This study examines the impact of teachers' professional development on Canadian allophone students' learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our…

This quantitative study examined the impact of professional learning communities (PLCs) implementing a "Focus on Learning" in a Title I school in north central Georgia. The purpose of this study was to determine the impact PLCs can have on student growth and achievement in fourth and fifth-grade mathematics, once teachers spend time…

This post-critical ethnographic study explored the curriculum of being/becoming a middle school teacher that 5 emergency-certified new-to-teaching teachers experienced through the quotidian interactions of their first fully-in-person school year. The curriculum of being/becoming teachers is increasingly important as the percentage of teachers…

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…

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…

At St. Joseph's School for the Deaf in New York, teachers worked together toward the common goal of developing and implementing a spiraling English Language Arts curriculum that would allow each teacher to build on skills students developed in earlier classes. They collaboratively developed instruction following the literacy workshop model…

Teachers and students are the main stakeholders of educational policies in the states; hence, the higher order policies, rules, and regulations must be in alignment with their rights, values, ideologies, needs, competencies, and peculiarities of each region and district. In such a case, the classroom practice will be improved and more promising…

This study investigates the learning and work of a community of practice that engaged in a specific inquiry around family/community literacy and the development of a culture of caring that would connect family/community/school literacies in ways that allowed their mostly Latino/a students to develop positive student identities, enhanced personal…

Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the…

The authors report outcomes of a collaborative, interdisciplinary effort through a study group developed to make connections across content areas (English and history/social studies) and grade levels (middle school, high school, and college).

How do teachers and schools create meaningful learning experiences for students with diverse skills, abilities, and cultures? How can teachers authentically assess the learning of their students and build on their strengths and interests in ways that enrich the larger community? How can schools become places where everyone is learning from each…

Teaching institutions with middle grades-specific teacher preparation programs remain a cornerstone for improving the condition of the nation's middle schools. Yet such programs scarcely exist as the heartbeat of excellence for middle grades schools or for preservice teachers seeking middle grades licensure (Jackson & Davis, 2000). Moreover,…

Using the Social Presence Model (SPM), the authors explore the teacher and student experience at the North Carolina Virtual Public School (NCVPS), the largest public online secondary school where teachers design and develop the curriculum. Through a series of surveys, focus groups, and interviews, this two-year mixed methods study investigates the…

In a time of educational reform Professional Learning Communities is one initiative research suggests improves student achievement. The transition from a traditional middle school where content teachers work in isolation to an environment where teachers work in collaboration, necessitates a cultural shift. A qualitative case study was conducted to…

The author examines 1 experienced teacher's image of teaching and how it was purposely changed--through external intervention and against the individual's will--from the view of teacher as curriculum maker to the view of teacher as curriculum implementer. Laura's account of the "butterfly under a pin" image, a version of the…