Then there was my first-grade teacher, Ms. Jackson; she always made us feel heard, valued and seen. I knew that she really cared about her students, and she would take extra time to support all students as needed. She knew I wanted to be a teacher and she would allow me to...
I agree with much of what she says in the book, and I also facilitate a student-centered class. I have been teaching similarly to Ms. Sacks for several years (ever since I read Readicide and the Book Whisperer) and I am happy to see her book become so successful because it means tha...
Department of Special Education, Jackson State University, Jackson, MS 39217, USA 2 School of Education, Marymount University, Arlington, VA 22207, USA * Author to whom correspondence should be addressed. Submission received: 20 August 2024/Revised: 21 October 2024/Accepted: 12 November 2024/Publis...
[23] examined the same dimensions of burnout as a worldwide phenomenon using the Maslach Burnout Inventory (MBI; Maslach and Jackson, 1986; [16]) as cited by Schwarzer et al. [23]. Schwarzer et al. [23] compared levels of teacher burnout among 542 German and Chinese teachers and ...
Over a decade ago, Jackson and Cobb [2] challenged the field to understand how districts and school structures support ongoing teacher learning of ambitious and equitable teaching. Given this Special Issue’s focus, we see this call as still relevant. We draw on the work of Borko et al. [...