Purpose: In the wake of interlocking pandemics, educational systems are resetting in important ways, pursuing aims that are not exclusively instructional (e.g., social justice, well-being). As systems (re)build, they may vary in how they manage their institutional and policy environments, which may or may not be reorienting toward these same…

Despite research highlighting the negative impact of ability grouping on student outcomes in mathematics, the practice seems entrenched in New Zealand schools. The Ministry of Education launched a professional development initiative with the aim that mathematics lead teachers would drive change towards teaching in mixed-ability groups using a…

Background/Context: Rural districts often struggle to provide organizational structures that support knowledge-building and sharing among educators, contributing to the challenge of change implementation in rural contexts. Although prior scholarship identifies social relationships centered on trust as important for fostering educator learning, we…

This interpretive multiple case study examined how K-16 world language teachers (N = 12) incorporated social justice issues into their curriculum and instruction and the factors that supported and constrained this work. The findings revealed that the participants experienced supports and impediments that shaped their agency to enact social justice…

Purpose: The purpose of this study is to investigate how participation in a multicultural literature course impacted K-12th classroom teachers' social justice pedagogy and classroom practices one to three years after completion of the course. Design/methodology/approach: This study investigated the effectiveness on teacher practices of a graduate…

This qualitative study aimed to reveal patterns of empowerment among ICT (Information and Communication Technology) coordinators during ICT reform implementation in schools, and to examine if and how a sense of empowerment is expressed in their roles as teachers and as agents of change. Semi-structured in-depth interviews were conducted with 24…

The purpose of this paper is to describe how one university collaborated with local P-12 partners to create an Ed.D. program in Educational Leadership. This program's goal is to professionally develop aspiring district-level school leadership in concert with local P-12 partnership school districts. As a direct result of those partnerships, the…

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and…

The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the…

Over a three-year period educators at an urban elementary school were interviewed about a Response to Intervention model from development to implementation supported by professional development within a university-school partnership. While the model was initially viewed as an administrative directive, in Year 2 educators began to assume…