This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use),…

This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

This study, grounded in Self-Efficacy Theory, investigated classroom teachers' self-efficacy changes related to teaching healthy behaviour content after participating in ongoing workshops. Participants were 50 male and female teachers at the primary (n = 17) and secondary (n = 33) levels from two schools in one Native American community. Teacher…

School leadership and teacher professional development are two well-defined fields of research within the education literature, yet there is relatively little research that has examined the leadership of teachers' professional development and learning. The study reported in this paper seeks to understand the experience of teachers who have…

This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

In this article the authors report the findings of a collaborative partnership between university researchers and school teams of administrators and teachers and how different kinds of knowledge were negotiated during the process of undertaking action research. The authors' analysis sheds light on the subtle and complex negotiations that occur so…

Given the crucial issues of disproportionality and the growing diversity of our K-12 student population it is imperative that today's classroom teachers be prepared to critically examine, reflect on and respond to practices for learners with diverse needs and from diverse backgrounds. While effective teachers are the key to meeting the needs of…

Reports such as "Rising Above the Gathering Storm" and "Europe Needs More Scientists" exemplify the international community's concern about the state of public science education. With a lack of scientific literacy for all students and insufficient numbers of individuals choosing to pursue careers in science, the situation is seen as a threat to…

This paper argues with evidence that conditions for teacher professional development can be enhanced for mentor teachers through a Learning Centre (LC) project which has been introduced in Hong Kong as a collaborative project between the government, a primary school, a secondary school, and the Hong Kong Institute of Education. The LC teachers…

As part of an on-going project designed to impact teacher quality at the pre-service, induction, and professional development levels, this paper summarizes the parametric results of a series of four different workshops conducted in the summer of 2007. In an effort to glean a better understanding of their knowledge, attitudinal, perceptual, and…

This article examines key issues in lecturer development programmes (LDPs) in Scottish higher education institutions, within the context of the national standards established recently for those who teach in United Kingdom higher education (HE). Many of the LDPs were developed in response to the Dearing Committee recommendations that university…

This paper reports findings from an investigation of the implementation of "assessment for learning" in classroom music instruction in Hong Kong primary schools, focusing on the changes in assessment practice and music teachers' classroom instruction. Qualitative methodology was employed to document the cases of three music teachers. It…

This article describes how workshop sessions have attempted to help teachers from one curriculum area develop their diagnostic skills to use in assessment for learning. The approach uses the metaphor of the teacher-as-learning-doctor to encourage teachers to think about the diagnosis, prevention and treatment of learning "bugs". The…