Teacher Education: Innovative Practices and Challenges Preventing School Failure

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

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