The purpose of the present study was to examine the network structure of a teacher community in relation to their use of information and communication technology (ICT). The participants in the study were the 33 members of the teacher community of an upper comprehensive school from a suburban area of Helsinki, Finland. The methodology of the study…

The primary goal of this study was to investigate the role of the mathematics coach at Tabaka Middle School during the school's implementation of the Georgia Performance Standards through the utilization of Connected Mathematics Project materials. The study explores the coach's emergent understanding of her role as she provided teachers support…

The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards-based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data…

This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…

Revolutions of all kinds are a mainstay of social studies and history classes across Canada. While revolution as subject matter is prevalent in Canadian social studies classrooms, it is unclear the degree to which what Howard Gardner calls the "cognitive revolution" has found its way into those same classrooms. This is the revolution in…

Teachers' subject matter knowledge (SMK) is one factor contributing to teaching 'successfully', as this provides a basis from which pedagogical content knowledge develops. UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their…

This paper discusses the experience of a preservice secondary mathematics teacher during lesson study. Although the preservice teacher was a strong undergraduate mathematics student, she used compensation "moves" to deflect attention away from her insecurities about her conceptual understanding of secondary mathematics. She feared being labeled as…

Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers. Others argue that teachers need special forms of professional knowledge that differ substantially…

Many Native American students have problems in traditional American schools, and the dropout rate of Native American students indicates this (Lomawaima, 1995; Rhodes, 1988). Researchers often point out that one reason students may encounter difficulties in school has to do with a school district's neglect for the learning style or culture of a…

All eight teachers and their principal, at an Australian regional primary school in New South Wales (NSW) accredited for its ongoing "learnscape" developments, were interviewed. This was to ascertain their perceptions about the role of learnscapes and their self-reported use of such outdoor areas to assist in the achievement of their…

"Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

A Spring 2010 survey of Austin Independent School District teachers and campus administrators showed that staff most often requested additional training in integrating technology into instruction, rigor in the curriculum, and differentiated instruction.

This paper examined the profile of Singaporean pre-service teachers in terms of their technological pedagogical content knowledge (TPACK). A total of 1185 pre-service teachers were studied with a TPACK survey. An exploratory factor analysis found five distinctive constructs: technological knowledge, content knowledge, knowledge of pedagogy,…

Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching…

Statistics education has become an increasingly important component of the mathematics education of today's citizens. In part to address the call for a more statistically literate citizenship, The "Guidelines for Assessment and Instruction in Statistics Education (GAISE)" were developed in 2005 by the American Statistical Association. These…