Classrooms today are much more diverse than they once were. Teachers must be prepared to acknowledge various academic differences within their classrooms. Embracing those differences and teaching for equity is essential for moving our society forward. Co-teaching can assist schools in meeting the needs of all students in inclusive classrooms. This…

Leadership matters greatly. A wide body of research has shown that schools with effective leaders mobilize efforts to narrow achievement gaps. As instructional leaders, principals lead professional learning communities in the charge to improve teaching and learning outcomes for all students. Ultimately, school leaders have a complex role and carry…

This research study was a netnographic exploration of teachers' attitudes and perspectives regarding running records, a ubiquitous literacy assessment in many elementary classrooms. As education reform centers testing and excessive forms of accountability, the running record, designed as a qualitative teaching tool, has instead entered the ranks…

This experimental article provides an immanent alternative to the neo-positivist outcomes-driven turn currently cannibalising the Academy. It offers a stitched together, multiphrenic creature, formed in darkness, gore and toil; a co-generative performance embodying "coming-to-know" as a process of creative co-inquiry. It writes into…

This chapter describes a program where graduate students serve as instructional technology consultants on educational projects that enhance the student-learning experience. In the process, they develop skills to prepare them for a variety of academic and professional settings.

An academic describes her journey as an introvert taking on multiple leadership roles within various institutions and professional organizations. Reflections depict her ability to compensate for characteristics of introversion that do not fit within set institutional leadership templates which are heavily formed by features of extroversion. Along…

School middle leaders (MLs) play a pivotal role in improving student outcomes through leading teaching and learning. However, MLs face considerable challenges in driving school improvement, including comparatively few opportunities for targeted professional development (PD). In this paper, we explore the impact of a pedagogy-focused, collaborative…

Scholarly publications are a key component of academics' development in their roles as teachers and researchers. Writing groups seem to be effective to accompany this process as participants share their texts to improve them through peer feedback. To help academic developers in the understanding and implementation of faculty writing groups, a…

Drawing on interim findings from an ethnography of a cycle mechanics' workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and things, within which highly specialist instances of expertise or competence manifest alongside more…

Teachers in contemporary schools carry a host of work-related responsibilities. As such, the act of teaching (delivering content) is only one aspect of being a teacher. Interactions with colleagues, administrators, and students combine to form a complex socialization process as teachers, especially novice teachers in their induction years, learn…

Purpose: This study aimed at exploring mathematics teachers' reactions, learning, school leaders' support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice. Design/methodology/approach: The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers' knowledge…

Purpose: The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study. Design/methodology/approach: This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a…

Clinical knowledge, group facilitation skills, and cognitive congruence are considered important factors for the successful tutoring of Problem Based Learning sessions. In addition, the theory of Community of Practice has become an important tool to approach social learning and knowledge integration in medical education and organizational studies.…

This article presents findings from a study examining teacher talk in the early and late phases of a 4-year project in a Norwegian elementary school where Lesson Study was used as a method for professional development. The study focuses on inclusive and adapted education and aims to explore the changing beliefs about student needs and the…

This paper examines the influence of professional learning communities (PLCs) on informal teacher leadership in Hong Kong schools to overcome issues reported in the literature on the challenges to teacher leadership posed by Chinese hierarchical school contexts. We test the relations among PLC, informal teacher leadership, teacher focus on…