Purpose: This article explores distributed leadership as it relates to two teacher teams in one public secondary school. Both situational and social aspects of distributed leadership are foci of investigation. Methods: The qualitative study used constant comparative analysis and discourse analysis to explore leadership as a distributed phenomenon.…

This paper explores a model of professional development that theoretically extends to new teachers a bridge from inquiry-oriented preparation into the first years of teaching. Inquiry-oriented teacher education habituates novice teachers into professional habits of heart and mind that are difficult to sustain given the reigning modes of…

This paper discusses a study on the efficacy of co-teaching; reviews related literature on the topic of co-teaching at all levels (noting benefits, drawbacks, and necessary elements); presents the results of an open-ended survey conducted with students who were team-taught; and presents the co-teachers' reflections on the experience. The research…

The growth of educational teams in collaborative reform initiatives spurs a need for team assessments to assist in promoting functional team environments, productive team work, and member satisfaction. This study applied a multitrait-multimethod framework (D. Campbell and D. Fiske, 1959) to assess team functioning and team leadership. Four case…

What kinds of interaction take place in a history department? What might be their value? Between 1999 and 2003, Simon Letman, then history teacher and Director of Studies at The Royal Hospital School in Ipswich, set out to discover how the rich variety of between-teacher- interactions, so much a feature of the department he had worked in for…

Although all areas of the country share certain educational challenges--such as having quality teachers in every classroom; making every school a peaceable, safe environment in which to learn; and ensuring that every child learns to read well and comprehends science and mathematics at a functionally high level--each region confronts a unique set…

The authors examine the literature that sets the foundation for a lesson design cycle for differentiating instruction in inclusive classrooms. Use the cycle to differentiate at the four design points of understanding the learners, delineating content and materials, assessing what learners know, and differentially arranging teaching/learning…

Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers,…

Each of the chapters in this unique book was written expressly for each major stakeholder group in a school, tailored to their varied needs and experiences. Each chapter contains a set of inter-related practical activities so that each group focuses on the same goals and supports the others. No other book on school improvement includes a chapter…

This chapter focuses on a particular type of classroom teaching experiment that is conducted in collaboration with a practicing teacher. The first section discusses the theoretical orientation that underpins this methodology and outlines the types of problems that are addressed in the course of a classroom teaching experiment. The three central…

This study investigated McREL's Rural Technology Initiative (RTI), an online professional development intervention that provides opportunities for teacher collaboration while delivering training to teachers and administrators on instructional improvement, including the use of technology for teaching and learning. The purposes of the study were:…

This second edition of Behaviour Recovery puts emphasis on teaching behaviour concerning children with emotional and behavioural disorders (EBD). These children have many factors in their lives that affect their behaviour over which schools have limited control. This book acknowledges the challenge and explores the practical realities, options and…

This study was designed to supporting teachers on developing teaching norms based on classroom-learning community in which students are willing to engage in discourse. A collaborative team consisting of the researcher and four second-grade teachers were set up. The collaborative community intended to generate norms of acceptable or appropriate…

Current recommendations for achieving high quality professional development for teachers include the creation of a professional learning community wherein each member of the educational community--student, teacher, parent, community, principal, and staff--is both teacher and learner. Key to the success of this approach, however, is the role of the…

Addressing what teachers can do to prepare high school students to write effectively in college, this book presents 15 narratives and studies suggesting that secondary-postsecondary partnerships and exchanges can significantly improve students' ability to succeed at college-level writing tasks. Essays in section I, Trading Places, are: (1)…