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Shahab Moradkhani; Marjan Ebadijalal – Journal of Language, Identity, and Education, 2024
This study aimed at uncovering complexities surrounding in-service English as a foreign language (EFL) teachers' identity development. Literature still lacks knowledge about such process in the face of workplace conflicts and as to whether such conflicts vacillate EFL teachers' imagined and practiced identities, especially in the context of Iran.…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Professional Identity
Garah, Lulu; Kapon, Shulamit – Science Education, 2024
We present a year-long case study that documents the interactions between a teacher-research-mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced-level matriculation in physics. Both the students (females) and the TRM (male) are Arab…
Descriptors: Self Concept, Teacher Student Relationship, Inquiry, Active Learning
Kristian Edosomwan; John A. Williams III – School Science and Mathematics, 2024
Research has proven that when students are tracked and experience some form of exclusionary discipline, their risk of dropping out of school increases significantly. These effects are compounded for students from low socioeconomic households and students of color. However, there exists a gap in the literature concerning how tracking in specific…
Descriptors: Suspension, Track System (Education), Outcomes of Education, Self Concept
Swapna Balkundi; Stephanie S. Fredrick – Contemporary School Psychology, 2024
The current study investigated the associations among student perceptions of COVID-19 stress, internalizing problems, and school social support (teacher and classmate support) and how these relations differed across elementary/middle and high school students. Based on data from 526 4th- through 12th-grade students from a school district in the…
Descriptors: Student Attitudes, COVID-19, Pandemics, Anxiety