Many school districts struggle to retain early career teachers, but the challenge is particularly pronounced in small and rural districts (Frahm & Cianca, 2021). The School-University Resource Network, a university center at William & Mary School of Education in Virginia, discovered this firsthand through a community of practice they…

This article discusses issues that emerged from conducting professional development activities for educators during the COVID-19 pandemic. In 2020, as post-academic educational trainers, the authors worked closely with more than 200 professional educators who participated in an international diploma program to develop their professional skills and…

This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre-Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors…

Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture…

The challenge of educational improvement, due mainly to the complexity of educational systems, is well-known. The aim of this study is to provide knowledge regarding the process of change within schools to better understand how it might depend on cultural context and the characteristics of individual schools. Based on interventions in four…

Taking a practice perspective, this article explores how built spaces within the university can impact on, and enable, practices of everyday professional learning amongst university educators. The discussion draws on analysis, informed by the theory of practice architectures, of interviews with six academics at a Swedish university. Three main…

This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to…

In this article, we describe a dissertation in practice (DiP) conducted by the first author. The DiP focused on a social justice issue--providing pre-service teachers with highly effective preparation for working with culturally and linguistically diverse (CLD) students. As part of the article, interludes have been inserted prior to each major…

External accountability pressures force school leaders to examine how they support effective teacher practice. Providing collaborative work time to evaluate student performance and plan for future teaching has been a common strategy to support teacher practice. We assess how teachers from two districts with differently-structured curricular…

Social labs have recently been gaining traction in a wide range of sectors internationally, and have been applied to many complex social problems, including food system security, poverty and labour market revitalisation. Social labs convene participants to collaborate and work collectively on developing prototypes that are iteratively refined and…

This paper summarizes research on the Every Student Succeeds Act (ESSA) Leadership Learning Community (ELLC) and the University Principal Preparation Program (UPPI). The Wallace Foundation created these efforts and supported them financially to test ideas for improving the work of principals and enhancing the supports they receive on the job.…

This essential guide shares a five-step process for designing, implementing, and assessing sustainable project-based learning (SPBL) units while ensuring students gain surface-, deep-, and transfer-level knowledge. Brad Sever draws from his daily work as a practitioner to deliver practical strategies for creating meaningful learning experiences…

The purpose of this study was to gather teacher and parent perceptions about a collective approach to PLCs and their impact on student achievement in Algebra 1, Algebra 2, and Geometry. This research, carried out as a single case study at a high school in West Tennessee, used a qualitative research method to identify which PLC structure, whether a…

It is presumed that when teachers engage in ongoing collaborative professional development, it will enhance their learning. It is then presumed these gains in teacher learning translate into improved student outcomes. Lesson study is one collaborative teacher professional development model that research has demonstrated can increase teacher and…

Gateway college science courses continue to exclude students from science, disproportionately discriminating against students of color. As the higher education system strives to reduce discrimination, we need a deliberate, iterative process to modify, supplement, or replace current modalities. By incorporating antiracist, just, equitable, diverse,…