Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultura...

Full-service community schools are increasingly adopted as educational policy nationwide to transform educational institutions into community hubs, addressing r...

Today’s school integration policies in the United States are often “race neutral.” Scholarship on these race-neutral school integration policies finds they do n...

Artificial intelligence (AI) technologies generate increasingly sophisticated non-human cognition; however, foundational learning theories only contemplate human cognition, and current research conce...

Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networ...

This study investigates the relationships between students’ self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and imm...

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In this paper, I use posthumanism and autotheory to materialize the gendered, racialized and sexualized hair/her/stories of British-Muslim schoolgirls in my study. As an act of feminist indisciplin...

Knowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more ef...

In this study, carried out in different provinces of Spain, we assess the impact of a co-educational science program conducted with children aged 3–6, whose objective is to deconstruct gender stere...

This special issue aims to advance and disseminate research in the field of comparative didactics, offering a comprehensive overview of its current state. Featu...

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outco...

Perfectionism is widely recognised as a key factor in students’ learning experiences, but such evidence is primarily derived from cross-sectional studies testing unidirectional links. To fill in th...

Published in British Journal of Sociology of Education (Ahead of Print, 2024)

This article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the ...

Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistem...

We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice-centered STEM education engages all students in multiple STEM subjects, including ...

SMART goals (specific, measurable, achievable, realistic, and timed) are advocated as the gold standard for goal setting. However, goals which are non-specific and exploratory, referred to as ‘open...

Investigations into fostering gender parity in STEM have proliferated, yet the specific situation of Asian American women has been largely overlooked. Harnessing data from the High School Longitudi...

Though researchers have documented the consequences and causes of chronic absenteeism, there is limited empirical evidence about what schools and districts are ...