Background: Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes. Objectives: While previous studies pursued questions like how participants feel, how to support interaction and why…

This paper explores how an intergenerational research team (n = 21) used a three-phase participatory design approach and youth-adult partnerships to establish a youth-led digital writing community on Discord. Findings analyze three "moments of emergence": (1) a moment in which we navigated tensions between our intergenerational writerly…

This case study of five trainee teachers studying for their PGCE (Postgraduate Certificate in Education) at a UK-based university explores the impact of belonging to a peer-led and peer-run writing group on these trainees' identities as teachers and writers. Whilst contributing to the body of research into teachers as writers, the specific…

In this book, Jen Minor and Amy Moore offer a blueprint for building a school culture that embraces and supports the important work of multi-school collaborative teams. They provide clear strategies to unite leaders and teams around shared school and district standards, driving collaboration across campuses to reduce instructional variability and…

This study seeks to identify Knowledge Communities (KC) in the field of International Education (IE). Kuhn's concept of research paradigms (2012), Crane's theory of scientific communities (1988), and Linkvist's theory of knowledge communities (2005) provide theoretical basis of this study. Using a novel, mixed methodology -- bibliometrics and…

The aim of this paper is to identify the characteristics that leadership must have in order to make a Professional Learning Community sustainable. A review of the literature is carried out from a qualitative perspective allowing us to identify a set of emerging themes from the literature studied. Among the results, it is highlighted that in order…

Patriarchal ideologies and structures helped to shape the public school institution at the onset of compulsory education in the United States and continue to circulate within educational discourses today, causing harmful consequences for the workforce made up of mostly women that is tasked with educating our nation's youth (Jones, 2020, Accepted…

This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1)…

Feminist community-engaged scholars and practitioners value deep relationship building with their community partners, which can be challenging during periods of disruption. Increasingly, disruptions occur at multiple levels (e.g., pandemics, civil unrest, community/campus violence, partner staffing and leadership turnover, experiences of illness…

In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional…

Teacher professional learning is of increasing interest as education professionals continually seek ways to support 21st-century learners. Continuing education is necessary for teachers to expand their knowledge base and remain current on the latest educational research; therefore, professional development is a staple in the teaching profession.…

In 1998, the University of Wisconsin-Madison began offering opportunities for staff, faculty, and students to engage in reflection of their lived experiences in learning communities. In 2012, the Learning Communities for Institutional Change & Excellence (LCICE) unit formally launched, providing dialogue- and cohort-based professional learning…

Traditional human rights education (HRE), and education writ-large, often depends on and reinforces binary hierarchies. The Society of Gender Professionals (SGP) reflects on how its trans-national, digital communities of practice ("Gender Circles") are actively "queering" traditional HRE. This article shares reflections and…

Many campuses have utilized linked-course communities in an effort to enhance learning and build community, but most of the research on these communities are case studies or correlational designs subject to selection effects. This study conducted a randomized controlled trial of STEM linked-course communities for first-semester students with STEM…

This paper outlines the course, Essentials of Online Teaching, at Penn State's World Campus. The course leverages the Community of Inquiry (CoI) model to quickly develop effective online instructors by focusing on four key behaviors: communication, facilitation, feedback, and fostering a climate of belonging. The course aims to address the needs…