The purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and…

This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers' pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students'…

The Project Approach has been promoted in Hong Kong kindergartens since the 1990s. However, the dynamic processes and underlying mechanisms involved in the teachers' implementation of this pedagogical method there have not yet been fully investigated. This case study of one typical kindergarten in Hong Kong documented how and why eight teachers…

The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers' perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133…

This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious…

Students' thinking should serve as the foundation of effective science curriculum and instruction. To promote science learning, particularly in the geosciences, teachers must attend to students' existing ideas about natural phenomena through the use of ''high-leverage'' instructional practices such as formative assessment. Elementary teachers need…

This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

Prior work has shown that early childhood educators demonstrate a lack of knowledge and understanding about technology and engineering, and about developmentally appropriate pedagogical approaches to bring those disciplines into the classrooms. This paper reports a study in which 32 early childhood educators participated in an intensive three-day…

In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

Coaching has become an increasingly utilized professional development strategy to improve mathematics instruction at the elementary level. However, little research has been conducted on the nature of mathematics coaching and its effects. This study has examined factors that affected elementary teachers who participated in a specific coaching model…