Curriculum and Teaching Dialogue

Left foot, right foot: Progress and precarity in rural STEM education

Matthew Clay — 2025-12-15

In a time of increased political pressure on educational efforts that are deemed diversity, equity, and inclusion (DEI), it can be very easy to get discouraged. This essay uses an example of a rural STEM education grant that was identified on a DEI list as an example of how these challenges can create an opportunity for renewed hope in the value of meaningful engagement with schools and communities.

Variable and equality sign misconceptions in K-12 algebra

Patrick Obot — 2025-12-15

Algebra forms the foundation for higher mathematics and is a key component of K–12 education. Most students struggle to conceptualize and apply algebraic principles, which leads to misconceptions that hinder their mathematical progress. This conceptual study reviews algebraic misconceptions about variables and equality signs and presents potential interventions aimed at supporting students in developing accurate conceptual understanding. This conceptual study underscores the need for continued innovative strategies in mathematics education to support learners in achieving algebraic proficiency.

Using communities of practice to build academic independence in a middle school classroom

Rachel Beckwith — 2025-12-15

Teaching practices characterized by a cultural orientation that emphasizes independence may simultaneously threaten cultural reproduction and socioeconomic inequality. While individual merit and competition are rewarded, the space between us grows. This research aimed to challenge the widespread meritocratic narrative by implementing Wenger’s (2010) communities of practice to illuminate the experiences of middle school students working interdependently. Understanding the general implications of a de-centered, cooperative classroom on teaching and learning can influence an educator’s approach to small group work and classroom discourse.

Making emergency remote teaching strategies through a pedagogy of care

Jess Smith — 2025-12-15

The COVID-19 pandemic highlighted key inequities in education, including disparities in technology access, student engagement, and emotional well-being, while simultaneously presenting opportunities for pedagogical innovation. This article explores how the shift to emergency remote teaching (ERT) challenged traditional educational practices and provided a platform for reimagining learning environments through the lens of a pedagogy of care. Drawing from Noddings’ (1984) framework of modeling, dialogue, practice, and confirmation, as well as the principles of humanizing pedagogy and social constructivism, the article describes implementing care-centered strategies during ERT, such as flexible deadlines, reflective assignments, and intentional relationship-building. These practices addressed the intellectual, emotional, and social needs of students during a time of crisis and have become a foundation for sustainable teaching approaches in post-pandemic contexts. The article examines the challenges and innovations of ERT, offering actionable strategies for embedding care into higher education classrooms and advocating for institutional policies that prioritize equity, well-being, and adaptability. By sustaining these practices, educators can transform their classrooms into inclusive, compassionate spaces that foster resilience and human connection.

Supporting virtual international students: A comparative study of pandemic experiences in host and home counties

Linlin Wu — 2025-12-15

The COVID-19 pandemic drastically altered educational experiences for international students. This comparative phenomenological study examined the experiences of six Chinese international students during the pandemic, analyzing how residency in a host or home country influenced their opportunities, challenges, coping strategies, and overall experiences. Thematic analysis highlighted the need for support mechanisms, providing recommendations for educators, policymakers, and mental health professionals to address the unique educational needs of international learners in virtual settings.

The power of a picture: Beginning the race dialogue in teacher educator prep with a cartoon

Felicia Mensah — 2025-12-15

Due to the endemic nature of racism in society, there is a need for open discussions on race and racism in teacher education as well as more support, research, and approaches to having challenging conversations on race and racism. As a teacher educator, I use a multimodal curriculum and visual methods in preparing future teacher educators (i.e., doctoral students) and supporting their development of critical racial consciousness. In this study, I highlight one visual artifact, a cartoon, as a pedagogical approach for initiating conversations about race. Using cartoons is a suitable method for initiating difficult discussions on race, ultimately leading to critical reflections and the development of racial literacy.

An olive branch grown from black soil: Teaching truth in the time of erasure

Sheryl Patterson-Coulibaly — 2025-12-15

When history is rewritten to comfort the powerful, classrooms become battlegrounds for justice and truth. This piece examines the political erasure of Black history in Florida, where teachers are directed to frame slavery as beneficial to the enslaved. It names the weight of the Black Tax, the exhaustion of racial battle fatigue, and the ease of white fatigue that too often excuses silence, while calling on ancestral memory as a guide for truth telling. Teaching, as bell hooks reminds us, remains an act of liberation even under constraint. Reclaiming the classroom as a site of resistance and protection, the author extends an Olive Branch Petition for our time, not of quiet compliance, but of peace rooted in justice and honesty. Without truth, there is no peace. Without peace, there is no justice.

Navigating shifting funding challenges in STEM teacher preparation

John Pecore — 2025-12-15

The preparation of qualified STEM teachers remains a critical national priority, particularly in regions experiencing acute shortages. A university-based STEM teacher preparation program in the Southeast was developed to address local STEM teacher shortages through a collaborative model combining strong content knowledge and practical pedagogical preparation, supported by Robert Noyce Teacher Scholarship funding. However, recent shifts in National Science Foundation (NSF) priorities, including the suspension and termination of some Noyce grants, have created significant challenges for such programs. This manuscript explores the local context of STEM teacher shortages, the impact of Noyce funding on recruitment and retention, and the consequences of shifting federal priorities. It highlights the importance of comprehensive teacher preparation that balances content expertise and pedagogy and addresses the seeming contradiction between NSF’s stated goals and funding actions. The case program illustrates resilience and innovation in navigating funding uncertainty while advocating for sustained investment in STEM teacher education to ensure all students have access to quality STEM instruction.

Review of: Fandoms in the classroom: A social justice approach to transforming literacy learning

Scott Gregory — 2025-12-15

Review of: Should robots replace teachers?

Fasika Melese — 2025-12-15

An unexpected challenge: The impact of school district leadership changes on a research-practice partnership

Elizabeth De Los Santos — 2025-12-15

AI-powered tutoring: An interdisciplinary approach to enhancing college student learning outcomes

Jie Zhang — 2025-12-15

Surprised by the mundane: Reflecting on a sexist moment within an anti-sexism study

KImberly Pfeifer — 2025-12-15

The importance of place: A backyard researcher’s journey of illuminating voice in a rural midwest community

Stephanie Scherer — 2025-12-15

Beyond write every day: A sustainable approach for early-career writers

Robyn Pitts — 2025-12-15

Finding my participants: A hidden population

Amy Corp — 2025-12-15

When worlds collide: Race, motherhood, and researcher-participant connections

Kerry-Ann Escayg — 2025-12-15