In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers'…

In the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that…

This study investigated professional development practices and its impact on classroom instruction as perceived by teachers in participating school districts in Mississippi. One hundred and twenty-one teachers who participated in this study responded to Learning Forward's Standards Assessment Inventory (SAI) using the Survey Monkey platform. This…

When he entered the building, the buzz of speculations quickly traveled throughout the halls. Where did he come from? What is wrong with him? What grade is he in? Who is has the lowest number? As everyone secretly hopes the new student deemed a "challenge" won't be placed in their classroom, the tall, thin shadow shuffles past your room…

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher's identity work in the context of teaching mathematics at two points in time--the present, as an experienced…

The purpose of this qualitative, narrative study was to explore the lived experiences and perceptions of individualistic and collectivistic immigrant teachers as they transformed into inclusive leaders in the unfamiliar multicultural K-12 classrooms of Houston, Texas. The theoretical foundations were: Hofstede's individualism-collectivism…

Teachers' beliefs about teaching and learning are constructed over a lifetime of experiences in classrooms. This nine-year longitudinal study examines preservice teachers' initial educational beliefs and the changes in those beliefs over their teacher preparation program and into their first six years of teaching. Analysis of questionnaires,…

There can be no doubt that we live in an increasingly technology driven world. If the purpose of schooling is to prepare students for active and informed participation in modern society, then schools need to embrace technology and leverage it to provide more powerful and relevant learning experiences for twenty-first century students.…

With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a…

Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional…

Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly)…

This article reports on a study of teachers who have engaged in systematic research about their practice. It describes the inquiries of two urban teachers into challenges and dilemmas common to many who work with diverse groups of students. The accounts presented reveal how teachers are able to construct new knowledge about teaching when they…

The aim of this study is to understand an elementary teachers' experiences about using interactive whiteboard (IWB) in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The…

Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice…

SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…