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Direct linkNita A. Tarchinski; Thomas Matthew Colclough; Ashley Atkinson; Emily Bonem; Nathan Emery; Victoria Farrar; Madeleine Gonin; Daniel Guberman; Eleanor Louson; Matthew Mahavongtrakul; Timothy McKay; Marco Molinaro; Meryl Motika; Lizette Alda Muñoz Rojas; Hurshal Pol; Kem Saichaie; Kelsey Smart; Megan Stowe; Natasha T. Turman; Jenna Marie Thomas Vest; Ryan Sweeder – To Improve the Academy, 2025
The STEM Equity Learning Community (SELC) project guided multidisciplinary teams from nine large, public research institutions through a yearlong experience. We aimed to support instructors and undergraduate students in developing equity-mindedness to drive structural change efforts on their campuses. The SELCs were supported by access to equity…
Descriptors: Undergraduate Students, Equal Education, STEM Education, Educational Change
Becky Tugman – ProQuest LLC, 2023
Many research studies have found that faculty value collaborative professional development (PD) activities that provide practical applications. Faculty seek out PD for improved skills and career support, including advancements. To acquire promotions in higher education, these employees must complete high-stakes evaluations through annual reviews,…
Descriptors: Faculty Development, College Faculty, Communities of Practice, Beginning Teachers
Carlos Cruciani – ProQuest LLC, 2023
Professional development should be linked to fostering best practice and improving student learning (Darling-Hammond, 2009). By providing ongoing opportunities for professional learning that focus on best practice, teachers are more likely to develop the knowledge and skills associated with high-quality teacher instruction and raising student…
Descriptors: Elementary School Teachers, Best Practices, Educational Change, Faculty Development
Vincent Crone; Frans Prins; Christel Lutz; Irma Meijerman; Veronique Schutjens; Maarten van der Smagt; Leoniek Wijngaards-de Meij; Niels Bovenschen; Manon Kluijtmans – International Journal for Academic Development, 2024
In this paper, we describe the underlying mechanisms that both facilitate and limit the formation of successful educational leadership of participants of the 'Senior Fellow Programme': a professional development programme in conjunction with a career track leading up to a teaching-focused full professorship. Based on an analysis of the…
Descriptors: Instructional Leadership, Educational Administration, Faculty Development, Career Development
Voelkel, Robert H., Jr.; Fiori, Christy; van Tassell, Frances – Leadership and Policy in Schools, 2023
While research suggests that effective implementation of professional learning communities (PLCs) increases student achievement and that effective utilization of instructional coaches (ICs) supports teachers' capacity, there is limited research regarding the role of ICs in supporting the system-wide change effort of PLC implementation and…
Descriptors: School Districts, Coaching (Performance), Instructional Leadership, Role
Download full textCaton, Amy – Learning Assistance Review, 2019
Learning centers and academic support programs are often idealized entities campuses look to for student success, retention, and engagement. By untethering our thinking about program boundaries, identities, and alliances and radically reforming, we can generate interest, passion, and opportunities across campus. The force of redistributing…
Descriptors: Communities of Practice, Universities, Program Development, Academic Support Services
Weiss, Michael J.; Bloom, Howard S. – MDRC, 2022
What works to help community college students progress academically? This brief synthesizes 20 years of rigorous research by MDRC, presenting new evidence about key attributes of community college interventions that are positively related to larger impacts on students' academic progress. Findings: Findings are based on a synthesis of evidence from…
Descriptors: Community Colleges, Two Year College Students, Educational Research, Intervention
Lange, Karin E.; Deiger, Megan; Bourque, Matthew; Tingley, Peter; Peters, Emily; Jordan, Laurie E.; Giaquinto, Anthony – PRIMUS, 2021
In the context of national collaborative efforts to increase the prevalence of active learning strategies in undergraduate precalculus and calculus classrooms, we discuss the context, strategy, and processes used at one university to create change within a mathematics department. We highlight the use of a unified active learning approach and the…
Descriptors: College Mathematics, Mathematics Instruction, Active Learning, Teaching Methods
Bazett, Trefor; Clough, Crystal L. – PRIMUS, 2021
Our department has experienced a significant culture transformation in its approach to teaching. This change is primarily the result of sustained focus on reforming two heavily coordinated sequences, Applied Calculus and Calculus. Initially catalyzed by pilot projects introducing a flipped-class format to these courses, the reforms led to broader…
Descriptors: Coordination, Educational Change, College Mathematics, Departments
Druken, Bridget Kinsella – Mathematics Teacher Education and Development, 2023
Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…
Descriptors: Communities of Practice, Mathematics Instruction, Teacher Attitudes, Algebra
Lotan, Rachel A.; Burns, Dion – Learning Policy Institute, 2019
The teaching profession requires continuous learning, and in 2014, a new model of professional learning was introduced in California by the Instructional Leadership Corps (ILC), a group of expert teachers who organize local professional development to spark iterative changes in practice. In the four years following its launch, the ILC connected…
Descriptors: Instructional Leadership, Faculty Development, Educational Change, Common Core State Standards
Taylor, Joseph A.; Stuhlsatz, Molly A. M.; Bintz, Jody – Science Educator, 2019
This longitudinal impact study examined the effects of a leadership development program for district-based teams of educators leading science education reform efforts. Propensity score matching was used to construct a comparison group of demographically similar districts who received either none or extant leadership development programming.…
Descriptors: Leadership Training, Educational Change, Science Achievement, High School Students
Brown, Benjamin D.; Horn, Rolanda S.; King, Gwendolyn – Alabama Journal of Educational Leadership, 2018
During recent decades, professional learning communities (PLCs) have enhanced education from lower grade levels through college years, with many resulting benefits. PLCs provide an environment that encourages professional development, collaboration and innovation among teachers. Research suggests positive school reform occurs when teachers…
Descriptors: Program Effectiveness, Program Implementation, Communities of Practice, Faculty Development
Putnam, Joyce; Schwille, Sharon – School-University Partnerships, 2020
School-university partnerships not only take time and care to establish and develop but also need sensitivity and acknowledgement of work accomplished if the partnership disbands. What are the repercussions of ending the partnership abruptly with little advance notice? This article examines this question by looking at the school participants'…
Descriptors: College School Cooperation, Partnerships in Education, Program Termination, Misconceptions
Baird, Francine M. – ProQuest LLC, 2018
This study examined the effects of John Kotter's Eight Steps for Successful Change framework and strategies in systems implementation in a secondary educational environment. Teachers' perceptions of the effectiveness of Kotter's strategies used by their administrative team to support positive change were examined. The study evaluated data provided…
Descriptors: Secondary School Teachers, Teacher Attitudes, Change Strategies, Educational Change
