The purpose of this participatory action research project (PAR) was to study how a group of teachers designed and implemented strategies with the intent of amplifying joyful learning experiences for Chinese English Language Learners (ELLs). The research focused on four classroom teachers in an elementary school as Co-Practitioner Researchers (CPR)…

Social studies teachers in the United States are often unprepared or hesitant to teach about race and racism. This is especially true among White teachers. If teachers are to teach American history, they must be prepared to teach about race and racism, starting with the construction of race in Colonial America and continuing to emphasize the…

This article arises from a research study that aimed to contribute to a better understanding of the essential nature of collaborative relationships between English as an Additional Language (EAL) and mainstream subject teachers at an international secondary school in Ukraine. The research focuses on how EAL teachers support EAL learners in the…

This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly…

In this article, we describe how our general and special education faculty collaborated to infuse the Universal Design for Learning framework into our special education preparation program, a dual-licensure special education and elementary education (K-6) undergraduate degree program. We describe the curriculum reform processes and outcomes of the…

There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of…

Children involved in bullying are vulnerable to social, physiological, psychological, educational, behavioural, and adjustment problems which can persist into adulthood. In Australia, formal education about bullying is not introduced until year four (age 9), making pastoral care and addressing bullying in junior primary (ages 4-8) the…

Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development…

The present study aims to explore the future role of vocational education teachers in the professional learning communities in public schools from the perspective of principals and academic supervisors in Jordan. The sample consists from 91 principals and academic supervisors. Those principals and academic supervisors were selected from the public…

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching…

Teacher collaboration in communities is a popular instructional improvement policy. However, not all teachers are equally integrated into communities. So, they may not have the same opportunities to learn. This exploratory study of 215 urban public school teachers indicates community integration and peer learning are associated with teachers'…

The Children's Literature Assembly (CLA) Master Class in the Teaching of Children's Literature session, currently in its 26th year, provides opportunities for those who teach in university settings to share experiences related to teaching children's literature in the university and discuss contemporary trends and issues in the field of children's…

This article provides a concrete illustration of how teachers in a primary school in Singapore discuss students' learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students' work serves as a useful practice for teachers to learn to work with diverse learners. The…

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers' perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of…

This paper focuses on collaboration between Australian preschool and primary school teachers co-located on same sites, with a view to understanding and strengthening collaboration for supporting continuity of practice across preschool and primary school settings. Based on findings from a narrative inquiry study framed by Freire's notion of…