Teachers are expected to tailor their instruction to accommodate differences between students, in order to give all learners the opportunity to develop to their full potential. This is also called differentiated instruction (DI), and it requires teachers to continually monitor students’ progress towards …

Building on the metaphor of teachers as “knowing locations,” this contribution explores how teachers impact the socio-material learning environments. We illustrate how they influence teaching/learning making by zooming into two distinct settings: secondary school educational labs (E-labs) and art academy …

This study explores waste management literacy among secondary school communities in Tangerang City, Indonesia, using the Knowledge, Attitude, Behavior (KAB) model within the 3R (Reduce, Reuse, Recycle) framework. Employing a mixed-methods sequential explanatory design, the research integrates quantitative …

Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies …

The present paper aims to examine how teachers contribute to social cohesion in terms of the three dimensions: social relations, group identification, and the common good. A qualitative study was conducted using interviews with teachers and students and observations in two Dutch secondary schools with …

Both within the Netherlands and beyond, young people often start their formal foreign language (FL) education just as they reach adolescence. Speaking the FL in class can be intimidating, and this challenge is often exacerbated as teachers lack ready access to engaging speaking activities. In language …

A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate …

Philosophy is an elective subject in secondary education in the Netherlands, which is not often studied in the context of citizenship education. This is probably because only a minority of students participate in philosophy classes in the upper grades of secondary education (approximately 2-5% of all …

This study explores the perspectives of teachers, parents, and teenage boys on pressing issues of absenteeism and dropout among boys in public secondary schools in North A district, Zanzibar. It exposes the underlying factors contributing to the high dropout rates, particularly among boys who are increasingly …

In secondary school philosophy classes students learn to reason critically about social and scientific issues. This study examined the effects of a whole-class, teacher-led philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Value-loaded critical thinking is logically …