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The Teachers and Technology CONNECT website was created to connect K-12 teacher candidates with current classroom teachers. This website utilizes social media software and web 2.0 tools in a collaborative and supportive learning community. University teacher education students complete course activities using this website, including creating a video lesson plan. These videos are requested by participating classroom teachers and reflect best practices in using technology in the classroom. This successful project benefits both participating students and teachers, as well posted online for viewing by teachers around the world.

Applying the social exchange theory at educational institution, this research endeavor is aimed to find out impact of organizational (institutional) support on teachers’ responsive behavior, and ultimately outcomes of responsiveness in form of students’ satisfaction and academic performance.

This study was conducted on 20 teachers and 353 students, from the biggest public sector University of Pakistan. These teachers and students belong to ten faculties. A questionnaire was used to elicit response of both the respondent groups.

Findings of the study reveal that provision of supportive environment (high perceived organizational/institutional support) positively influences teachers and they respond well toward the needs of students. This responsive behavior increases both satisfaction and academic performance of students.

This research highlights the role of educational institutions in improving the quality of their product (students).

To examine a tobacco prevention elementary school project completed in 2000 in one rural state in the southeastern USA.

Initially, 721 public school fourth through sixth grade teachers across Mississippi attended (for reimbursement) a tobacco prevention workshop that included curriculum‐integrated material; 658 completed a follow‐up questionnaire (91.3 percent return rate). In addition, 1,762 of their students completed an anti‐tobacco pre‐test and 1,723 (868 girls, 853 boys) completed an anti‐tobacco post‐test (97.8 percent return rate).

Students improved from pre‐ to post‐test; girls scored better than boys. African American students and teachers completed more lessons than White students and teachers. Sixth graders completed fewer lessons and scored lower than fourth and fifth graders.

The test had a yes‐no format and a low ceiling, so many students answered correctly at pretest. Also, teachers were mostly white women, though they were demographically similar to teachers across the state, other groups would expand generalizability. Further, a true control group could evaluate the possibility that results were due to a secular trend.

Not only were teachers positive about a tobacco prevention workshop that included curriculum integrated materials, but also their students scored healthier after having tobacco prevention lessons. Further, those who received the most lessons improved the most, indicating a dose‐specific learning curve.

A challenge for the future would be to assess whether these improvements continue over the long term, and translate into less willingness to experiment with and use tobacco.

Teacher misbehaviors disrupt learning (Kearney, Plax, Hays, & Ivey, 1991), and academic entitlement (AE) is on the rise (Greenberger, Lessard, Chen, & Farruggia, 2008). To better understand the online learning context, this study measures AE, perceptions of teacher misbehaviors, and online students' expectations for a variety of common student–teacher interactions. 318 online graduate students report their expectations, and these vary with a student's level of AE. Given these findings, we offer strategies for teachers in online classrooms whose goals are to avoid teacher misbehaviors and foster productive student–teacher communicative relationships that contribute to, rather than work against, learning.

There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally responsive by guiding them in how to recognize and respond to microaggressions in their daily interactions with students, colleagues, and parents.

Microaggressions have been defined as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”.

When classroom interactions contain microaggressions, students are damaged in both seen and unseen ways. Interactions between teachers, students and parents afford powerful occasions to analyze classroom communication and provide windows into the nature of student–student, student–teacher and teacher–parent relationships.

Regardless of where, when, why or how they occur, these interactions provide brief opportunities for culturally responsive teachers to demonstrate that they respect their students’ home and community cultures, accept who their students are and honor the education that they receive both inside and outside of school.

Becoming more adept at recognizing and addressing microaggressions is one way that teachers can become more culturally responsive. For students, being able to identify and respond more effectively to microaggressions creates greater opportunities for all students to think critically and engage in social action.

This paper presents an original viewpoint on identifying and reducing microaggressions in classrooms and school communities.

The purpose of this paper is to provide a new approach towards the understanding of teacher‐student relationships in the context of management education in China, and to promote collaborative learning.

The paper critiqued the current model of management education in China and highlight the reasons from a cultural and historical perspective. With examples from her teaching practices the author argued why a new teacher‐student relationship is necessary in developing China's future managers.

Creativity and innovativeness of Chinese learners can be fostered by a collaborative approach of teaching and learning.

Management educators in China need to challenge their deeply held assumptions about teaching and learning, and actively experiment with new approaches towards developing students' critical thinking ability and creativity rather than reinforce the established power relations between teacher and student.

This paper offers a new perspective towards understanding teacher‐student relationships in China which has the potential to transform both teachers and students, and to contribute to the development of a new generation of competent Chinese managers.

There has been a great deal of discussion in recent years focusing on the need for teachers to have leadership responsibilities and to participate in the decision-making processes within their respective schools. Unfortunately, these discussions are often filled with suggestions and recommendations that completely miss the point about teacher leadership. Leadership for teachers has little to do with titles and responsibilities, yet it has everything to do with their performance in the classroom. A true teacher leader is one who can create a classroom environment that fosters high achievement among the students. Teachers that can influence and gain the respect of their students are in essence bona fide leaders.

The marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.

A qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.

Chinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.

This study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues.

Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes.

These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way.

Importantly, the nature of a teacher's way-of-being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re-balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment.

This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.

Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.

National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.

The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.