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…

San Diego State University recently embarked on a major initiative to revitalize the Precalculus, Calculus 1, and Calculus 2 sequences. In addition to program features such as course coordination, a new active learning component led by graduate teaching assistants (GTAs) was added to each of the Precalculus, Calculus 1, and Calculus 2 courses, and…

Preparing teachers to provide an equitable and socially just education has become a focus for many teacher preparation programs across the country. Yet, relatively little research attention has been given to the role of mentor teachers--the people who student teachers identify as most influential in their learning to teach--in this work. This…

Early-career faculty (ECF) are faced with maintaining excellence in teaching and research for tenure. However, many enter academia with little or no teaching experience. Madison Teaching and Learning Excellence, a year-long professional development program, was designed to mitigate these pressures and help faculty become fast, efficient, and…

Teachers' confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to facilitating ELs' mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on…

Few public schools in Massachusetts offer a sex-positive, inclusive sexuality education curriculum at the elementary school level. One Massachusetts public elementary school identified the need for such a program that addresses communication, sexuality, gender, and consent. The LETS! Teach, Affirm, Learn, Know (T.A.L.K.) curriculum was developed,…

Teacher professional learning is often disjointed and not aligned with the curricula teachers use in daily instruction. This lack of preparation has led to fragmented approaches to teaching young students to read, in part because initiatives lose momentum, teachers modify the instruction beyond recognition, and programs are soon eclipsed by newer…

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the…

Optimizing physical education (PE) is a proven approach to increase children's physical activity. Oregon law requires elementary schools to provide PE for [greater than or equal to] 150 minutes/week. One strategy to meet the required minutes is for classroom teachers to deliver PE, which is permissible using curricula aligned to national PE…

Public school teachers often receive training in a professional development seminar or workshop format. These formats may be ineffective for teaching specific skills intended to be used in the classroom due to lack of practice opportunities. Behavioral skills training (BST) has proved to be an effective teaching method with a wide variety of…

Short-term or "one shot" professional development experiences are sometimes deemed less effective because they lack mechanisms for deep and ongoing engagement. Using the music conference as an example, I outline a simple framework on how music teachers might nevertheless use short-term professional development experiences as an impetus…

This theoretical paper focuses on how school-based continuous professional development (CPD) for mathematics teachers in schools located in disadvantaged areas can be carried out using the lesson study approach. School-based CPD is based on the notion that teachers need real-time and on-site professional training tailored to improve the…

As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and…

This brief article reports on a professional development programme aiming to provide professional training and support to EMI teachers in a university in China. Drawing on interview data with five participants, the findings show that the programme improved the teachers' self-efficacy by guiding teachers to think about the nature of EMI and its…

Background: This article reports on the evaluation of a professional development programme for underqualified Grade R practitioners, many of whom work under challenging conditions. Aim: The study aimed to evaluate the practitioners' confidence, knowledge and practice of play. Setting: The programme involved a 5-week training programme for 1000…