Educators today must engage in ongoing Professional Learning (PL) to build competencies beyond their academic content expertise in order to develop and facilitate learning that helps their students to acquire the knowledge, skills, and understandings students need to thrive in a complex, global society. The purpose of this Action Research study…

The purpose of this project was to equip SSM faculty with teaching strategies designed to effectively engage Gen Z students toward meaningful learning. The project involved designing a workshop that introduced the characteristics and learning preferences of Gen Z students and modeled teacher-centered strategies that lead to a more meaningful…

This is a sequential explanatory mixed-methods study of teachers' professional development experiences within two Educational Service Agencies in the northeastern part of the United States. It examines how much and what types of professional development teachers receive, and the factors that contribute to school leaders' decisions for offering…

Trauma-informed instruction is essential to schools as they struggle to meet the needs of students with various life experiences. Addressing these concerns requires school staff to work together. The problem was teachers do not receive professional development on using trauma-informed instruction in the classroom. This affects how teachers respond…

With the number of refugees continuing to grow across the world, teachers must be prepared for meeting the complex needs of refugee students. This qualitative study explores the experiences and perspectives of 17 educators in a school with a high refugee population. Using an action research approach, educators describe the key background…

Environmentally conscious science education is of great importance due to dramatic anthropogenic effects on the environment. The World Health Organization reports 25% of children deaths, ages five and under, are the direct result of pollution (Osseiran & Chirscaden, 2017). Anthropogenic climate change has resulted in the higher severity and…

The field of faculty professional development (FPD) has been studied for many years from different point of view. Acknowledging that many factors have an impact on FPD, a deeper investigation is required to explore the (successful) elements from the perspective of the faculty. Furthermore, FPD in educational technology has been identified as…

This qualitative study describes the effectiveness of blended learning in the classroom. The main question for the research study is: How effective is blended learning from the teacher perceptions in schools locally in the U.S. and abroad? This research examines how teacher perceptions improve student performance through blended learning. The work…

This study described the experiences of a group of seven sixth-grade teachers and the participation of their emergent bilingual students (EBs) during the implementation of an instructional protocol designed to provide students with opportunities to engage in mathematical reasoning through discourse. The Discursive Mathematics Protocol (DMP) is…

This study describes publication and career outcomes associated with junior faculty receiving the FOCUS Junior Faculty Investigator (JFI) Grant Award in Women's Health and Gender-based Medicine. Our data suggest that the JFI Grant Award helped foster the careers of research-oriented junior faculty as measured by publications related to the grant,…

Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they…

This article conceptualises studies in professional learning through the novel lens of 'reflexive empathy'. Reflexive empathy draws on Margaret Archer's theory of reflexivity, and positions it as an enabler of empathy to support researchers' approaches to providing contextualised, supportive professional learning for teachers who are involved in…

This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s.…

Prior research suggests that critical participatory action research (CPAR) -- a research approach that centers democratic participation, agency, and collective capacity-building -- may be one way to improve teachers' professional development and increase their feelings of agency and well-being. Engaging in CPAR has the potential to foster…

This study used a mixed-methods design to examine teachers' responses to professional learning on mathematics differentiation. Grade 3 classroom teachers (N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items…