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This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.

Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.

Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.

The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.

This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization.

The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design.

The study's results show that the organizational structure of the ECE center follows the organizational configuration of a Professional bureaucracy and that the multiprofessional teams follow the configuration of a Simple structure. The structures for centralization and decentralization are suitable for a professional bureaucracy, but the roles of the members of the organization and the processes for shared decision-making lack clarification. The shortage of qualified ECE teachers disrupts the function of the organization and the work of ECE leaders.

The educational background of subjects may have affected the findings.

The study uses Henry Mintzberg's organizational structure theory to evaluate how and why power is distributed and activities are coordinated at the ECE center. The results also show what parts of the organization pose challenges that most commonly disrupt the organization's operations. With these findings, it is possible to expand the understanding of roles and responsibilities in the currently reforming ECE environment and what ECE centers need to function effectively. The study is part of a larger research project and will be continued to examine the leadership culture of the ECE center.

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills. Using a qualitative case study research design, we collected data from multiple data sources, including pre–post-interviews and weekly reflection logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK (Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the domains of practical teaching and curriculum design. However, an emerging theme revealed that participants considered technology before pedagogy during instructional design. Findings also revealed two challenges to participants’ further development, namely working within a restricted learning environment and experiencing limited mentoring opportunities. We illustrated several implications for the design of the practicum experience and the required institutional support within the context of continued disruption to education and thereafter.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

TribalCrit permits the recognition of colonization as pervasive in our American society impacting all aspects of our societal structures, including the educational system. Forced boarding schools for Native learners touted the goal of “Kill the Indian, Save the Man” as the mission of education in the United States, leaving an indelible strain between Native learners and the US educational system. Research from Native American scholars offers classroom instructional practices and strategies that support inclusive experiences based on truth and acknowledgment of racial and political liminal spaces. Implementing these strategies begins with informed lesson planning to ensure engagement in the instructional core between teacher, student, and content.

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.