Researchers investigated the impact of a professional learning intervention focused on teaching teachers to increase rigor, challenge, and engagement to reveal talent in low-income learners. The professional learning intervention's goal, to improve teachers' ability to recognize student ability and talent through use of proven high-level…

The "2016 Knowledge for Teaching Early Elementary Mathematics" (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). In this report, we present results of the first large-scale field test…

The purpose of this study was to determine if and how engagement with an online community supports the development of three attributes identified by Wilhelm (2014) that teachers need to have in order to consistently select and implement cognitively demanding tasks, including mathematical knowledge for teaching, visions of high quality mathematics…

This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…