In this study, we applied the technique of piecewise linear regression to a total of 144 schools with the third to fifth grades, aimed to search for a turning point at each grade level in terms of the effects of school renewal on school reading and mathematics achievement. We did find a turning point for each school subject at each grade level,…

Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about "why" such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a…

In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole.…

This article describes the first implementation of the Future Educators Learning Community, and particularly, the impact of three linked courses and instructor collaboration. With supporting literature and the context and background of this learning community as the foundation, our experiences are structured into three distinct categories:…

The purpose of this study was to identify how one district attempted to meet the need for greater accountability in the teacher evaluation process as mandated by law and to describe strategies that were employed by the district to ensure the integration of student achievement data. This research highlighted how a teacher evaluation instrument…

When teachers who deeply understand the needs of their students and colleagues lead professional learning in their schools, everyone benefits. In this article, five educators and their perspectives on teacher leadership are featured. These educators have all taught low-income urban children in elementary grades for several years, but in different…

Becoming a better teacher by learning and implementing new ways of teaching requires time, effort, persistence, and a belief that new strategies will enhance student learning. But when educational leaders try to improve teachers and teaching from the outside, by bringing in reformers to transform how teachers engage in the core business of…

"Teacher-Powered Practices: How teacher teams collaboratively lead and create student-centered schools" focuses on how innovative teachers are radically changing the ways schools are designed and run. The how here are the common practices, structures, and processes teacher-powered teams design and use daily. The guide identifies nine…

The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury & Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching…

The 2016 edition of "Education Week's" long-­running "Technology Counts" report combines in-depth reporting and insight from an original national survey to reveal teachers' confidence levels in ed tech, how teachers approach integrating technology into the classroom, and decision-making behind tech products. Contents include:…

Throughout this study a number of factors regarding the experience of principals and their strategies and processes from the perspective of helping teachers adopt more effective teaching practices, will be examined. The result should be a fresh and more complete picture of the principals' processes and helping teachers adopt more effective…

Right now, many states and districts are struggling to fill teaching positions. Between 2009 and 2015, enrollment in teacher preparation programs fell by 35% and the number of program completers fell by 18%, meaning fewer teachers are entering the field. Teacher attrition, including all teachers who leave the profession for any reason, is just…

In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

This article examines reasons why teachers who were identified by their school principal as leaders or having leadership potential, chose not to become school principals. While the literature reports a shortage of qualified applicants for school administrative positions, the deterrents that teacher leaders most often identify include…

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical…