Developing preservice and inservice teachers' sociopolitical consciousness remains an important part of supporting the success of P-12 student experiences. The authors recognize that one way to enhance the sociopolitical consciousness aspect of culturally responsive pedagogy/teaching is through experiential opportunities that support teacher…

Investigated the nature of professional interactions of two teams of middle school mathematics teachers involved in a schoolwide professional development project centered around increasing teachers' collegial discourse in order to improve practice. Findings indicated that the collegial interactions had little impact on one team but drastically…

Describes how one high school implemented schoolwide action research teams as a comprehensive change management strategy to develop teacher leaders, teachers as change agents, and a collaborative reflective culture. The three-year case study showed that work on action research teams did not come naturally or easily, but teachers improved over time…

Investigated the impact of a school-based teacher-education partnership on the professional development of elementary mentor teachers. Analysis of two mentor-teacher surveys indicated that mentors perceived benefits in the areas of teaching style, addressing student needs, and program influences. Mentor teachers became more self-confident,…

Describes changes in the perspectives and practices of two teacher educators as a result of a series of action research projects conducted over a six-year period in an elementary education course. The studies focused on reflection, student learning, reading and writing instruction, and course impact. (SM)