In health science education, interprofessional education (IPE) and collaboration (IPC) support the creation of healthcare teams that provide optimal patient care. Despite the need for increased IPE/IPC, most faculty remain siloed by discipline, offering an opportunity for teaching centers to serve as IPE/IPC hubs. This article explores faculty…

This article reports the findings of an evaluation of the faculty development component of the Faculty for the Engaged Campus initiative. For this component, the Community-Engaged Scholarship Faculty Development Charrette was attended by 20 university teams from across the United States, and six teams subsequently received 2 years of funding and…

This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and…

Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…

The nature of partnerships and the integration of theory and practice in professional positioning is so complex that there are undoubtedly promises, potentials, and problematics. To live within this complexity, embrace tensions and challenges, and sustain this important work, the author views living an inquiry stance toward teaching as the…

The intent of this exploratory study was to examine the relationship between suburban public elementary school teachers' reports of their core competencies to function in a team, and their reports of the extent to which teachers and administrators in their schools engaged in practices known to support the development of well-functioning…

Argues that the nature and meaning of collaborative relationships depend upon their particular, practical context. Describes an ongoing collaborative research project, the Students' Intuitions and Science Instruction Group (University of British Columbia), detailing its research agenda, postulates pertaining to teacher development, collaborative…

The Specialist-on-Site (S.O.S.) program was developed to train a teacher from each of a school district's campuses to design, deliver, and evaluate site-based staff development activities. Feedback from participants revealed the power of collaborative interaction. Teachers within schools viewed each other as resources for professional enrichment.…

Administrative mentoring can encourage new administrators to become instructional leaders. The article discusses the shortcomings of mentoring for professional development and proposes mentoring to support experienced administrators trying to be more than managers. The availability of mentors to guide beginning instructional leaders facilitates…

A review of studies of mentoring for new college faculty suggests practical guidelines for maximizing the mentoring experience. Recommendations include "cataloging" (of past, current, and planned activities); group mentoring; and application of a theory stressing involvement, regimen, solving the right problem, and social networking. (DB)

Rather than informing the teaching community about good research, five experienced teachers and three university researchers developed a discourse community around vocabulary learning to reflect on practice, engage in shared critiques, and support professional choices. In doing so, they were able to inform the research community about good…

This study looked at the experience of four high school teachers as they worked to develop a collegial community by implementing the "Connections" program. The teachers were on the faculty at Cedar City High School in southern Ohio where their subjects were, respectively, English, Social Studies, and Physical Science; one teacher was in…

In searching for avenues to create a collaborative school environment in which autonomous teachers impact the outcomes of schooling and students become independent learners, there is increasing interest in "self-managing work groups." This paper presents findings of a study that examined the role of the principal in the development of…

Schools across the United States are creating teacher teams in ever-greater numbers. "Teaming" refers to assembling a group of teachers from different disciplines and/or grade levels who work together as a "core group" responsible for teaching a subset of the school's population. This brief examines some of the potential conflicts between teacher…