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Nicole Ferguson-Sams; Emily Howell; Rebecca Kaminski; Mihaela Gazioglu; Victoria Pennington – TESOL Journal, 2025
Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large-scale, design-based…
Descriptors: Multilingualism, Faculty Development, Student Attitudes, Educational Attitudes
Durden-Myers E. J.; Evans E.; Davies M.; Campbell J.; Swaithes W. – Journal of Education for Teaching: International Research and Pedagogy, 2025
The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen…
Descriptors: Foreign Countries, Curriculum Implementation, Teacher Attitudes, Well Being
Laura Cruz; Chris Garrett; Chris Price; Jeremy Schneider; Jessica Tinklenberg – To Improve the Academy, 2025
Since 1997, the Professional and Organizational Development (POD) Network has hosted the Institute for New Educational Developers (INED), a multi-day event intended to help people just entering the field. While each iteration of the INED is enacted in a highly localized and contextualized fashion, each seeks to address the needs of the intended…
Descriptors: Educational Development, Design, Case Studies, Faculty Development
Bilge Yurekli; Mary Kay Stein – Journal of Mathematics Teacher Education, 2025
Despite the evidence of its effectiveness on student learning, ambitious mathematics instruction has proven to be challenging for teachers to enact. Increasingly, instructional coaching programs have become a way of providing intensive one-on-one support to teachers to improve the quality of mathematics instruction. Researchers have identified…
Descriptors: Mathematics Instruction, Coaching (Performance), Evidence Based Practice, Faculty Development
Nicole Schmidt; Michelle Vonie; Teresa Davis – International Journal of Technology in Education, 2025
Quality Matters (QM) is an international benchmark for quality assurance in online learning. However, few studies to date have analyzed the impact of instructional designer-supported QM professional development using a validated framework of student success. This study examined the impact of QM training and guided support on course quality and…
Descriptors: Online Courses, Quality Assurance, Faculty Development, Instructional Design
Christopher N. Blundell – Professional Development in Education, 2025
Using digital technologies in teaching and learning is a complex endeavour, and mixed evidence of impact suggests further consideration of related professional learning and development (PLD) is needed. In this endeavour, and more broadly, there are growing calls to frame PLD as complex. Kathryn Strom and Kara Viesca proposed in 2021 a complex…
Descriptors: Technology Uses in Education, Faculty Development, Elementary School Teachers, Foreign Countries
Tejendra Pherali; Min Layi Chan; Wirachan Charoensukaran; Elaine Chase; Eileen Kennedy; Greg Tyrosvoutis; Gabi Witthaus; Diana Laurillard – Journal of Interactive Media in Education, 2025
Educational providers frequently respond to learning disruptions encountered by refugees, internally displaced persons, and migrant communities through online platforms. Learning modules in these digital spaces are often remotely designed, prescriptive and lack full appreciation of challenging circumstances faced by teachers and learners. To…
Descriptors: Faculty Development, Relocation, Refugees, Teacher Response
Aída Walqui, Editor; George C. Bunch, Editor; Peggy Mueller, Editor – Teachers College Press, 2025
Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage…
Descriptors: Curriculum Design, Educational Quality, Spanish, Native Language
Sarah Krejci – Experiential Learning and Teaching in Higher Education, 2025
While faculty are subject matter experts in their fields of research, they are often lacking the pedagogical training to support student academic success. Additionally, career readiness skills are increasingly a focus in higher education through the intentional inclusion of soft skills or "21st-century skills" in the classroom.…
Descriptors: Cooperative Learning, Experiential Learning, Workshops, Teacher Attitudes
Emmanuel Dumbuya – Online Submission, 2025
This paper explores innovative approaches to curriculum design and teacher education that aims to address the evolving needs of 21st-century learners. With the increasing integration of technology, the need for teacher professional development and the importance of inclusive education, this paper examines key trends in curriculum development and…
Descriptors: Curriculum Design, 21st Century Skills, Teacher Education, Faculty Development
Melissa Moultroup – New England College Journal of Applied Educational Research, 2025
The United States is experiencing a critical teacher shortage impacting public schools in all regions. Unfortunately, high teacher attrition rates can contribute to educational inequity for students, creating situations in which some students receive a higher quality education than others. Unfortunately, teacher attrition tends to be most…
Descriptors: Equal Education, Mentors, Teacher Education, Faculty Development
Derek Thurber; Karen Bossen – To Improve the Academy, 2025
Despite its many benefits, curriculum review has yet to become a widespread practice in many areas of higher education. Previous research suggests that this is because of a lack of faculty time and expertise to conduct curriculum reviews independently. As such, this action research study builds on the existing literature to explore the utility of…
Descriptors: Curriculum Evaluation, Educational Development, Higher Education, Research Universities
Julie Cohen; Arielle Boguslav; James Wyckoff; Veronica Katz; Katherine Sadowski; Emily A. Wiseman – Educational Evaluation and Policy Analysis, 2025
Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious…
Descriptors: School Districts, Faculty Development, Program Design, Program Implementation
Agnes Bosanquet; Marina Harvey – International Journal for Academic Development, 2025
This reflection on practice presents an exemplar of an integrated distributed leadership and reciprocal peer review of an academic development initiative. Distributed leadership, characterised by collaborative responsibility, is flexible and adaptive and -- when integrated with reciprocal peer review of teaching -- fosters quality learning…
Descriptors: MOOCs, Leadership Styles, Universities, Peer Evaluation
Argyris Nipyrakis; Dimitris Stavrou; Lucy Avraamidou – International Journal of Science and Mathematics Education, 2025
Reform efforts in different parts of the world call for the adoption of integrated approaches to STEM education. However, little is known about how teachers work, as members of learning communities, to design STEM teaching material such as lesson plans. To address this gap in the literature, we examined the design of STEM lesson plans by…
Descriptors: STEM Education, Lesson Plans, Instructional Design, Educational Change