This work attempts to examine instructional leadership from a peer influence perspective within a districtwide network of educational leaders. This approach to instructional leadership supplements a conventional understanding of technical core of professional collaboration. We argue from a social network perspective that individual perception is…

Ghana has experienced a number of education reforms in the post-independence era and the study examined Ghana?s attempt at understanding what constitutes an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college…

This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the…

Early School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers' survey consisted of secondary school…

The focus of this study is preschool teachers' perspectives on their experiences during a Pre-K expansion in New York City. The expansion brought on neoliberal approaches to curriculum, child assessment, quality improvement, and instructional support in classrooms, and these changes in turn heightened expectations for accountability. This has…

Loachapoka Elementary and High School and Auburn University are involved in an emerging professional development school partnership (PDSP), a relationship that began summer of 2018. Reading, English for Speakers of Other Languages (ESOL), secondary English education and music education professors hold methods classes on the campus during the…

This report documents the results to date of reforms underway from California Community Colleges (CCC)--Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Beginning in May 2019, CCC-Strong Start to Finish was created as a…

Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their…

"AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education" is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and…

Community-partnered research presents unique opportunities for personal and professional development among social work practitioners, researchers, and students. It is a vehicle for promoting social work values, generating and sharing knowledge, and connecting research to practice. Findings from these types of partnerships can be instructive for…

The purpose of the current study was to examine teachers' career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods. The data collection process included individual interviews and an online survey form. As a result of the research, four main themes were obtained. The…

Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve…

Professional experience is viewed by governments, schools, universities and pre-service teachers as a crucial, and for some, the most important element of initial teacher education. Pre-service teachers (PSTs) consistently cite time in schools as the most valuable part of their teacher education programme. High-quality professional experience…

Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in…

This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten Austin Independent School District (AISD) schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the…