This paper reports on three Victorian early career Foundation to Year Two (F-2) teachers and the impact of leadership on their daily pedagogic decision-making about the teaching of reading. Data sets from each teacher drew on observations of three of their reading lessons and researcher-generated field notes, a semi-structured teacher interview,…

Background: Although one of the most significant educational goals is to teach learners to comprehend written texts, the Global Education Monitoring Report (UNESCO 2021) identified that many children and adolescents have not acquired the minimum proficiency in reading even at the end of their secondary school career. South African literacy rates…

In a mideastern US school district, culturally and linguistically diverse elementary students were not meeting proficiency on the state reading assessments. Elementary teachers in the district were expected to use culturally relevant teaching (CRT) strategies during literacy instruction to help engage and motivate culturally and linguistically…

Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry.…

The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers.…

This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main…

This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course…

The purpose of this single-site case study was to examine the experiences of graduate teachers enrolled in a Reading Specialist Certification (K-12) program who engaged in literacy-related action research that was woven throughout their coursework. Qualitative data included 24 graduate teachers' video self-analyses, reflection blog entries, and a…

What happens when middle and high school teachers who know their content very well are told they should be teaching reading and writing too? Is there a bit of resistance? A decrease in self-efficacy? An overturning of curricula? In "Disciplinary Literacy in Action," ReLeah Cossett Lent and Marsha Voigt show us a better way. In this…

We must provide preservice special educators with quality programs that are inclusive of both the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and…

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general,…

This mixed methods study endeavored to examine the close reading knowledge, perceptions, and practices of high school teachers of English/language arts in the United States. Through a quantitative online survey, and two qualitative approaches--one-on-one interviews and reflective instructional logs--data was collected regarding how teachers felt…

Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In…