This article builds on APREN-DO research project, which explores how secondary school teachers learn, using an inclusive research approach and visual and narrative methods. To this end, twenty-eight secondary school teachers created and narrated their learning cartographies, showing what, how, where, with whom, and with what they learn. This paper…

This qualitative study explores how 60 Israeli high school principals vary in their perceptions and enactments of shared sense-making processes while engaging in strategic activities to gain teachers' support during a national reform implementation. Data analysis has yielded three major themes: (a) a common language; (b) a collaborative learning…

Learning to teach science out-of-field (OOF)--teaching science without the required qualifications or specializations--raises a number of challenges for teachers. This paper uses a spatial-temporal lens to examine teachers' experiences of learning to teaching science subjects OOF over time. The analysis draws on longitudinal interviews with OOF…

At the request of the Department for Education, L&W undertook a small-scale, time-limited stakeholder consultation to provide an up-to-date picture on ESOL learners' progression to Functional Skills English qualifications (FSE). Building on earlier research and stakeholder engagement, L&W conducted stakeholder and provider interviews, and…

This one-page brief report highlights findings from the full report (published separately) that summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. [For the full report, see ED626500.]

This report summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. A separate one-page research brief also was published. [For the brief, see ED626501.]