Teachers today operate in highly politicized accountability environments where quick results, typically measured by K-12 test scores, are demanded. Although focusing on student learning outcomes is critical, equally essential is assuring that teacher learning opportunities which can strengthen instruction are available to teachers. A decade ago,…

The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative…

Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

This paper examines the effectiveness of a professional development model (PDM) devised as part of a research project carried out to support early childhood professionals in Ireland in enhancing their pedagogy. The PDM was constructed on a socio-cultural theoretical framework whereby Vygotsky's zone of proximal development was applied in the…