The use of linguistic landscapes (LLs) to expand the respect for and knowledge of minoritized language use has extended into classroom practice and teacher preparation. Nuanced racialized understandings of language that include multimodal and multilingual realities, however, complicate the potential for educators to make sense of the language they…

The proliferation of "teacher-proof" scripts for lessons reveals a deep distrust of teachers' intuition and blatant ignorance of the essential humanistic elements underlying education. This model of standardization positions teachers as mere delivery agents of centrally planned curricula based on a hollow promise of effectiveness. We…

In educational research, the teaching profession is often treated as interaction located only in the classroom, with less attention to other aspects of school reality. Some studies, and the Finnish national curriculum (2014), suggest that the school system needs more practices that aim at negotiation, cooperation, and interaction with the…

Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many…

This article reflects on how school-based professional learning communities (PLCs) can support the professional learning of educators from different school settings who share a common goal of ensuring quality teaching and learning opportunities for pupils with Special Educational Needs and Disabilities (SEND). PLCs offer the opportunity to move…

Co-teaching has become a widely practiced collaborative model among special and general education teachers in U.S. schools (Chitiyo, & Brinda, 2018; Pancsofar, & Petroff, 2013). This practice emerged as a response to the reauthorization of the Individuals with Disabilities Education Act (2004) and Every Student Succeeds Act (2015), which…

The Global Education Reform Movement's (GERM) interest in the quality of teaching and teacher effectiveness has focused largely on schools and children's attainment to date, with higher education (HE) remaining an outlier. Yet the neoliberal agenda that has dominated HE policy globally over the last two decades closely reflects the focus and…

Teachers and administrators expressed concerns regarding grading English Learner (EL) students in a school district in a mid Atlantic state. Grade retention rates of ELs were disproportionately high. A professional development pilot was designed and implemented based upon the district's recently developed EL Grading Guidelines. The purpose of this…

Literacy coaching is not new to education. Since the 2001 shift in the United States (U.S.) educational policy towards high-quality teacher training, accountability, and student achievement, literacy or reading coach positions have been a core part of the educational institution (U. S. Department of Education, 2003). However, with undefined…

The most innovative and progressive ideas have arguably come from the minds of American scholars who thrive on the creation of new ways to increase effective instruction and promote life-long learning that is not only essential, but also competitive and exemplary in our global society. And, yet, for decades the American high school has been…

This study explores the ways White educators expose racial injustice and sustain the fight for equity in mostly White school systems. The research involves uncovering one's personal racism as well as unearthing how it functions systemically and it examines effective ways of bringing that to people's attention. The data for this Scholarly Personal…

Educators work in a social environment. Teacher and student interactions are cooperative in nature. Providing the time and parameters to engage in purposeful discourse is critical. Collaboration should be a focus in collegial institutions for prospective administrators. The focus of this study is to look at the current state of teacher discourse.…

Noting the lack of resources to meet face-to-face, most notably time, a significant body of research has investigated the use of computer-mediated communication (CMC) to replace face-to-face interactions of teacher professional learning communities (PLCs). Equally noted is the research on social constructivist theory that supports social…

The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18…

Communities of Practice are an increasingly common tool used to support novice academics in higher education settings. Initiated in 2015 at a Western Australian University, TLABs is an acronym for 'Teaching and Learning for Level A and B' academic staff and was designed to build a community of practice to mentor junior academics; help them develop…