This paper reports and analyses data from a longitudinal qualitative research study which is investigating the changing teaching self-concept of university lecturers who combine online and face-to-face teaching. The first phase of this collective case study research has focused on the experiences of five 'early adopter' university lecturers during…

This dissertation is a qualitative study that explores how three teams of humanities teachers at Capital High School (Charleston, West Virginia) tried to create and sustain an environment in which they could make decisions over curriculum, pedagogy, and school self-governance. The study also examines what empowerment means to the teachers in a…