Recent research shows that professional learning is essential "equity infrastructure," the key to engaging front-line educators in the action-oriented partnerships needed to implement equity-focused practices with quality and at scale. The new, 2023 report examines professional learning at community colleges and Minority Serving…

In this paper, we present findings from the Culturally Nourishing Schooling (CNS) project data, collected during and after a series of experiential and immersive Learning from Country (LFC) activities with teachers working in New South Wales (NSW) schools in Australia. LFC is positioned as the critical first step in the CNS whole-school reform…

Background/purpose: Preschool education in Vietnam plays a critical role in fostering the development of children aged 3 months to 6 years. Enhancing teacher quality is essential to achieving educational goals, yet early childhood educators face significant challenges in professional skill development. This study examines the implementation of…

In this article we clarify emergent constructs of teacher leadership for learning based on evidence of teacher leaders' instructional leadership activities that contribute to schools' organizational capacity for instructional improvement and learning. Theoretically grounded within distributed leadership, we used a systematic, configurative…

Research suggests that feedback as part of assessment is often not delivered effectively. A key aspect of effective feedback delivery is that students need to understand feedback and also feel motivated to act on it. This article explores how educational developers can incorporate a language-aware approach to feedback when working with staff…

In January 2012, the West Virginia Governor's Office released an influential report, "Education Efficiency Audit of West Virginia's Primary and Secondary Education System," written by Public Works (2012), a management consulting company headquartered in West Chester, Pennsylvania. Based largely on this report, the West Virginia…

The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…