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Direct linkKatrina Ramirez Gonzalez – ProQuest LLC, 2023
This study documented an interdisciplinary team of grade 8 teachers' utilization and implementation of research-based reading strategies introduced through collaboration during a Professional Learning Community (PLC). This study also investigated the teachers' perspectives on the implementation of research-based strategies, including the factors…
Descriptors: Reading Instruction, Grade 8, Evidence Based Practice, Communities of Practice
Peer reviewed
Download full textYesifa Azovide; Yamina Bouchamma; Marc Basque – Canadian Journal of Educational Administration and Policy, 2024
This study examines the impact of teachers' professional development on Canadian allophone students' learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our…
Descriptors: Faculty Development, Reading Achievement, English, French
Volante, Paulo; Müller, Magdalena; Salinas, Alvaro; Cravens, Xiu – Research in Educational Administration & Leadership, 2023
This article shows the research results of implementing a professional learning model based on instructional leadership practices and structured teacher collaboration. The primary purpose was to promote a collaboration model focused on developing communities of practice, formed by school leaders and teachers, focusing on instructional improvement…
Descriptors: Instructional Leadership, Communities of Practice, Instructional Improvement, Mathematics Education
Brock, Tracy Marie – ProQuest LLC, 2023
This research study was designed to examine the impact of the incorporation of vocabulary instruction and various teacher strategies by a middle school science teachers team on student science achievement. The researcher focused on the teacher preparation of vocabulary word walls and the inclusion of specific words within individual units of study…
Descriptors: Best Practices, Educational Practices, Middle School Teachers, Team Teaching
Jeanette Wahlstrom – ProQuest LLC, 2024
Teachers must meet a variety of students' mathematics learning needs but are often not trained to do so. Little is known about how teachers perceive their efficacy to meet diverse math learning needs. The purpose of this qualitative collective case study was to explore teacher attitudes and perceptions of professional development (PD) and…
Descriptors: Mathematics Instruction, Teaching Methods, Christianity, Socialization
Wati, Indra; Dayal, Hem Chand – Waikato Journal of Education, 2022
Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers' perceptions of LS as a…
Descriptors: Communities of Practice, Grade 8, Mathematics Teachers, Faculty Development
Ronda, Erlina; Danipog, Dennis – Asia Pacific Journal of Education, 2022
Conceptualizing lesson study as an encounter at the boundaries of research and practice, this study examined teacher-academic collaboration for its potential to shape teacher research identity. We report here a case study of a school where the teachers have been able to present their lesson study works in conferences. Documents produced by the…
Descriptors: Communities of Practice, Faculty Development, Teacher Collaboration, Teacher Researchers
Julia Shields Chrestay; Kyra Atterbury, Contributor; Janet Chance, Contributor; Stecy Mbemba, Contributor; Helena Miller, Contributor; Joe Alberti, Contributor; Sara Caselle, Contributor; Suzanne Cilli, Contributor; Katherine Collier, Contributor; Erica Darken, Contributor; Emily Goedde, Contributor; Rochelle Krauss, Contributor; Bernadine Magee, Contributor; Noga Newberg, Contributor; An Nguyen, Contributor; Candice Smith, Contributor – Penn GSE Perspectives on Urban Education, 2024
Need in Deed's work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to co-create authentic classroom communities with their students. In Need in…
Descriptors: Intelligence, Citizen Participation, Public School Teachers, Empathy
Macias, Meghan – ProQuest LLC, 2022
With school populations across the country becoming increasingly representative of students from diverse cultural and linguistic backgrounds, new considerations must be made to promote equitable and engaged science learning for all students (National Academy of Science, National Academy of Engineering, & Institute of Medicine [NAEEM], 2011).…
Descriptors: Middle School Teachers, Science Teachers, Standards, Science Curriculum
Druken, Bridget Kinsella – Mathematics Teacher Education and Development, 2023
Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve…
Descriptors: Communities of Practice, Mathematics Instruction, Teacher Attitudes, Algebra
Tallman, Tamara O. – RMLE Online: Research in Middle Level Education, 2019
Collaboration is a powerful tool for professional development that creates opportunities for teachers to reflect on their practice. However, school districts continue to have difficulty both implementing and sustaining collaboration. The purpose of this research was to investigate the experiences the teachers in a creative, instructional…
Descriptors: Middle School Teachers, Teacher Collaboration, Faculty Development, Program Effectiveness
Sela, Hagit; Davis, Nicole; Hulse, Jennifer – Mathematics Teaching in the Middle School, 2019
In education, "dialogue protocols," or "protocols," are structured guidelines that were developed to promote meaningful and efficient communication and learning. They are "vehicles for building the skills--and culture-- necessary for collaborative work. The authors share protocols that were found to transform practices…
Descriptors: Mathematics Instruction, Mathematics Teachers, Communication Skills, Interpersonal Relationship
Tenam-Zemach, Michelle; Hecht, Steven A.; Roca, Barbara – AERA Online Paper Repository, 2018
There is a dearth of empirical research on the efficacy of integrated teacher professional development (PD) models, ones that synthesize both online learning and face-to-face teacher PD experiences and interactions. The purpose of this explanatory mixed-methods study was to determine how teachers perceived an integrated PD experience that…
Descriptors: Models, Faculty Development, Electronic Learning, Teaching Methods
Regional Educational Laboratory Southeast, 2019
This is a companion piece to "Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Facilitator's Guide. REL 2019-002" (ED595201). It contains handouts to accompany each of the sessions included in the facilitator's guide.
Descriptors: Mathematics Instruction, Problem Solving, Communities of Practice, Grade 4
Newberry, Melissa; Sanchez, Lucy Ordaz; Clark, Sarah K. – Teacher Education Quarterly, 2018
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…
Descriptors: Interprofessional Relationship, Teaching (Occupation), Faculty Development, Communities of Practice
