Change in schools is ever present. This study looks at change in regard to the implementation of Response to Intervention. Response to Intervention is being implemented in schools around the country. With this implementation come many changes to a school--in the administration, the faculty, and the students. Very little research exists concerning…

Throughout the United States school principals are subject to increasingly high demands for student accountability. Under the pressures and mandates of this federal legislation, principals are asking themselves what specific leadership practices affect student achievement. A review of literature shows that principals are regarded as a major factor…

The entire diversity landscape of our university campuses is changing. As American colleges and universities address their need for more globally aware campuses, academic institutions are hiring well-qualified foreign-born scholars to teach in their programs. Both non-resident alien faculty as well as those who are foreign-born but are classified…

"Teaching the Way We Aspire to Teach--Now and in the Future" is a collaborative research project between the Canadian Education Association (CEA) and the Canadian Teachers' Federation (CTF). The project grew out of a shared interest in exploring with teachers their experiences and visions of teaching the way in which they aspire--that…

This study is designed to increase understanding of the district's role in school improvement and factors contributing to the success of districts and their schools. American Institutes for Research (AIR), as a partner in the California Comprehensive Center at WestEd, has identified high-performing districts in California to learn from their…

The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of legislation such as the No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA). This study sought to identify the skill sets perceived as necessary by elementary general and…

Through a rigorous selection process based on special education performance over four years, this study identified eight unified districts in California that showed unusually strong academic performance for their special education population compared to similar districts in the state. Researchers conducted interviews with these districts' special…

The authors provide a case study of how a group of faculty members was able to initiate transformation in student learning and institutional structures at a small university in the Midwestern U.S. through the introduction of collaborative feminist organizing and pedagogy. It details faculty-led initiatives that set the stage for innovative…

This classroom narrative describes the transformation of one beginning English/language arts (ELA) teacher's perspective and practice as the teacher enacted multimodal inquiry activities that were the focus of both traditional and action research projects. Drawing on field notes, transcripts of classroom discourse, and student-produced artefacts,…

Drawing on agency literature, this paper demonstrates how teachers' professional agency emerged when seemingly conflicting strategies were imposed on them in policy reform. Policy discourse is often linked to performance and accountability measures, which teachers respond to in a number of ways. Some education researchers identify tensions caused…

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and…

Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23…

Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The…

One of the aspects of the combination of educator and historian that has not been thoroughly researched is the actual interaction of the instructors themselves. How do they approach this blend of content and pedagogy? How do they construct the purposes of the course? This study addresses these questions. Rather than focus on the student outcomes,…

In this article we describe the challenges of transdisciplinary teamwork involving four faculty members from dissimilar epistemological traditions in the process of developing a manuscript on the lessons learned in our teaching collaboration. Our difficulty originated in implicit mental models and assumptions that caused incongruence between our…