Teacher Education: Innovative Practices and Challenges Preventing School Failure

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 406

Special Issue Editor


E-Mail Website
Guest Editor
1. Department of Psychology, National and Kapodistrian University of Athens, 15784 Zografou, Greece
2. Institute of Informatics & Telecommunications, National Centre for Scientific Research “Demokritos”, 15310 Agia Paraskevi, Greece
Interests: ICTs in education; cognition; measurement; psychological assessment; inclusion

Special Issue Information

Dear Colleagues,

School failure describes a situation where a student experiences significant academic difficulties and does not meet the expected learning outcomes, leading to a lack of progress and achievement in the educational system. It can take the form of repeated low grades, high dropout rates, or disengagement from learning activities. School failure can have negative effects on students' self-esteem, motivation, and future opportunities.

Assessment in early childhood and the identification of students "at risk" can significantly contribute to preventing school failure. Early assessment allows teachers to identify students who may face academic, social, or emotional challenges and provide timely and targeted interventions to address these issues (Reynolds et al., 2004). There is evidence that early interventions can have a lasting impact on a child's educational journey and lead to improved outcomes later (Bierman et al., 2008).

Teacher education programs can contribute to the development and implementation of innovative teaching methods and approaches. This could include the integration of Ιnformation and Communication Technologies into the classroom, active learning strategies, project-based learning, as well as cooperative learning. Innovative pedagogical techniques can better engage students, promote critical thinking, and respond to diverse learning needs (Darling-Hammond et al., 2020). In addition, it is important to support the continuing professional development of teachers by encouraging and motivating them to stay up to date with research, best practices and innovative approaches. This continuous development can lead to more effective teaching methods and better student outcomes (Guskey & Yoon, 2009).

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Assessment in early childhood and identification of students “at risk”;
  • Assessment for early intervention;
  • Innovative educational tools for assessment and/or intervention;
  • Teacher education for the 21st century;
  • Teachers’ skills and confidence;
  • Information and Communication Technology skills of teachers;
  • Implementation of inclusive and no child left behind practices;
  • Increasing student engagement;
  • Targeting low-achieving students;
  • Curriculum reform;
  • Support of vulnerable learners;
  • Teachers’ capacity building for inclusion;
  • Promotion of well-being in schools;
  • The role of the teacher in student motivation.

We look forward to receiving your contributions.

References

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and psychopathology, 20(3), 821–843.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97–140.

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi delta kappan, 90(7), 495–500.

Reynolds, A. J., Ou, S. R., & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child‐Parent Centers. Child development, 75(5), 1299–1328.

Dr. Marios A. Pappas
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • school failure
  • teacher education
  • early assessment
  • intervention
  • inclusion

Published Papers

There is no accepted submissions to this special issue at this moment.
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