Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or…

Most people associate summer with activities that have nothing to do with school, or, if they do, summer school comes to mind -- the remediation variety. Historically, summer school is for struggling students who need to relearn and firm up skills from prior years or for those required to retake a class. But what if it could be reimagined how to…

This dissertation critically examines grading practices within schools, tracing the evolution from traditional to modern approaches and highlighting the social dimensions and debates surrounding grading. Through a mixed-methods study spanning three empirical chapters, it explores students' and teachers' perceptions of grading practices, the impact…

Principals' transitions have often given rise to problems, challenges, and upset for teachers and principals alike. Studies on principal succession and educational change question the effectiveness of regular, rapid, and predictable transitions of principals, a strategy used at the district level, especially during turbulent times. This revolving…

Teacher leadership is a critical aspect of school change while there is lack of a consistent definition for it. This examines teacher leadership conceptualization and its associated outcomes. The review of 33 articles published 2018-2023 focused on teacher leadership in K-12 setting, found that many authors relied on established definitions, with…

Faculty leaders are part of the shared governance structures and processes, participating in the development of policies and in decision-making that affects many two-year community colleges. In this research study, faculty leadership experiences are described and interpreted during a Guided Pathways reform approach for student success at an urban,…

Professional development should be linked to fostering best practice and improving student learning (Darling-Hammond, 2009). By providing ongoing opportunities for professional learning that focus on best practice, teachers are more likely to develop the knowledge and skills associated with high-quality teacher instruction and raising student…

Teachers are the essential element in improving student learning in education. The State of Wisconsin requires public school teachers to participate in the Wisconsin Educator Effectiveness System. There is limited research on the links between required participation with the State of Wisconsin's Educator Effectiveness System and on the experience…

Mixed results from evaluations of school reform suggest a need for evidence to explain why some models succeed while others fail. Addressing that need, this study uses structural equation modeling to estimate difference-in-differences models that examine mediating mechanisms for positive effects produced by Innovation Zone (iZone) reforms in…

A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers' self-identified felt needs.…

The scorching, arid northeastern state of Ceará, Brazil has long been known for growing cashews and coconuts. Now, it's defied expectations by cultivating one of the world's best public elementary school systems, despite high rates of poverty. How Sobral transformed its public school system and attained near-universal literacy offers lessons for…

In the wake of the COVID-19 pandemic, educational systems worldwide have faced unprecedented challenges, particularly concerning the support of students based on traditional face-to-face instruction. This study focused on the concerns surrounding 2nd grade students at LEA and DRA, two urban elementary schools, who have faced multiple layers of…

How can we better support the professional development of the professoriate? This paper reports on the proposal to introduce an integrated higher doctorate to develop and recognise expert leadership in universities. The contemporary professoriate in the United Kingdom is challenged by a multitude of pressures as a consequence of neo-liberalism and…

High-poverty schools need more resources and teaching specialists--not more blame and stigma. Bruce Hansen taught in schools labeled "bad" and schools labeled "good." Those experiences have caused him to reflect on the stark inequities between schools with different socioeconomic statuses and the harmful effects of such labels…

This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and…