Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…

Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers' co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state's…

In this practical guide, literacy experts show teachers how to use project-based inquiry to build students' discipline-specific skills and knowledge in grades 6-12. The authors present a five-phase framework that incorporates their professional development experience working with over 3,000 teachers. By making the intuitive practices of the…

This study examined the impact of a multi-year, large-scale professional development program on student achievement in mathematics and science. Math and science teachers at the elementary and secondary levels who participated in the professional development program were matched to a control group. Results revealed no differences in State of Texas…

Around the country, high school teachers are being called upon to improve student writing, but they often lack the tools and requisite know-how to make a difference. An ambitious new program called Drive to Write is attempting to change that. This report describes an evaluation of the program's implementation in 11 public high schools in New York…

Strong student-teacher relationships foster students' social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups. The current study gathered input from teachers, school and district administrators, and education researchers (N = 22) regarding strategies that can help teachers build relationships…

The purpose of this article is to report on an investigation of the perceptions and performance of mathematics teachers in a teacher professional learning (TPL) programme based on realistic mathematics education (RME) principles, which included a topic on transformations, undertaken by the researcher. Forty-seven Senior Phase (Grade 7--9) teachers…

Executive function (EF) is becoming a more widely used term to explain student behaviors, yet research on EF in education is limited. This qualitative study addressed a gap in literature by examining teacher perceptions of students with EF deficits, as well as teacher preparedness and desire to learn more about EF. Perceptions of third grade,…

Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to date,…

During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165…

Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…

The "No Child Left Behind" legislation requires states to classify schools based on students meeting the state's academic standards. A combination of factors, including scores on state specific tests and nationally normed tests, can result in a school being awarded a low classification or a high classification. In the authors' state,…