This qualitative case study investigates how faculty members in a Title I middle school engage in collaborative practices to enhance professional growth without formal professional learning. Framed within a descriptive lens (Merriam, 1998) and informed by Brown and Duguid's Community of Practice (CoP) framework (1991), the study addresses two…

This study explored teachers' perceptions of their experiences participating in self-directed learning (Knowles, 1970, 1975). The teacher participants (n = 127) were guided through a self-directed learning framework for professional learning and reflected on their experiences. Findings indicate teachers reporting increased autonomy and…

After conducting a collaborative inquiry professional development project with educators at a suburban Title I school focused on data use for equity, researchers followed up with participants a year later to determine if there were lasting, meaningful learning outcomes. Findings from interviews indicate that the project was impactful because it…

Educators universally agree that teacher mentoring programs and professional learning are two essential factors in the scope of support for early-career teachers (Smith& Ingersoll, 2004). As schools grapple with the decline of certified teachers exacerbated by the pandemic, it is more important than ever to consider the type and frequency of…

Mobilising urban early-career teachers to commonly perceived 'under-resourced' and 'challenging' rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational…

In this study, we investigated Texas teachers' perceptions of instructional coaches' (ICs) practices that improve professional learning communities (PLCs) to enhance teachers' instructional capacities. The study's participants included 67 teachers from rural, urban, and suburban school districts across the state of Texas. They enrolled in a…

This mixed methods action research study was conducted in a Title I, K-12 public charter school with the purpose of exploring teachers' capacities to implement student-centered learning after participating in effective professional development (PD). Participants attended a PD cycle where the staff chose the topic, learning was sustained over a…

The purpose of this Action Research study was to investigate and improve the student learning experience by understanding how Grades 4 & 5 educators in a Title 1 suburban-urban school district perceive, comprehend, and apply the CASEL framework for Social Emotional Learning (SEL) to improve learner motivation and academic achievement. Using…

Effective teachers are developed through preparation programs, but, more importantly, through continuing professional learning relevant to the students that they teach. To continue to grow, teachers need a supportive environment that allows them to develop their instructional skills through specific, actionable feedback. In fall 2019, the National…

In the spring of 2020, the United States experienced a nationwide closure of schools, and all educators had to shift their instructional modality from in-person to distance learning without warning. The problem is the COVID-19 pandemic prohibited in-person learning due to state- issued stay-at-home orders. The purpose of this basic qualitative…

This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The…

Instructional coaches are increasingly used to deliver job-embedded professional development for educators despite limited evidence-based models and assessment-driven resources to guide implementation. While researchers in vocational psychology have validated measures for job selection that can guide training; development and validation of…

Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an…

In 2015, a Member of the Executive Council (MEC) of the Gauteng provincial legislature, South Africa, introduced the "Classroom of the Future" programme in previously disadvantaged schools, allowing an integration of information and communication technology into classrooms. In this article we focus on the sustainability of ICT in these…

Occupational therapy practitioners (OTPs) support teachers in the utilization of assistive technology for their students. In 2019, teachers in an underserved school district in western New York participated in a training designed to support the use of accessibility features of Microsoft Office 365 and Windows 10. The purpose of this study was to…