A rural middle level school had stalled in its third year of a district-wide differentiation initiative. This article describes the way teachers and the leadership team engaged in collaborative practices to put a spotlight on formative assessment. Teachers learned to systematically gather formative assessment data from their students and to use…

This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their…

Brown, Collins, and Duguid (1989) described cognition as "situated"--"a product of the activity, context, and culture in which it is developed and used" (p. 32)--and outlined the "cognitive apprenticeship" approach to teach "what" something is, as well as "how" knowledge can be used in order to help children create their own understanding. Similar…

As a discipline, environmental education (EE) has been criticized for lacking empirical evidence on the behavioral outcomes of its programs. While the behavioral outcomes of EE activities are often associated with the youth learner, teachers are one target audience of EE training programs who have received increasing attention with regards to…

It is widely recognized today that a teacher's surrounding professional community inevitably affects the kind of teaching that students are offered. However, until recently, it has been difficult to quantify and systematically study the nature of professional relationships in schools and districts. The articles in this special issue provide a…

This article presents the findings of research in Russia on the degree to which teachers and school principals are active and how they currently network with their colleagues. It builds on the work of David Frost and John Bangs (2012) on teacher self-efficacy using a survey and semi-structured interviews with teachers and principals to collect…

This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the…

This microethnographic case study discusses the effects of translating and revising documents for an English-medium master of science in engineering programme in terms of workload and value for English for Specific Purposes (ESP) teacher development, integration, and enculturation. During the changeover from the diploma to bachelor-master…

This article describes how early years practitioners working in different settings, with different experiences and qualifications, can work and learn together. It is a small-scale case study of an eight-month project, with a grass-roots approach, involving early years settings within the reach area of an inner-London Children's Centre. The data…

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for…

The purpose of this mixed methods research is to examine teachers' perspectives on the response to intervention (RTI) framework and its implementation in Michigan and Texas schools. Both states have been leaders in literacy, increasing preservice and in-service teacher certification standards and developing similar batteries for assessing literacy…

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process.…

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they…

With the realities of standards-based accountability, it is imperative to model and demonstrate for students how subject areas and teaching methods transcend across traditional boundaries. In an effort to prepare future social studies educators to teach for global awareness and to meaningfully integrate critical literacy skills into their…

Professional learning communities (PLCs), with their attributes of shared values, high expectations, and collaboration, have the potential to change school culture. The 4 elementary schools in this study have been unable to sustain ongoing, effective teamwork, resulting in a failure to attain adequate progress, and in 2 schools, in the placement…