Distance learning has altered the landscape of higher education, and the rapid proliferation of online courses and programs present new challenges for both faculty and administrators. The literature suggests that faculty must have a wide range of technical and pedagogical skills to be successful online teachers (Betts, 2009; Koehler, Mishra, &…

Through active learning classrooms (ALCs), faculty can rethink and redesign their courses to include more inquiry-driven activities and experiences for students. This case study describes one large public institution's evidence-based and iterative design process for new and redesigned learning spaces. Critical elements include a cross-campus…

Teacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers' professional…

As the world races to combat a pandemic, slow climate change, and solve many other public health challenges, it is clear that developing young people's scientific knowledge should be an urgent priority in schools. The goal of the Next Generation Science Standards (NGSS) is to foster scholars and citizens who can think critically and creatively to…

In 2018, Australians Together, an organisation committed to promoting reconciliation between Indigenous and non-Indigenous peoples in Australia, commissioned research on a trial programme designed to improve teachers' confidence teaching the Australian Curriculum's Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum…

The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman's…

The purpose of this investigation was to explore through a historical case study the ways in which one principal mentored and built capacity with a school-based cohort of teachers who became school leaders themselves in a variety of capacities. Findings reveal a generative female leader who embraced strong philosophical and theoretical foundations…

This companion guide is intended to be used in conjunction with the Socio-Emotional Learning (SEL) Integration Approach School Leader and Educator Self-Reflection Tools. This companion guide focuses on the following area of reflection: Examine the ways in which practitioners' identities, mindsets, emotions, and actions encourage or inhibit an…

This tool is intended to help leaders reflect on the ways they are/are not facilitating the integration of social-emotional learning through both their individual actions and the systems and structures they work to create and uphold. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways…

In 1998 I had been teaching science for 13 years. I was a good teacher: I had the plaques and certificates to prove it. But often I felt like an impostor (which I have since learned is not unusual--70% of all people feel like a fake at one time or another). While my students could solve problems and ace tests, every June when I sat down to look at…

In this book, Raider-Roth offers an innovative approach to teacher professional development that builds on the intellectual strength and practical wisdom of practitioners. Focusing on nurturing relationships between and among participants, facilitators, subject matter, texts, and the school environment, this book helps educators create a…

Reform efforts in the teaching of undergraduate science, technology, engineering, and mathematics (STEM) have included introducing faculty to specific teaching strategies and engaging them in collaborative initiatives. This study examined the experiences of STEM faculty learning interactive teaching strategies while also learning and applying…

This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK. It centres on research which introduces critical pedagogies in the teaching of STEM, where in the past there has been an over-emphasis on content and a technicist perspective on…

How do you create an innovative and equitable classroom experience that prepares elementary students for jobs that don't yet exist while placing a critical focus on mathematics and science content and practice standards-all while meeting the demands of high-stakes testing? The answer to this question is Step into STEAM, by Sarah Bush and Kristin…

The success of alternative and flexible education settings, serving young people for whom mainstream schooling has not worked well, rests on the practices of their staff. This paper explores interview and survey data on the professional learning experiences and perceptions of staff working in flexible learning programmes across Victoria,…