This paper reports on the first iteration of the Computational Thinking Summer Institute, a month-long programme in which high school teachers co-designed computationally enhanced mathematics and science curricula with researchers. The co-design process itself was a constructionist learning experience for teachers resulting in constructionist…

Persistent inequalities in the education of multilingual students make the effective integration of content and language instruction an urgent issue for theory and practice. This article contributes to the literature on content and language integration by exploring empirically the relationship between teacher learning and changes in teacher…

Developing online educators can be enhanced by applying models of skill acquisition and online learning practices with mentoring for skill development. These practices and processes are rooted in understanding the foundational role of self-direction in online professional development.

There is a growing awareness that novice teachers in particular are in need of support and additional professional learning and development (PLD), especially in the area of classroom management. Yet there is limited information regarding effective approaches for building novice teachers' skills related to classroom management. To address this gap,…

Faculty development programs in higher education frequently focus on educational practices advancing diversity, inclusion, and student success. They also usually address how to handle tense class disruptions arising over controversial topics. What faculty development programs usually fail to tackle, however, are fundamental questions of belonging.…

In March 2020, emergency school closings as a result of the COVID-19 pandemic initiated a sudden widespread use of virtual learning and brought new challenges that affected teaching and learning across multiple contexts. The complex change caused school district leaders to make plans to reinvent and reimagine schools and created a need for teacher…

This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers' self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative…

In an effort to keep pace with an expanding knowledge-based economy, K-12 schools across the U.S. are increasingly shifting their STEM teacher professional learning programs to help teachers foster student experiences with skills such as problem solving, adaptability, and creativity. This study utilized quantitative and qualitative data to examine…

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers' educational needs were divided into four dimensions: 'content knowledge',…

This text discusses the professional development of academic developers. It is based on the authors' reflections and observations in the context of a semi-formal programme, "Strategic Academic Development," held for academic developers in different regions of the world. Most recently the programme participants were academic developers in…

There are few areas where American teachers are as united as they are in their dissatisfaction with their professional learning and advancement opportunities. The lack of meaningful offerings affects states' ability to attract, develop, and retain strong teachers, which in turn impedes schools' ability to help students fulfill their potential.…

In neoliberal times, accountability measures and high-stakes testing further contribute to differentiated outcomes for young people. The way that knowledge is conceptualised in tests regularly fails to recognise the embodied knowledge and abilities of many young people and instead students are positioned as passive receivers of knowledge. Students…

This article illuminates how faculty translate professional development around contextualized math instruction into teaching practice, and offers practical recommendations for those embarking upon similar curricular reform efforts at community colleges.

This mixed-methods study investigated support for Grades K-5 teachers' learning with Twitter. As more teachers turn to the Twitter microblogging service as an online space for professional development (PD), it is important to understand how and if teachers believe school administrators' support their use of Twitter for teacher PD. Key findings…

Mathematical modeling is a critical component of the current K-12 mathematics, science, and technology and engineering (T&E) educational standards in the United States. However, mathematical modeling is often overlooked or underemphasized in integrative STEM lessons. This could be attributed to teachers' limited content and pedagogical…