In a classroom setting interaction among students is the norm. How do you replicate that informality, spontaneity, and focus online? This book provides you with a framework to think about the different kinds of engagement you want to foster -- whether participation, collaboration, or quick feedback -- and then introduces you to available online…

Purpose: The purpose of this study is to present Prof-teaching, an Englishmedium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. Design/methodology/approach: In this case study, the EMI lecturer professional development…

This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections,…

Building on the formative work of "High Leverage Practices (HLP) for Inclusive Classrooms," this critical companion explores how HLP can be applied to the education of students with extensive support needs (ESN). Each chapter walks readers through a different HLP, exploring its implications for students with ESN and aligning it with…

This article highlights research collected during a year-long critical participatory ethnographic study at a primary school in Trinidad and Tobago. The study presents the experiences of two teacher collaborators who engage in the processes of problem identification, design and implementation of a language-friendly plan, reflective practice and…

To improve teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and enhance their practice. Roles at the middle tier of education systems, or those professionals working between the school and central level, offer unique capacities to facilitate collaboration, broker knowledge, scale…

This article reports the findings of a multiple case study that identifies and describes the collaboration and networking practices of four Mexican English language teaching professionals belonging to two MA cohorts: 2005-2007 and 2007-2009. For two years, curriculum vitae analysis, maps, and in-depth interviews were used to collect data on these…

This paper describes how an action research process, centred around a professional development program for teaching critical thinking, enabled teachers in a specialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that a…

The development of English as Medium of Instruction (EMI) at the tertiary level has been accelerated by the ever-increasing degree of higher education internationalisation. The study, based on a survey with 112 students and semi-structured interviews with 16 instructors collected at a Sino-foreign cooperative education institution in China,…

This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings…

Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices,…

This article describes an in-service teachers', staff-development model "Peer Learning Network" and presents results about its efficiency. "Peer Learning Network" promotes three levels of peer learning simultaneously (among pupils, teachers, and schools). It supports pairs of teachers from several schools, who are linked…

In this article, Joseph Vincente, an assistant principal and math and instructional coach at East Side Community High School in New York City, describes East Side's collaborative structures as well as the norms and conditions that support them. Collaboration underpins how the teachers at East Side structure and conduct most of their work, how they…

Group formation studies are rare in the literature on teacher professional learning communities (PLCs). But they are needed to render realistic scenarios and design interventions for practitioners who work in schools where teachers encounter distress and social adversity. Under these conditions, we may need approaches to PLC development that are…

This conceptual paper is intended to highlight the need for instructional support for teachers and academic lecturers who enter the profession without formal pedagogy training, and discuss how this phenomenon can be addressed via healthy collegial practices and institutional support. The paper also emphasizes the need for those who enter the…