This case study followed fourteen preservice arts students through a content area literacy course intended to guide them toward broadened definitions of literacy and text and perceptions of the literacy needs of their disciplines. By focusing on the disciplinary knowledge of music and art, preservice teachers might change their opinions of how…

This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every student). The existing literature regarding technology leadership is limited, as is literature on how districts use existing collaborative structures…

This study details the procedure and results of developing a mission statement at a language institute for the purpose of obtaining a program accreditation from an international language commission. A serious self-study process results in the development of a solid, true and ambitious mission since the mission covers all areas related to achieving…

Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers' self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample…

The present study sought to investigate nonnative L2 teachers' cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants' cognition of…

The Common Core State Standards (CCSS) call on science and social studies teachers to engage in literacy instruction that prepares students for the academic rigors of college. The Literacy Design Collaborative (LDC) designed a framework to address the challenge of literacy-content integration. At the heart of the intervention are fill-in-the-blank…

The present small-scale study aimed to investigate teacher agency from the perspective of in-service language teachers in relation to their perceived professional space. It specifically aimed to have an understanding of factors contributing to teacher agency positively and negatively. To this end, eight Turkish EFL teachers working at private and…

In 2013, the Tennessee Board of Education adopted Response to Intervention and mandated that districts begin implementing the framework by the summer of 2014. With only a year to begin the model, no state funds to help with implementation, and limited research on implementing school-wide Response to Intervention in poor rural districts and…

The "Educational Media and Technology Yearbook" has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Following an introduction by Karah Zane Hagins, the book is arranged into five parts. Part one of this updated volume,…

Results of research conducted to inform design of a professional development package for teachers involved in a preventative education, 'Keeping Safe', pilot (currently being evaluated via Randomised Control Trial) in Northern Ireland primary schools are presented. SNAP online survey technology was used to gather the views of 318 mainstream and…

This is the final report of a large-scale independent evaluation of the Building Assets and Reducing Risks (BARR) model in ninth grade in eleven high schools in Maine, California, Minnesota, Kentucky, and Texas. This sample of schools included large and small schools in urban, suburban, and rural areas, serving students from a wide range of…

Teachers are being called upon more than ever to play a large role in student learning. With every aspect of school reform depending in part to teachers who are well adjusted, prepared and informed in current teaching knowledge and skills, it is vital for teachers to have at hand the necessary tools. One issue, which can limit a teacher's…

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals--architects, engineers, programmers--teachers…

This study examines a group of four teachers engaged in a professional development focused on understanding students' mathematical thinking. Using activity theory as a theoretical framework it sought to determine what pedagogical tools associated with a reform mathematics curriculum (i.e. Cognitively Guided Instruction) teachers appropriated…

Working collaboratively with the researchers, a small team of teachers developed and taught a lesson based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in her lesson. It was found that she had assimilated several key features of the model, such…