Part of the Stanford Center for Opportunity Policy in Education (SCOPE) research series titled "Teachers' Time: Collaborating for Learning, Teaching, and Leading," this case study looks at Pagosa Springs Elementary School, which is located in the Town of Pagosa Springs, Colorado. The school serves students in kindergarten through fourth…

In this "Struggling Readers" department, the author describes a collaborative lesson--a professional development strategy adapted from Reading Recovery. Collaborative lessons involve a small group of educators who collaborate to help a student who is struggling with reading. While collaborative lessons were initially designed by Reading Recovery…

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform…

Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. This timely, practical guidebook shows general and special educators how to retool science activities and…

This research is an examination of the interactions between 19 pairs of student teachers and cooperating teachers engaged in guided reading instruction in Grades 1 through 3. As the basis for the study, the authors analyzed interaction patterns through conducting content analysis (Van Sluys, Lewison, & Seely Flint, 2006) and discourse analysis…

Two first-grade teachers and a university researcher study children's inquiry-oriented responses to literature to better understand how children's experiences during read-alouds (and in related, later conversations) help them enlist others in their efforts to make sense of race. The authors argue teachers should be making spaces for children's…