The purpose of this study was to explore how in-service music educators develop, name, and enact the relational practices of their work in schools while participating in a collaborative teacher study group (CTSG), and specifically how those practices relate to presence. Through a multicase research design, we analysed the practices of three U.S.…

Researchers have increasingly engaged in academic communities on social networking sites (SNSs). This study seeks to examine the impact of academic community engagement on Facebook (ACEF) on researchers' creative behaviour and work performance, with the mediating mechanisms of relationship quality and knowledge sharing. Data were obtained from 213…

Purpose: School principals are increasingly responsible for acting as instructional leaders, but research on data teams typically considers principals as secondary players responsible for ensuring that meetings occur but not necessarily for their quality. We investigated how elementary school principals in one district committed to data use…

Meaningful student-teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can…

Reform efforts in different parts of the world call for the adoption of integrated approaches to STEM education. However, little is known about how teachers work, as members of learning communities, to design STEM teaching material such as lesson plans. To address this gap in the literature, we examined the design of STEM lesson plans by…

Purpose: To achieve the ambitious policy goals concerning organic agriculture in Germany, it is crucial to understand which actors and institutions in the German organic microAKIS are most important to farmers and how farmers within the system share knowledge. This study explores these questions by focusing on farmers who are members of organic…

Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…

K-12 educators will find a structured, evidence-driven approach to Professional Learning Communities (PLCs), offering powerful tools and facilitation techniques to enhance both teaching and professional growth. Unlike typical approaches to data teams, the VITAL (Visibly Improving Teaching and Learning) Collaboration model uses concrete evidence…

Strong instructional leadership is the cornerstone of student success. But what truly makes an instructional leader effective, and how can you foster a collaborative environment where teacher teams thrive? In Improving Instruction Together, Steve Ventura draws on years of experience and research-based strategies to demystify the often-challenging…

This qualitative study investigates how three experienced Native English-speaking teachers (NESTs) in Korea's private education sector (hagwons) construct and negotiate their professional identities. Grounded in Wenger's (1998) social theory of identity, the study explores (1) how NESTs navigate their roles across institutional, cultural, and…

The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in the English Language Teaching (ELT) field. In the current study, we explore how teachers' engagement in AR within a Teacher Study Group (TSG) at a state…

It is important to prepare educators to work with students and families from diverse cultural and linguistic backgrounds beyond the offering of isolated professional development workshops. Networked professional learning communities (PLCs) offer a professional learning model to engage in service teachers to work together across schools and…

Developing school leaders' skills to ensure high-quality instruction in every classroom and high achievement for every student doesn't happen overnight. It takes time, intentionality, and a cohesive set of supports that are often referred to as a principal pipeline. Research shows that when all the pieces are in place, principal pipelines can lead…

Exploring the factors influencing science teacher professional development (STPD) and their interactions may provide insight into promoting professional development and improving science education. However, existing research mainly focuses on STPD in larger domains, such as individual, external, and contextual, without paying systematic attention…

In-service teachers, constrained by work commitments, adopt online learning methods for their graduate studies, emphasizing the significance of exploring the construction of online learning communities. Analyzing collaborative conversation texts within the online learning process of the "Learning Science" course at a university in…