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\"Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, and the U.S. \"-- Provided by publisher.

Over the past decade, there has appeared a surge of research interest in language learners’ academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers’ affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers’ affective scaffolding on their learners’ academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers’ affective scaffolding positively and significantly predicted students’ academic engagement and psychological well-being. More specifically, it was found that teachers’ affective scaffolding explained about 73% and 65% of variances in EFL students’ academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other’s variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students’ psych-emotional development.

BackgroundThis study investigates teacher collaboration in Hungarian vocational education and training (VET) schools based on an online survey of teachers (n = 303). Collaboration of teachers has long been appreciated for its significant benefits including increased motivation, job satisfaction, self- and collective efficacy, as well as its role in teacher professional development and school improvement. Collaboration of teachers working in VET schools, especially in VET systems where initial VET is provided to young people and (in part) within compulsory education, appears as particularly desirable, given the special context, objectives and challenges of this sector and the spread of competence-based education. However, relatively little is known about VET teacher collaboration, especially in Hungary, where three different profiles of teachers—general subject and vocational teachers and vocational trainers—work in VET schools. The aim of our study was to provide data about how Hungarian VET teachers collaborate, which could validate prior research results on teacher collaboration as well as identify any special features of the VET context.MethodOur study design was exploratory, descriptive and correlational, applying quantitative statistical analysis. We measured teacher collaboration (practice and perception of impact) and explanatory individual and organisational factors selected for our research framework by adapting instruments of previous empirical studies (most importantly, OECD’s TALIS). We analysed connections between collaboration and independent variables created by principal component analysis.ResultsOur data show that sharing-type collaboration (professional discussions and exchange of materials) are widespread among Hungarian VET teachers. They are much less likely to participate in deeper collaborative activities that presuppose higher levels of interdependence, and they also appreciate the impact of deeper collaboration less. Female respondents participate in sharing-type activities more than their male colleagues, and middle-aged (40–55) are most active in both types of collaboration and perceive the most impact. Collaboration practices correlate most with perceptions of their impact. More frequent collaboration and perceptions of higher impact are related to teachers’ sense of higher self-efficacy and relaxed, tolerant and encouraging collegial relationships. Structural barriers seem to influence only sharing and perceptions of impact. Small, but statistically significant differences in collaboration were found between the three teacher profiles. Vocational trainers (who instruct vocational school practice) showed the highest level of participation in deeper collaboration, while vocational teachers were least likely to participate and perceived the least impact. No significant associations were found between collaboration and prior or current work experience in the taught vocation.ConclusionsOur results largely confirm and validate previous research on teacher collaboration in lower level and general educational contexts by providing data on VET teacher collaboration. They also note the role of some VET-specific factors, such as structural barriers and small, but statistically significant differences between different VET teacher profiles.

This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.

Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers' perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers' grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers' grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.

This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013 ). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers.

This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report different collaboration quality, we find average collaboration quality is related to student achievement. Teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality. These results support policy efforts to improve student achievement by promoting teacher collaboration about instruction in teams.

This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers' perceptions of the school administration has by far the greatest influence on teacher retention decisions. This effect of administration is consistent for first-year teachers and the full sample of teachers and is confirmed by a survey of teachers who have recently left teaching.

Alternative certification programs are now commonplace in the credentialing of new teachers. We complement the growing evidence base for these teachers by exploring their turnover patterns in four waves of the nationally representative Schools and Staffing Survey (SASS). We report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach. Controlling for factors that predict higher turnover, we find that by the 2007–2008 school year, alternatively certified teachers were still more likely than traditionally certified teachers to leave the profession. We find some evidence that an increase in the number of organizational supports for new teachers may reduce the likelihood of turnover.

Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions during the 2022-23 school year, with more than half considering positions outside education. Teachers describe the increased workload, ongoing stress, and lack of support from administrators and parents as factors that led them to consider leaving.