There is a dearth of empirical research on the efficacy of integrated teacher professional development (PD) models, ones that synthesize both online learning and face-to-face teacher PD experiences and interactions. The purpose of this explanatory mixed-methods study was to determine how teachers perceived an integrated PD experience that…

This manuscript presents a conceptual heuristic to describe the development of a shared understanding of both collaboration and ambitious mathematics instruction within the context of a school-based improvement initiative. Based on empirical evidence from a two-year study in four elementary schools, we argue that the school community first learned…

This study investigates collaborative meaning making by analyzing breakdowns and repairs of understanding in an online, open, peer production environment (Open Source Software). Guiding theoretical frameworks include Roschelle and Teasley's Joint Problem Space and Stahl's Group Cognition. It uses an ethnomethodologically-influenced discourse…

Background: Activist approaches engage learners in order to create spaces in which youth will actively participate in their education and feel responsible for their own and others' learning [Cochran-Smith, M., and S.L. Lytle. 2009. "Teacher research as stance". In "The sage handbook of educational action research," edited by…

Extreme variations in the earth's climate have radically changed the ecosystems, economics, cultural practices, language, and lifeways of the Chamorro and Carolinian peoples who live in the Commonwealth of Northern Mariana Islands in the Western North Pacific. It is essential that the upcoming generation gain science understandings that…

The success of online learning depends on interaction, pedagogical approaches and active participation. Garrison, Anderson and Archer (2000) introduced interactive learning through the community of inquiry model (COI). This study used the lens of social, cognitive and teaching presence (Garrison, Anderson & Archer, 2009) to examine the…

As a Latina teaching educator in a global city where the majority of public school children come from Spanish-speaking homes (ECS, 2013), I push the boundaries of what is "possible, plausible and desirable" (Pickering, 2006), guided by the moral imperative that I can and must make a difference in the lives of children, through the adults…

This proposal presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" which includes 28 literacy/English teacher educators (LTEs) from four countries. Five LTEs who use a constructivist approach are presented. Three aspects of their constructivism are discussed: knowledge is…

As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts…

This qualitative study included four female first year teachers who shared a common study abroad experience prior to initial certification. Participants studied abroad in Italy for ten days investigating various educational settings and cultural sites and were involved in a research study to determine perceptions related to cultural and…

This study explores secondary history, literature, and science teachers' learning in cross-disciplinary professional development (PD) designed to support inquiry in disciplinary literacy instruction. As part of a larger design-based research project, teachers participated in a three-year Teacher Network designed to build knowledge and pedagogical…