This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

The methodology in this paper discusses the use of photographs as an elicitation strategy that can reveal the thinking processes of participants in a qualitatively rich manner. Photo-elicitation techniques combined with a Piercian semiotic perspective offer a unique method for creating a frame of action for later participant analysis. Illustrative…

This article discusses the importance and benefits of incorporating ethics into the classroom and presents five strategies that both scaffold students' understanding of ethical issues and support students' abilities to come to a reasoned and well-supported decision about those issues. (Contains 1 table and 4 notes.)

Co-teaching in teacher preparation is viewed as a promising practicefor fostering collaborative skills, increasing student participation, improvingclassroom instruction, and professional growth for all participants. Using focus group interviews as a unit of analysis, this article explores pre-service teachers' perceptions of co-teaching used in…

This article has its origins in the Macpherson report's contention that public organisations in British society are characterised by institutional racism. Drawing upon the Parekh report's identification of ten components of institutional racism, the article examines which, if any, of these components are manifest in a university in Central England…

The purpose of this qualitative study was to determine teachers' perceptions about struggling readers who do not qualify for special services, their perceptions of these students' ability to learn to read, and their perceptions of their ability to instruct these students in their general education classrooms. Participants for this study were eight…

As mandated by the Education of the Deaf Act (EDA), the Clerc Center is required "to establish and publish priorities for research, development, and demonstration through a process that allows for public input." The public input summarized in this paper informed the Clerc Center's selection of its national priorities for 2013-2018: 1)…

Knowing how to write is critical to students' post-secondary success, yet concerns with students' writing have persisted for nearly four decades. Few reports, however, document high school English teachers' lack of preparation to teach writing or the pressures they face as they negotiate accountability policies and diverse student need. This…

In a school with a transparent data culture, frequent, low-stakes Data Conversations happen all the time. Although most schools engage in Data Conversations at times, there are some specific strategies and "listen-fors" that can assist educators in making these conversations more productive, such as developing a low-stakes set of…

In January 2011, a Joint Committee of representatives from the U.S. Department of Education (ED) and the U.S. National Science Foundation (NSF) began work to establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in science, technology, engineering and mathematics (STEM) education. Although the…

This action research study focused on how various grouping strategies influenced preservice teachers' differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing…

The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the "Next Generation Science Standards" (2012b), engineering is being more formally integrated…

The Special Education Technology Integration Specialist (SETIS) program was created through an expansion of the Technology Integration Specialist (TIS) program. The original TIS program was designed to provide and coordinate professional development activities for all teachers and administrators on a school-level basis to assist them in becoming…

This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area…

Much has been written about school-university partnerships including their general intent to positively impact student learning through the continuous professional development of classroom teachers. This article, which offers an in-depth description of the growth of a school-college partnership, follows the development of a partnership between a…