This quantitative (quasi-experimental design) study examined the effect of case-based learning (CBL) in an online environment on preservice teachers' culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and posttest to 42 undergraduate…

This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some…

As children of immigrants are increasing in number across the U.S. classrooms, schools need to develop strategies to engage with immigrant families. Structural and attitudinal issues in the school system create challenges in communicating with immigrant parents. Immigrant parents have high expectations for their children's academic achievement…

In light of the growing phenomenon of parent-child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child's learning. We analyse four cases of parent-child digital co-play on "Let's Play" gaming videos with "Roblox" on YouTube.…

This research article examines the accuracy of using Google Translate as a means to offer native language, e-mail communication between teachers and parents of Latino English Language Learners (ELLs). To this end, an elementary teacher's e-mail message was translated by Google Translate and certified translators and then evaluated and compared…

Standards-based grading has been used in many Illinois public elementary schools for years, offering educators a different way of assessing and communicating to parents about their student achievement and performance on the grade level state standards. Educators faced many benefits and challenges using a standards-based grading system identified.…

Classroom assessment is a vital part of teaching. It helps make student learning--or a lack thereof--visible so that teachers can adjust teaching practices and better support learners. But designing and implementing reliable assessments is a complex process. In this comprehensive book by assessment expert Susan M. Brookhart, you will learn the…

This paper aims to explore the impacts of a Learn to Play programme in specialist schools for children with multiple developmental issues. Specialist schools are schools dedicated to children with IQs below 70 and who may also have other developmental issues. The Learn to Play programme focusses on facilitating children's enjoyment and ability to…

This study used the Ladson-Billings culturally relevant pedagogical approach to understanding non-indigenous preschool teachers' multicultural literacy and practices in indigenous areas. Through purposive sampling, we selected six teachers with three years of teaching experience each in Eastern Taiwan as study participants. Interviews with them,…

The purpose of this study was to better understand educators' perceptions of testing accommodations decision-making practices at New York area independent schools. Through the analysis and coding of questionnaires, interviews, and documents, this study explored perceptions and descriptions of testing accommodations decision-making procedures as…

Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3-21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C),…

Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both…

This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the…

During COVID-19, many schools in the United States restrict parent visits and parent-teacher face-to-face meetings. Consequently, teachers and parents rely on digital technologies to communicate and build partnerships. Yet, little is known about their perceived experiences with digital communication. To contribute knowledge to this area, this…

This mixed-methods study explored cultural models of parent-school involvement. African American, Caribbean, and Hispanic parents, along with teachers, were recruited from an urban school district. Participants were interviewed using a semi-structured interview protocol based on Joyce Epstein's (1995) framework for parent-school involvement, and…