Responding to a growing call for culturally sustaining pedagogy, this article describes a Community of Practice (CoP) project in Minnesota. Guided by two Indigenous mentors, a cohort of 15 Indigenous and Non-Indigenous educators engaged in collective inquiry regarding how Indigenous histories, worldviews, and learning approaches can become part of…

Half of all infants and toddlers receive care in nonparental settings, such as centers and family child care (FCC) homes. On average, infants and toddlers spend more hours per week in care than preschoolers do. Yet infant-toddler care has been identified as lower quality than care for older children, suggesting that professional development (PD)…

Literature has suggested that mentorship is one of the most influential components of career advancement. However, for Black women in higher education administrative roles, mentorship also serves to garner community and support. This research study focuses on the lived experiences of Black women administrators in higher education institutions, the…

This systematic review investigates the effect of teacher professional development (TPD) on adolescent students' reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975-2020) identified 15 medium-quality articles meeting this study's inclusion criteria. A meta-analysis of 14 of these…

Undergraduate and graduate teaching assistants (TAs) play large roles in introductory undergraduate education despite having little to no teaching experience or professional development (PD). Self-efficacy and teaching approach have each been studied as independent variables that impact teaching performance and student learning in the absence of…

While there has been national attention to the crisis of retaining teachers, principal turnover is also high. In this artile, five education leaders highlight how principal supervisors can improve principals' job satisfaction and retention.

Applying a retrospective, qualitative, longitudinal approach, this study identified aspects of teaching and learning in mathematics and science courses that were the focus of reflections for faculty who were involved early in a STEM improvement effort at an institution oriented toward change. Results indicated an emphasis on instructional…

Continuing professional development (CPD) is an essential aspect of early years (EY) workforce planning. In understanding how CPD is currently provided, we depend largely on surveys carried out by separate sector organisations with little synthesis of the data. In this paper, we scrutinise findings relating to CPD from nine surveys of EY managers…

Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers' reports on a…

Several, large-scale quantitative studies suggest virtual coaching is an effective professional development strategy capable of producing similar results as face-to-face (F2F) programs. Virtual coaching can also be cost-effective, convenient, and even essential when in-person learning is disrupted. However, existing research offers few…

This study explores alternative relationships between perceived investment in employee development (PIED) and turnover intention by including affective commitment, perceived internal employability, and perceived external employability as potential mediators. Data were collected through a structured survey from 337 employees working in two large…

Purpose: It is commonly observed in trainings that all trainees do not get satisfied with the performance of the trainer. The usual way to increase the satisfaction of trainees is a stress on improving task communication of the trainer. It is based on the assumption that effective task communication essentially fosters training effectiveness. This…

Many Senior Leadership Teams (SLTs) are engaging in professional development to nurture explicitly anti-racist practice. Teachers' knowledge gaps about racism, its traumatic, lasting impact and how racism is generated through schooling persist within a cloak of silence. This small-scale study explores interview data from senior leaders in English…

Part of the reason many districts fail to achieve the promise of high-quality professional learning is that they operate with what the authors call a "PD mindset." This mindset manifests in sporadic, one-time events, inservice sessions, guest speakers, webinars, and workshops that are not part of a larger plan or vision. The authors…

Lately, pedagogical coaches have been deployed in childcare as a form of continuous professional development (CPD) with the aim of improving the quality of childcare. While we have a clear understanding of what coaching should involve to be effective and how it improves the learning outcomes of young children, research has failed to capture the…