Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four…

This qualitative study explores how teachers implement literacy pedagogies that affirm and engage students despite facing restrictive literacy mandates. We interviewed a focus group of four veteran Revolutionary Loving kindergarten through fifth-grade teachers from three Title 1 schools in the southeastern United States. Additionally, the study…

This study explores what teachers need to collaboratively create student-centered, project-based learning (PBL) curriculum for learners in a congregational school. Participatory action research methods including GLA/GLU (group-level assessment/group-level understanding) were used to inform the outcomes of this study. Analysis of the data suggests…

Continuous professional development is necessary for teachers to stay current with teaching and learning. However, teachers face tensions when they engage in such activities. From the sociocultural and distributed leadership perspectives, this case study investigates how a school, recognised for its excellence in staff well-being and development,…

Discussions about power have only recently begun to appear in the learning sciences literature. Most of this important work takes a critical perspective; the present work complements these efforts by examining power sharing as a catalyst for empowerment in teacher-researcher co-design. Even though teacher-researcher collaborations are discussed in…

This paper explores possible affordances of technology and online professional learning to develop and support communities of practice in which educational practitioners develop, share and build on one another's reflections and learning. Evidence is presented from a design-based research study that iteratively designed and developed a mechanical…

The aim of the study is to better understand teacher agency in the provision of science education to elementary school students. This article takes a specific focus on an elementary school teacher, who positioned herself as agentic in science. The study employs grammar of agency for the operationalisation of human agency in discursive…

This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers' personal and professional commitment to global…

This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated "Shared…

In this article the authors share their experience of Teacher Lab, a job-embedded form of professional learning that has been a critical addition to professional learning practice for nearly a decade in the Avondale School District in Auburn Hills, Michigan. Using a full-day released time format, Teacher Lab combines preobservation dialogue and…

The intent of this qualitative research study had two purposes. One, to describe and explain the perceptions of elementary school teachers through their participation in a Professional Learning Community, as defined by DuFour, DuFour, Eaker & Many (2010). This research was initiated with elementary education teachers, grades kindergarten…

Research in the area of teaching and learning within education is a dynamic area that continues to evolve because of new technologies, knowledge, models, and methods within formal and non-formal educational settings. It is essential to evaluate the changes that educational systems undergo as they adapt to the increasing use of the technology and…

The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

Implementing teacher evaluation systems across the United States has created both challenges and opportunities to improving teacher quality. Lessons learned at the state level illustrate a wide range of challenges with system implementation, including value-added growth scores, implementation timetables, and human capital demands (McGuinn, 2012),…

This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and…