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Schultz, Susan; Love, Kristen – Global Education Review, 2022
Participants in this research study found themselves suddenly forced into remote instruction during the COVID-19 pandemic, unfamiliar with online teaching and with little guidance from the field of education. Survey data was used to capture the voices of 18 K-12 educators to share their lessons learned, the challenges they encountered, and the…
Descriptors: COVID-19, Pandemics, Teacher Education, Electronic Learning
Simopoulos, Giorgos; Magos, Kostas – Global Education Review, 2020
Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly)…
Descriptors: Refugees, Second Language Learning, Second Language Instruction, Greek
Swai, Calvin Zakaria; Glanfield, Florence – Global Education Review, 2018
This paper explores the perspectives of mathematics teacher leaders (MTLs) on teacher-led professional learning (TLPL). Shaped by notions of symbolic interactionism, the study employed a multisite case study design. Empirical data were collected through in-depth interviews. The study revealed the practice of TLPL influential in facilitating…
Descriptors: Faculty Development, Teacher Attitudes, Mathematics Teachers, Mathematics Instruction
Counsell, Shelly Lynn; Wright, Brian L. – Global Education Review, 2018
A phenomenological case study by Counsell (2007) explored and investigated the phenomenon of what happened as Florida's A+ Plan intersected with the life histories of one beginning African American female third grade teacher and one veteran White female third grade teacher at demographically different school communities in one Florida school…
Descriptors: Accountability, School Districts, Grade 3, Elementary School Students
Jukes, Matthew C. H.; Gabrieli, Prosper; Mgonda, Nkanileka Loti; Nsolezi, Florentina S.; Jeremiah, Grace; Tibenda, Jovina J.; Bub, Kristen L. – Global Education Review, 2018
Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4…
Descriptors: Social Development, Emotional Development, Social Responsibility, Foreign Countries
Barrenechea, Ignacio – Global Education Review, 2018
The specialized literature in the field of education has not focused in what ways the multilingual classroom setting exacerbates teachers' tension concerning the need to comply with standards, on the one hand, and the aspiration to embrace diversity, on the other hand. That is to say, there is a need to understand how teachers adapt to confront…
Descriptors: Multilingualism, Ethnic Groups, Elementary School Teachers, Teaching Experience
Purcell-Gates, Victoria – Global Education Review, 2014
This analysis examines the nexus of marginalization and education, particularly the literacy potential and achievement of young children from socially and politically marginalized communities. Drawing on data from a study of literacy practice among Nicaraguan immigrants in Costa Rica and the schooling of the Nicaraguan children in Costa Rican…
Descriptors: Case Studies, Immigrants, Literacy, Foreign Countries