In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1)…

Amid climate change, digital transformation, global warming, economic recessions, and rising geopolitical tensions, K-12 and higher education are undergoing a profound transformation. All these remarkable and unsettling changes, along with groundbreaking advancements over the past decade, will undoubtedly impact students' learning trajectories and…

A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered…

This study examines 40 teachers' perspectives on the use of video-recordings of their own mathematics lessons over two years of mathematics professional development. Data sources included an end of program survey and focus groups transcripts. Findings from this study support the use of personal video-recorded lessons in professional development.…

Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…

This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators' reflective practices in terms of how they translated completed professional development training into the learning environment of their own classrooms. The theoretical…

Almost always, teachers need help in one of two general categories. The first category relates to the ability to provide students with "meaningful work." Teachers who are in need of improvement in this area may struggle to design and implement effective, best-practice strategies that engage students. Teachers also often need help in another…

Professional development in education has recently undergone rapid change. A few years ago, most teachers did not have a voice in the types of sessions they attended or the opportunity to connect what they learned to their classrooms. Most sessions were at an awareness level only with no follow-up. All that has changed. The move toward greater…

This article provides an introduction to The Health Practitioners Competency Assurance Act (HPCAA) which took effect on 18 September 2004. The Act was introduced to provide consistent accountability across health professions and make it easier for the New Zealand public to understand what health service each registered professional provides. To…

In this article, the author examines successful schools with high concentrations of poor and minority children--those in which students were doing as well as or better than those in affluent schools on statewide standardized tests--to see what they were doing to improve the level of instruction in their classrooms. These high-performing,…