Central to ambitious teaching is a constellation of practices we have come to call "leveraging student thinking." In leveraging, teachers position students' understanding and reasoning as a central means to drive learning forward. While leveraging typically is described as a feature of mature practice, in this article we examine…

Reading instruction in the elementary classroom calls for a deepened knowledge of content and knowledge of learners. When students enter into today's classrooms, they enter with differing levels of reading experiences, reading development, and knowledge of print. Although these differences exist amongst the students, the one commonality that must…

Teacher attrition has become a challenge in many educational systems worldwide. Many studies have focused on teachers' perspectives, while attempting to identify the factors that motivated teachers' decision to leave the profession. The present study aimed to explore teacher attrition from the point of view of school leaders - principals and…

The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. Data came from six administrators and 17 faculty members and were…

The teaching profession, at its core, is relational. Professional development of teachers is provided in many ways: one day seminars, professional learning communities, mentoring, etc. However, there has been little attention to the interaction between the teachers involved in the process and what influence this interaction has on their…

Special education induction research has examined mentor support and working conditions of early career special education teachers (ECSETs) for over 20 years. Recently researchers provide specialized professional development to mentors based on suggestions of special education induction research. Drawing on quality indicators of single-subject…

The purpose of this quantitative descriptive research study was to examine the possibility of a correlation between peer mentoring programs and successful progression of K-12 teachers. The study encompassed teachers who had been in the profession five or fewer years and worked in a K-12 school district located in the southwestern region of the…

This study explored the perspectives of primary principals, as they consider the prospect of employing new teachers with a 'specialisation' in mathematics. Structured interviews were conducted with six NSW principals across school sectors. Analysis of the data revealed the nature of 'specialist' roles in a school depended heavily on current…

Louisiana's Believe and Prepare pilot program, supported by grants from the Louisiana Department of Education, aimed to prepare teacher candidates or in-service teachers through a residency with a mentor and a competency-based curriculum. To improve teacher preparation and teacher residencies, state and teacher education leaders in Louisiana…

This Study Snapshot highlights key findings from a larger study on Louisiana's Believe and Prepare pilot program. The program aimed to provide teacher candidates or in-service teachers a competency-based curriculum and a residency with a mentor. State and teacher education leaders in Louisiana sought to better understand the early career outcomes…

The "Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana" study examined early career outcomes for participants in the Louisiana Believe and Prepare pilot program that launched in 2014. The pilot program provided grants to school districts (known as "school systems" in Louisiana), in…

Despite reports of already practicing K-12 teachers' attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher…

This study aims to evaluate classroom management from teachers' perspectives. The research was conducted using phenomenology design. We employed maximum variation sampling to determine the study group of the research. The study included 15 teachers from different branches teaching in several public schools. The data were collected in the 2018-2019…

Decades of research show that fully certified and experienced teachers matter for student achievement. Yet, providing all students with equitable access to such teachers has long been a struggle in U.S. schools. This report analyzes data from the U.S. Department of Education's two most recent years of the biannual Civil Rights Data Collection…

A techno-rational perspective of teaching and learning is common as teachers are increasingly inundated with messages of measurement, standardization, and accountability. Within this perspective, teacher development is seen as mastery of skills, teachers' learning is conceptualized as linear with a predetermined and predictable trajectory, and the…