research and Perspectives 40 (2013): 1–24. https://doi.org/10.70953/erpv40.13001.

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This study examines the relationship between principal leadership and teacher collaboration in Turkish primary schools. Using multilevel modeling, data from 2,762 teachers in 175 schools were analyzed. The findings indicate that principal leadership is significantly associated with the level of teacher collaboration. Specifically, principals who demonstrate instructional leadership and provide support for teacher professional development foster higher levels of collaboration among teachers. These results suggest that effective principal leadership plays a crucial role in promoting collaborativ
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Oh, Jung-yeol, and Juhu Kim. "The Relationship between Teachers’ Perceptions of School Accountability and Teacher Collaboration." Korean Education Inquiry 36, no. 3 (2018): 31–52. http://dx.doi.org/10.22327/kei.2018.36.3.031.

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Noh, Hee ryeon, Ju hye Mun, Jeong yun Lee, and Ji young Yoon. "The Relationship between Early Childhood Teachers’ Reflective Thinking and Teacher Collaboration." Korean Journal of Early Childhood Education and Care 14, no. 1 (2021): 31–48. http://dx.doi.org/10.47676/14.01.02.

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Khadijah, Khairiyah, Raja Arlizon, Dian Oktary, et al. "The Role and Collaboration Between Guidance and Counselling Teachers with Biology Subject Teachers in Overcoming Learning Problems and Difficulties." Educational Guidance and Counseling Development Journal 7, no. 1 (2024): 49. https://doi.org/10.24014/egcdj.v7i1.29475.

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This research looks at the extent to which collaboration or collaboration is carried out between guidance and counseling teachers and biology subject teachers in optimizing students' potential, making students independent in solving the problems they have. The purpose of this research is to see how collaboration between guidance and counseling teachers and biology teachers functions as a way to deal with problems and learning difficulties faced by students in. In this research, a qualitative approach was used, and data collection methods were used through observation and interviews. The resear
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Dissertations / Theses on the topic "Collaboration between teachers"

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Wright, Jannet Anne. "Collaboration between speech and language therapists and teachers." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019150/.

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Successful collaboration between speech and language therapists and teachers has implications for the delivery of services for children with communication problems. This research is concerned with the ways in which speech and language therapists and teachers work together to help children up to the age of 11 years of age who have difficulties with communication. A survey was carried out among speech and language therapists working in England and Wales, who either worked in schools or Health Centres. A postal questionnaire was used to collect the information and the responses were analysed usin
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Tabin, Yvonne Emilie. "Getting it together, instructional collaboration between students, parents and teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/NQ51925.pdf.

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Chiu, Chiu Hing William, and 趙朝興. "Teachers' perceptions of collaboration between guidance anddiscipline: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962452.

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Bauman, Cynthia B. "Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7473.

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The enactment of teacher leadership can be challenged by both policy initiatives and school contexts (Anderson & Cohen, 2015; Hargreaves & Fullan, 2012). However, teachers can have a positive influence on each other and their broader school community by building capacity for leadership, innovation, and student achievement through the relationships, or networks, they develop and maintain (Baker-Doyle, 2015; Hovardas, 2016; Hunzicker, 2012; Moolenaar, Sleegers, & Daly, 2012). This single exploratory case study takes place in a Title I elementary school and uses a combination of Social Network
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Chiu, Chiu Hing William. "Teachers' perceptions of collaboration between guidance and discipline : a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347662x.

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Ho, Wai-pan Anthony. "Integrating information literacy into the curriculum collaboration between university library and faculty /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039821.

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Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of colla
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Morrison, John. "The use of collaboration to promote professional understanding between teachers and administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49198.pdf.

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Wium, Anna-Marie, and Brenda Louw. "CAPS: Implications for Collaboration Between Teachers and Speech-language Therapists Working in Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1986.

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classro
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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.

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Books on the topic "Collaboration between teachers"

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ERIC Clearinghouse on Teaching and Teacher Education., ed. Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and Teacher Education, 1997.

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Bland, Lauren Elaine. Factors contributing to successful collaboration between speech-language pathologists and classroom teachers. UMI Dissertation Services, 1996.

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Moylan, Christina. Consultation and collaboration between Educational Psychologists and Learning Support Teachers: An investigation. University College Dublin, 1998.

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Emerson, Gill. Assessing pupils in using and applying mathematics (AT1): A collaboration between primary and secondary teachers. Berkshire Education Department, 1994.

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Emmerson, Gill. Assessing pupils in using and applying mathematics (AT1): A collaboration between primary and secondary teachers. Berkshire Education Department, 1993.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Accountability and IDEA: What happens when the bus doesn't come anymore? : hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session, examining the implementation of the Individuals with Disabilities Education Act, focusing on accountability from the federal government, and a collaboration between institutions of higher education, local schools, and school faculties for teacher preparation programs, June 6, 2002. U.S. G.P.O., 2002.

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D, Monzo Lilia, and Educational Resources Information Center (U.S.), eds. Apprenticeship for teaching: Professional development issues surrounding the collaborative relationship between teachers and paraeducators. Center for Research on Education, Diversity & Excellence, 2000.

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Calvani, Antonio, ed. Technological innovation and change in the university. Firenze University Press, 2003. http://dx.doi.org/10.36253/8884530849.

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It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing inte
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Ohno, Yuko. A collaborative study of the interrelationships between teachers, parents, and students at a Japanese supplementary school in Toronto. National Library of Canada, 1994.

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Clive, Carré, and University of Exeter. School of Education., eds. Collaborative teacher education: An exercise in partnership between the School of Education, University of Exeter, and Widey Court Primary School, Plymouth. School of Education, University of Exeter, 1986.

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Book chapters on the topic "Collaboration between teachers"

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Moate, Josephine. "Collaboration between CLIL teachers." In The Routledge Handbook of Content and Language Integrated Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003173151-15.

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Giglio, Marcelo. "Stage Three: Definitions and Considerations for Observing the Interaction between Students and Teachers." In Creative Collaboration in Teaching. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137545978_12.

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Garrison, Kasey L., and Lee FitzGerald. "“On the Fly”: Collaboration Between Teachers and Teacher Librarians in Inquiry Learning." In Communications in Computer and Information Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99885-1_35.

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Okazawa, Taishi, and Hironori Egi. "AccelChalk: Detecting Writing Actions with Chalk Acceleration for Collaboration Between Teachers and Students." In Collaboration Technologies and Social Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63088-5_9.

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Leung, Bo-Wah. "Teaching Cantonese Opera in Hong Kong Schools: Interaction and Collaboration Between Music Teachers and Artists." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-8.

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Price, Sally, and Emma Hollis. "Solution-focused collaboration between parenting and pastoral care." In Essential Guides for Early Career Teachers: Mental Well-being and Self-care. Routledge, 2025. https://doi.org/10.4324/9781041055464-6.

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Affan, Abdelrahman, and Michael N. Fried. "Potential of Collaboration Between History and Mathematics Teachers: Emperical Investigation." In Trends in the History of Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86870-2_14.

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Partti, Heidi, and Lauri Väkevä. "SongPump: Developing a Composing Pedagogy in Finnish Schools Through Collaboration Between Professional Songwriters and Music Teachers 1." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-7.

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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This an
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Rohatgi, Anubha, Jeppe Bundsgaard, and Ove E. Hatlevik. "Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_6.

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AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life
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Conference papers on the topic "Collaboration between teachers"

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Olsson, Sylvia, Eric Svanelöv, Linda Jonsson, and Max Jakobsson. "BRIDGING PROFESSIONS: INTERPROFESSIONAL LEARNING FOR EFFECTIVE COLLABORATION BETWEEN TEACHERS AND SOCIAL WORKERS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0830.

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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation wi
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Baptista, Mónica. "COLLABORATION BETWEEN PHYSICS AND CHEMISTRY TEACHERS AND EXPERT: A CONTRIBUTION TO TEACHERS’ PROFESSIONAL DEVELOPMENT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.22.

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The aim of the research was to know the contribution of collaborative work between teachers and an expert for their professional development. The collaboration was promoted during a training program involving five steps: Plan, Action, Collect, Interpret and Reflect. This study involved six physics and chemistry teachers. Results show that the teachers felt that the collaborative work promoted learning related to the applicability of the theory to practice, with the formulation of inquiry tasks and their implementation in the classroom. Keywords: professional development, teachers’ collaboratio
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Barone, Inese. "Using Qridi Program to Promote the Cooperation Between Teachers and Parents." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.43.

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Successful cooperation and collaboration between teachers and school parents are essential for the development of students, their successful learning process, and academic achievements. This cooperation and collaboration between teachers and parents are essential to creating it successfully, setting responsibilities and rights for each educational partner. Important question- how to build this cooperation respectfully and engage students in this cooperation to reach academic success and educational objectives mentioned in educational documents. The Qridi education program, created in Finland,
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De Wit-Paul, Alissa. "Bringing the Studio Alive with the Living Museum: Collaboration between Genesee Country Village and Museum and Rochester Institute of Technology." In 2023 ACSA/EAAE Teachers Conference. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.teach.2023.14.

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In 2016 Rochester Institute of Technology (RIT) and the Genesee Country Village and Museum (GCVM) received a private grant to support collaborative projects between the two institutions. This paper will discuss the transdisciplinary work the grant underwrote, focusing on the innovative pedagogical opportunities it enabled and the measurable ways theyenhanced the experience of first-year architecture students.The collaboration afforded students a unique opportunity tounderstand the history and use of local building materials, akey element within the sustainability movement. Studentsalso gained
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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to p
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POPA, Doinița. "Mentoring for the teaching career between opportunity and need." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p327-331.

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Education is constantly changing with new technologies, approaches, and curriculum requirements. In this context, mentoring becomes necessary for teachers to adapt to changes in education. Teacher mentoring is a valuable practice for teacher development and improving the quality of education. This collaboration between mentor and teacher can have a significant impact on student success and the quality of education in general. That is why there is considerable concern for the professionalization of the teaching career, from this perspective, to find the most effective legislative and practical
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Qi, Chunxia. "Promoting Teacher Learning Through Collaboration Between Teachers and Researchers: A Case Study in China." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1684841.

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Kahrs, Magnus, and Guri Korpås. "Teachers’ views on collaborating in multi-campus course cluster for engineering students." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1203.

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At a European multi-campus university, parallel study programmes offered at every campus (e.g. engineering studies) and appurtenant courses are coordinated, to ensure similar quality and systematic development. In this paper, we present a case from such a multi-campus course, consisting of a cluster of basic courses in physics and chemistry for first-year engineering students. These courses are coordinated through identical syllabus and assessment practice but are taught locally at each campus. The authors had noted some frustration among the teachers involved in these courses, and were intere
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Akutina, Svetlana P., and Anna N. Akutina. "Problems in Collaboration between Multilingual Children with Teachers in the Italian Republic." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0045.

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Reports on the topic "Collaboration between teachers"

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Thevenard, Parjest, Alison Shell, Linette Victor, et al. Foundations of Collaboration. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/253.

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This primer explores the essential role of belonging in fostering effective collaborative learning environments. It examines how belonging and related principles serve as a foundation for creating supportive and inclusive classroom cultures where all students feel valued and engaged. The document delves into research-based strategies and practitioner perspectives, highlighting the critical link between belonging and positive learning outcomes. It discusses challenges educators face in creating classroom learning environments where all students feel they belong. The primer discusses that teache
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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art progra
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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, et al. Teacher’s Roles in Supporting Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/248.

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This primer explores the essential role of educators in creating and facilitating effective collaborative learning environments. It distinguishes between cooperative and collaborative learning, emphasizing ways that collaborative learning can help foster deeper understanding among students. The paper outlines key stages of collaborative learning: preparation (before), facilitation (during), and reflection (after), providing research-backed strategies for each. Key takeaways include empowering students, valuing all students and their contributions, shifting the teacher's role to facilitator, an
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices w
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internati
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineerin
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Edu
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Nietschke, Yung. Australian Strategic Partnerships in Remote Education. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-649-9.

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This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia's COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in go
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Manai, Jojo, and Jeremy Roschelle. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/234.

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In every school, dedicated teachers strive to support their students' unique learning journeys. Imagine a classroom where potential challenges are quickly identified and met with precise interventions. Imagine a school or school district where the many potential ways to solve problems can be quickly tested, and the best solutions rapidly scaled up across the district. We explore how this vision can become a reality through the integration of Improvement Science with SEERNet's data and research capabilities. Improvement Science offers a structured approach to identifying and solving problems. S
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