Profound Understanding of Emergent Mathematics has been recently proposed as a means of conceptualizing the mathematics knowing of teachers as an open disposition that extends well-defined and fixed categories of knowledge proposed in the literature. The purpose of this paper is to explore how this disposition may be assessed through the…

As districts continue to implement the Common Core State Standards (CCSS), English language arts (ELA) teachers and content-area teachers may find themselves collaborating in surprising and welcome new ways. The CCSS's emphasis on reading and writing across all content areas provides an opportunity for ELA teachers to emerge as literacy experts in…

The authors report outcomes of a collaborative, interdisciplinary effort through a study group developed to make connections across content areas (English and history/social studies) and grade levels (middle school, high school, and college).

This article reports on an interdisciplinary collaboration in the context of service-learning. Faculty members from the disciplines of family studies, anthropology, and media production worked collaboratively to develop and implement service-learning projects involving their classes and Sharp-Leadenhall, one of the oldest historically…

Imagine a classroom where students are actively engaged in seeking scientific knowledge from books and computers. Think of a classroom in which students fervently write to create PowerPoint presentations about their scientific topic and then enthusiastically practice their speaking roles to serve as docents in a classroom museum setting. Visualize…

To our knowledge, no previous literature review has focused specifically on the effectiveness of transition programs that target collaboration between primary school and pre-school teachers, parents and children. Hence, in this paper we sought to review the literature on this topic. The findings of published studies to date reveal that,…

Teacher retention in supplemental education, or for-profit, center-based tutoring, is a concern. As yet, no studies in the past 20 years have examined teacher retention in supplemental education. The importance of this research study was to give voice to supplemental educators' experiences in center-based tutoring through narrative inquiry. The…

Effective teachers produce effective learning environments for their students. To produce effective teachers, education programs must, in part, use assessments that can predict the ability of its teacher candidates teach in powerful ways. This dissertation was a case study of the pilot of the Teacher Performance Assessment (TPA) in two teacher…

This paper presents the results of a study that explored the effects of using an action research process to examine and develop a system of teacher evaluation that leads to real changes in teacher behaviors. The study explored motivational forces and psychological processes related to the change process in adult behaviors. Data were collected by…

At San Joaquin Valley College, a culture of cultivating student learning through assessment was created in response to the Western Association of Schools and Colleges-Accrediting Commission of Community and Junior Colleges requirements for Fall 2012. In General Education, promoting and developing this culture has been more difficult with faculty…

This study investigated how core content high school teachers perceive the collective efficacy of faculties of their schools and whether those teachers who were involved in high school collaborative teams which met daily within the school day for instructional purposes had a greater perception of collective efficacy than those who were not. This…

Purpose: The purpose of this paper is to describe specific techniques of "inquiry-based learning" employed by three instructors in Engineering schools, one in Europe and two in the USA. Design/methodology/approach: Theorists such as Bransford et al. argue that twenty-first century educators need to teach students to do more than simply…

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and…

Recently, interest in using video to facilitate teacher reflection has increased. Despite this increase, the frameworks employed to help teachers use video to reflect on their teaching are not based on the results of prior video analysis research. There is a need to better understand how and in what ways video has been used to reflect on one's own…

Japanese lesson study--Jugyou kenkyuu--which is a cornerstone of Project DELTA (Developing Educators Learning to Teach Algebraically), adds a new twist: the teachers take turns publicly teaching the collaboratively planned lessons with their own students for the rest of the team to observe and then analyze, based on the students' learning. Lesson…