The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this…

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the…

This paper reports findings from a project that explored the use of a modified form of "lesson study" in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two "research lessons" in the course of two eight-week teaching practice…

This article outlines a framework the authors have used to infuse sustainability study into humanities teaching at the middle school level. Native American tribal elders can act as co-teachers in such classrooms, and the place-based stories that shaped their views of the environment can serve as important classroom texts to investigate sustainable…

This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to…

The experience of teaching languages in rural schools differs markedly from teaching languages in urban contexts, in relation to the size and nature of communities and their interactions, numbers of teachers of languages, in and out of school contact, and in the cultural and language backgrounds of students and their likelihood of opportunities to…

This paper describes the exploration of a team of university supervisors and faculty who were charged with identifying effective practices for university supervisors who evaluated teacher candidates enrolled in yearlong co-taught clinical experiences. The paper discusses the need for greater collaboration in reflective dialogue among the…

Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing…

Technology has transformed our world, however; it has yet to revolutionize our schools. When teachers integrate technology effectively into their classroom practice, they provide students with the ability to access a tremendous amount of information, communicate with others both near and far, and demonstrate their learning in innovative ways. The…

This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring…

In response to school cultures increasingly defined by high stakes testing, many teachers turn to arts integration as a method for meeting multiple learning objectives, but are less than prepared to do so. The "Collaborative Residency" program offers teachers an intensive course of study through collaborative work with artists as they…

This research investigates a collaboratively constructed observation tool as it is implemented by teacher educators into their direct work with pre-service teachers in the classroom. Constructed by the group with the explicit intention of connecting university coursework with field experience, research examines adaptations made by practitioners…

This article reports on a 2-year qualitative research study of the processes by which middle school principals' policies and actions shaped the experiences of five novice teachers in two Michigan school districts. We examined beginning teachers' perceptions of principals' approaches to managing student behavior, instructional leadership, and…

This research examined perceptions of a Building Leadership Team (BLT) regarding the school climate, collegial relationships, camaraderie, and team-building skills among certified faculty. Participants' perceptions changed from resistance accession once a clear understanding of authentic collaboration developed through five job-embedded…