Abstract This autoethnography investigation used guideposts for whole-hearted living as a means of processing grief as a teacher educator during the COVID-19 pandemic. Life stories were drawn upon to understand the social, cultural, and political dimensions of the mental health crisis facing teachers and students. I conclude by asserting that centering stories and trauma as powerful pedagogy offers

(2021). Editorial Statement. The Educational Forum: Vol. 85, No. 2, pp. 111-113.

(2021). The Education Trap: Schools and the Remaking of Inequality in Boston. The Educational Forum: Vol. 85, No. 2, pp. 232-234.

Abstract The purpose of the current study was to investigate urban school principals’ preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban

Abstract The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy

Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types

Abstract Framed through ecological and LatCrit theories, this article offers critical perspectives on the academic achievement of two Latin@ students. Findings suggested participants obtained critical support from the micro and meso systems to access college, but they also had to battle multi-layered oppression on their own. The study cautions using successful stories to mask inequity in our educational

Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response

Abstract In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey’s educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed

Abstract Secondary traumatic stress (STS) has a significant adverse impact on many in the teaching profession. STS can be described as the symptoms of extreme stress experienced from direct exposure to traumatized individuals. In this essay, I present a synthesis of the scant existing research on STS in education and other caring professions to illustrate its significance as well as a brief discussion

(2021). Editorial Statement. The Educational Forum: Vol. 85, No. 1, pp. 1-3.

Abstract This study employed design-based logistic regression to examine the extent to which attending a science, technology, engineering, and mathematics (STEM) magnet high school, school demographics, and student-level factors explain a student’s intent to declare a STEM major in the first semester of college. The results show only student-level factors are statistically significantly associated

(2021). Canadian Indigenous Literature and Art. The Educational Forum: Vol. 85, No. 1, pp. 107-109.

Abstract Inclusive education is promoted as an educational setting that brings together students with disabilities alongside non-disabled peers. As the rise in inclusive education continues, many recognize the Salamanca Statement of 1994 as an influencer. This paper discusses how the vision of inclusion grounded in “the need to work towards ‘schools for all’” remains unfulfilled through a lack of intersectionality

Abstract Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary

Abstract Educational mathematics researchers and educationists emphasise teaching for understanding. However, does it influence students’ mathematical learning behaviour? The purpose of this study was to explore late adolescent students’ views on mathematical learning behaviour in teaching-for-understanding classes. Content analysis of secondary data from exploratory studies, where students responded

Abstract In this article, we focus on the life and accomplishments of Ed Roberts, leader of the Independent Living Movement for people with severe disabilities, to consider ways he envisioned and enacted a radical shift in professional practices within the field of rehabilitation. Using the field of rehabilitation as an adult parallel to the field of Special Education, we invite readers to contemplate

Abstract Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey

Abstract Transforming schools requires educators who design learning with the diverse histories, cultures, capacities, and experiences of all their students in mind. Schools that embrace personalization support teachers and students who learn and grow together. This inclusive vision must be grounded in education’s historical roots. Our research, practice, and policy communities must work in concert

Abstract This paper discusses the effects of an experimental fieldwork course. The course incorporated cultural responsiveness and action research to impact the future teacher identity of students in a teacher education program at an urban community college. Elements of future teacher identity were discovered for all students; however, the experimental group showed significantly more growth in four

Abstract The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program

Abstract This paper describes the process of implementing the Global Storylines (GSL) approach in Czech primary schools by looking at the data (interviews, participatory observations, written teachers’ reflections) collected from 12 primary schools. It attempts to analyze the main effects of GSL on pupils, teachers, and the class as a whole and demonstrates how the GSL approach contributes significantly

Abstract The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as learning disabled. The paper calls for a “de-colonial

Abstract Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools—specifically supports for 1) collaboration focused on improving instruction, 2) professional development and teacher learning opportunities, and 3) the degree to which teachers have authority and leadership in shaping curriculum and school practice—and

Abstract This review article focuses on perspectives from Canadian Indigenous literature about decolonizing education on behalf of Aboriginal populations. The research informs accountability, education, and policy in Canada and globally. Components of colonization parsed in sources are tribal injustice, dispossession, discrimination, conflict, and miseducation. Experiential interventions for decolonizing

Abstract This article analyses certain contemporary educational practices, that undermine the true nature of education. It argues for a conception in which consideration is given both to immediate objectives as well as to more general goals. We identify three principal misconceptions that can be considered as hampering an adequate understanding of the meaning of education, and several communitarian

ABSTRACT This study examines how a large metropolitan district presented the Common Core State Standards (CCSS) to its teachers, how secondary literacy teachers took up those messages, and the conceptions of equity that were represented at the district and teacher levels. This study draws on sensemaking theory and conceptions of equity in conjunction with qualitative case study methods. Data include

Abstract Low teacher morale suggests a need for a renewed focus on joyful teaching. Moreover, mechanical lesson planning can discourage teacher candidates whose aspirations to teach pivot around their desire to make a difference in the lives of others while pursuing a career that will be joyful and fulfilling. Teacher educators can support candidates by engaging them in reflection and dialogue about

Abstract This qualitative study of 43 adult learners in an urban community college critically examines the theory of andragogy’s relevance in today’s “New Economy.” Findings encompass 1) an individual dimension detailing adult learners’ complex motivations for higher education; 2) an instructional dimension concerning the importance of involved, caring, and tolerant instructors who respect adult learners

Abstract Investigating the development of teachers’ interactional styles (related to “authoritative teaching”), survey research examined how interactional styles are predicted by teaching experience, age, and educational attainment, as well as gender. Secondary teachers (N = 272) completed an instructional-style scale measuring preferences concerning response, demand, and control. More experienced

Abstract This paper investigates the impact of the 2016 presidential election on the Opt Out Florida Network (OOFN). Findings indicate that the widespread protests against the Trump presidency after the election highlighted the need to reframe OOFN’s message in order to motivate membership to act for democratic schools. We suggest the outcome of OOFN’s protest largely depends on the resonance of OOFN’s

Abstract Although postsecondary STEM outcomes for students with disabilities are poorly understood, literature exploring this problem is quite sparse. We examined the career aspirations of high school students by modeling the likelihood of students with individualized education programs (IEPs) aspiring to STEM careers. Results demonstrated no differences in STEM career aspirations, lower math and science

Abstract In this study, we are looking for insights into children’s learning in Japanese kindergartens from the perspectives and experiences of kindergarten teachers and children. Combining research on early childhood education in Japan and the capabilities approach, the findings indicate that children’s learning is situated within a dynamic praxis, involving relationships, rules, and responsibilities

Abstract This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment

Abstract This essay reflects on ways to equip teacher candidates so they are not only prepared to answer tough questions, but are educated for the linguistic and literacy challenges of today’s classrooms. We recognize that with an ever-growing majority minority population, it is time to change the teacher preparation system, and to support current teachers and the preparation of future teachers for

Abstract The research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss

Abstract Using grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers’ professional

The paper examines participant perceptions of the effectiveness of using case studies with college students (undergraduate – doctoral) to teach social justice and educational equity. Findings indic...

Abstract A recent issue of The Educational Forum contained eight articles theming the preparation of teachers for linguistically-diverse classrooms. This article extends that discussion, and in it this scholar introduces practicalities for mathematics teachers in linguistically-diverse classrooms, and provides suggestions for teacher educators whose target audience is prospective mathematics teachers

Abstract This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367 K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork

Abstract We review literature relevant to using technology in the teaching/learning of mathematics to highlight four roles of effective technology use: (a) promoting cycles of proof; (b) presenting and connecting multiple representations; (c) supporting case-based reasoning; and (d) serving as a tutee. We then discuss how they intersect with good instruction. Finally, we provide specific examples to

Abstract Teachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This

Abstract Theory and research in teachers’ interactional styles and authoritative teaching typically posit two factors, including response and a second factor featuring some combination of demand and control. Two survey-research projects examined how teachers construe interactional styles, with results suggesting three discrete factors: response, demand, and control. The optimal interactional style

Abstract The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration

Abstract Constant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that

ABSTRACT The shortage of African American male teachers has been a consistent issue in education. However, there is still much to learn about the experiences and perspectives of African American men on the teaching pathway. By placing a spotlight on the complex positioning of African American men in education, this essay expounds on the importance of capturing the stories of African American males

ABSTRACT Beginning teacher resilience has become a topic of international interest, as all school districts are invested in retaining talented teachers. This study builds on extant literature on the role of mentors by examining the influence of mentoring on beginning teachers’ perceptions of acceptance not only in the school but in the larger community through a sociocultural theoretical framework

ABSTRACT Recent societal and political shifts have underscored the need for higher education programs to examine and reflect on the ways in which they address equity and social justice. As teacher-educators, we feel this call with particular urgency. In this paper, we describe our past and current efforts to engage in self-reflective inquiry and enact ways to better teach social justice in uncertain

ABSTRACT This paper presents a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. The prevalence of neoliberal ideologies throughout the 2016 election season challenged our understandings of democratic education. Therefore

ABSTRACT The college readiness of high school graduates has become a core objective of the education policy of the United States. Early college readiness programs now exist in 38 states, and early college transition curricula have been developed in 29 states. This article evaluates the oldest of these programs, the Early Assessment Program (EAP), operated through the California State University (CSU)

Abstract The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data

ABSTRACT This essay considers school and external factors that influenced a teacher’s decision to pass a high school student, thus allowing him to graduate high school. I explore my role in understanding and then enacting change within the classroom. This article prompts educators to self-reflect on their positionality, moral decision-making, and culturally relevant pedagogies to address inequities

Abstract Many bright, talented girls from populations traditionally underrepresented in Science, Technology, Engineering, and Mathematics (STEM) are underachieving or disengaged in school, despite having an interest in STEM. Qualitative research was conducted with teenaged girls from culturally and academically diverse backgrounds participating in an extracurricular scientific diving SCUBA program

Abstract In this article, we reflect on the way our verbatim theatre script Out at School was paired with Theatre of the Oppressed work in an undergraduate applied theatre class. Through an engagement with the complex lives of lesbian, gay, bisexual, trans, and queer (LGBTQ) families at school, students moved from a response of what Jenny Salisbury calls “startling empathy” to a discussion of the ways

Abstract I draw on theories of embodied and critical reflection to propose how Boal’s The Rainbow of Desire (TRoD) develops teachers’ critical consciousness by supporting them to interrogate practice through the lens of power. In particular, the embodied, emotional, problem-posing, and collaborative characteristics of TRoD offer an embodied approach to critical reflection that makes visible the structures

Abstract For the past year, we have been co-facilitating Theatre of the Oppressed (TO) workshops across Pittsburgh, tailored specifically toward local educators and educational activists. The overarching intentions of these workshops were twofold: (a) to cultivate educators’ understanding of and response to how power and privilege operate in educational systems; and (b) to provide useful tools for

Abstract This article examined the process of reaction, sense-making, and action through Forum Theatre of a group of 20 Latinx bilingual preservice teachers exploring issues of racism, linguicism, and discrimination. Forum Theatre provided a space where the messiness of emotions became a springboard for creativity, strategy-planning, and advocacy. Findings show participants going through stages of

Abstract This article presents a 2-year participatory intervention developed in a secondary school. Based on the European project Catch-EyoU, fostering a critical and active European citizenship, Theatre of the Oppressed (TO) was used with students to develop individual and collective reflection on the possibilities of political change over dating violence. The complexity of doing TO inside the school

Abstract In this article, we share findings from a 3-year project in which novice teacher educators participated in Freirean culture circles and Boalian Theatre of the Oppressed (teatro) in order to critically explore the work of justice-oriented teacher education. Anchored in one of the project’s most resonant scenarios, the article illustrates how teatro cultivated among participants courage to confront

During the early 1970s, I inaugurated what became my teaching career by asking the inner city students in the 10th grade World History class where I was student teaching what they wanted to learn. I did this after the students demonstrated an utter lack of interest in the lesson I had prepared on feudalism in Europe, which followed my observation of their general boredom with the textbook. While posing