Purpose: This paper will discuss one university's efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university's mission and respond more formally to the individual school communities with which they partner. Design/methodology/approach: The…

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…

In predominantly white and affluent communities, it is a common belief that race and racism are irrelevant because there is little to no racial diversity in these communities. Elyse Hambacher and Denise Desrosiers describe how a New Hampshire school district in a mostly white community navigates teaching and leading for social justice despite…

Purpose: This study aims to enhance the understanding of university management as a crucial aspect for ensuring the continuous improvement and quality assurance of institutions, considering that universities are knowledge-based institutions and proposing a framework based on intellectual capital and specific university management activities based…

This research study was conducted to illuminate teacher attitudes toward professional development in a large urban school district and to discern if differences existed in teachers' perceptions of professional development are dependent upon employment in a high-achieving school or low-achieving school. This study also sought to determine whether…

To contextualize the myriad of teaching development efforts available to faculty, this large-scale study of nearly 4,500 faculty at four-year institutions broadens our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to…

Educators work daily to cultivate their students into life-long learners who desire to never stop learning. However, after completing their own pre-service work and certification requirements, what causes teachers to continue to learn new best practices, research new ideas of instruction, and engage in pedagogical conversations to cultivate their…

Background: This study explored the cardiac emergency preparedness of school employees in Illinois, as well as their attitudes toward cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training. Methods: One thousand two hundred seventy-six school employees completed an online survey regarding their school's cardiac…

Educators (Higher education teachers) play a significant role in equipping future professionals and contributing to societal progress. They are responsible for preparing competent citizens who serve various societal roles. Hence, examining educators' perceptions regarding professional development and technological proficiency is crucial. This…

The purpose of this quantitative associative correlational study was to examine the relationship between teachers' assessments of job-embedded professional development and school performance scores within a single rural school district in Southeast Louisiana. The theoretical foundation was Andragogy. Two research questions guided the study in…

Music education does not look the same in Hawai?i as in other states or parts of the world. This study paints a picture of the range of elementary music teacher positions in O?ahu schools and identifies the current needs of music educators. How are O?ahu elementary music teachers prepared to fulfill their professional roles and responsibilities?…

Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal…

This study aims to explore the practices and institutional challenges of Hawassa University academics staff pertaining to their continuous professional development (CPD) engagement. To this end, we employ an exploratory case study as our research design using various sources of data. The data were analyzed using thematic analysis. The findings…

While there are a multitude of contributing factors, under-represented student success in STEM appears to be critically interdependent with teaching and learning practices that are responsive to diverse epistemologies and inclusive pedagogies. However, the professional literature has yet to identify a set of faculty development best practices that…

Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with professional development. Specifically, we explored how…