Research has been at the heart of Learning Forward's Standards for Professional Learning since they were first conceptualized and shared with the field in the 1990s. The standards are built on a decades-long foundation of research literature that describes the ways in which professional learning can improve educator knowledge, skills, and mindsets…

The challenge of educational improvement, due mainly to the complexity of educational systems, is well-known. The aim of this study is to provide knowledge regarding the process of change within schools to better understand how it might depend on cultural context and the characteristics of individual schools. Based on interventions in four…

This article describes the development process and provides psychometric properties of the Design-Based Professional Learning (DBPL) for Teachers Survey to measure teacher leaders' ratings of collaborative design and evidence-based work in their schools. Although there are other instruments that researchers could use to measure professional…

The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap…

The purpose of this study was to examine the practice of CT, companies' involvement in CT, TVET Colleges' and companies' trainers' engagement in CT from trainers' and trainees' perspectives and to determine whether their perspectives are significantly different. The current study also examined the influence of the involvement or engagement level…

This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a "Lesson Study" (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel…

There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative…

External accountability pressures force school leaders to examine how they support effective teacher practice. Providing collaborative work time to evaluate student performance and plan for future teaching has been a common strategy to support teacher practice. We assess how teachers from two districts with differently-structured curricular…

Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study, were the speaking duration of the teacher compared to student, the number of different ideas…

It is presumed that when teachers engage in ongoing collaborative professional development, it will enhance their learning. It is then presumed these gains in teacher learning translate into improved student outcomes. Lesson study is one collaborative teacher professional development model that research has demonstrated can increase teacher and…

Scholars continue to propose that students develop scientific literacy and 21st century competencies through student-centered reform-based science instruction with the teacher as the main facilitator of learning (Maeng et al., 2018). The National Science Teaching Association (2018) called for high-quality science instruction that builds on…

The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to…

The Lead Teacher Program (LTP) is organized by Beyond Benign, an institution that promotes green chemistry principles and sustainability in education. LTP trains K-12 teachers to run workshops in their own communities across the US and Canada. This research project aimed to study the culture among K-12 science teachers in LTP and how they share…

The purpose of this phenomenological study was to understand how coteaching dyads perceive their coteaching relationships including how they implemented coteaching and how their school leaders supported them. Participants in this study were located in one county school system in East Tennessee. Data was collected through an online survey…

This dissertation examines (1) the nature of the transfer climate in an English for academic purposes (EAP) education setting specifically from the perspectives of EAP instructors. It also examines (2) what EAP instructors perceive can be done to prepare students for such a transfer climate. The transfer climate refers to the nature of the target…