Research has extensively linked teacher collaborative work with opportunities for both explicit and implicit professional development. However, while teachers work together more often than before, little is known about how workplace collaborative contexts are structured in terms of who and how frames the problems of practice. Drawing on an…

There is limited evidence on what drives teachers to change their teaching practices. Using primary qualitative data from 78 Zambian education personnel from the school to the provincial level, we combine qualitative thematic analysis with an unsupervised machine-learning technique (topic modeling) to identify drivers of pedagogical shifts. We…

This study is an operation within the research project of "Teachers' Development to Enhance Their Project Management Skills for Students," which is also one of the projects in the research plan or research project series regarding 21st-century skills. This project arose from an awareness of the opportunities from the knowledge-based…

While educators and policymakers increasingly link the '21st-century' skills of communication, teamwork, problem-solving, and self-directed learning to graduate success in important high-technology industries, few studies look at how technological college faculty -- who are expected to help instil these important skills in students -- learn to…

There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models…

To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data…

Using the case study of HSE University (Russian Federation), this article will focus on how professional development programmes can be used by universities to ensure transformations and achieve their goals. It will focus on the administrative (professional services) staff and how universities can develop and leverage their potential in order to…

"Taking the Lead" outlines 10 practical and powerful roles for school-based coaches responsible for helping teachers increase their capacity to serve all students. The second edition is a rich update to Killion and Harrison's essential resource and includes dozens of online tools that support deep exploration and implementation of the…

This study investigates how participating in a teacher externship program increases the awareness of how effective communication plays a critical role in an industry-based environment. It also studies the teacher participants' commitment to changing their classroom practices as a result of acquiring this awareness. The program of focus, the…

Skilled collaborative leaders are in high demand in schools, school systems, and districts worldwide. The success of schools as learning organizations hinges on how well people can work together as they seek to build collective capacity and problem solve to improve student outcomes. Collaborative learning has now emerged as the vital strategy for…

We report here the type of problems and solutions that 38 school teams reported during a randomized wait-list controlled trial of one problem-solving approach (Team Initiated Problem Solving [TIPS]). The experimental results from that analysis are reported elsewhere. The purpose of this article is to summarize companion descriptive data from this…

In elementary schools, intervention service delivery is often initiated through multidisciplinary problem-solving teams. Therefore, the functioning of the team is a critical feature to facilitate intervention outcomes. The purpose of this study was to examine two methods to improve the practices of problem-solving teams by: (a) replicating the use…

This practical, ready-to-use resource gives teachers and administrators the tools to successfully implement RTI or strengthen an existing program to target students' specific needs. Response to Intervention allows educators to assess and meet the needs of struggling students before they have fallen too far behind. Three expert authors explore this…

Research in science in early childhood is an area that has not received much attention (Fleer, M., & Robbins, J. (2003). "Hit and run research" with "hit and miss" results in early childhood science education. "Research in Science Education," 33, 405-431.) and it has been reported that early children teachers lack…

Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model…