*English Learners in secondary school settings often face discrepancies in opportunities and outcomes. Methods to address these discrepancies are grounded in an instrumental approach to instruction, wherein educational practitioners are understood to require methodological intervention in the form of professional development by a more experienced…

Since Wineburg (1999) suggested that history is an act of reasoning rather than remembering, historical thinking (or disciplinary history) has become a widely accepted and practiced vision for history instruction in the United States. Yet evidence suggests that this has not contributed to greater student learning or investment. Some scholars have…

This research seeks to better understand the attitudes and dispositions of advanced-level English Language Arts students toward the activities of academic research and writing, and to explore the ways that critical pedagogies focused on authentic inquiry and composition interact with these attitudes. The project draws upon research in student…

Few studies have examined how professional learning communities (PLCs) engage in collaborative inquiry over multiple years. This longitudinal study explored how a team of high school science teachers collaborated with researchers and district-based coaches in a PLC over 4 years. We examined (1) how the PLC, which was situated in a culturally and…

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research-practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers'…

In today's data-centric world, knowledge and skills in business analytics (BA) have become critical for business professionals to the extent that Foundation BA courses are increasingly being recognised globally as the core component of business programs. However, these courses are characterised by large cohorts of students from diverse backgrounds…

High school instructional leaders describe how they reframed professional learning around autonomy with structured support. The new system, guided by trust and teacher inquiry, sparked innovation that proved critical during the pandemic.

There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models…

The effectiveness of professional learning communities (PLCs) in schools depends significantly on the extent of fostering teacher learning. In this explanatory case study, 16 female teachers from a girls' high school in Saudi Arabia joined a reflective practice programme where they engaged in collaborative inquiry to solve a problem in their work.…

Purpose: Against the backdrop of China's curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant's professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.…

In this study, I explored how (a) a team-based instructional method rather than a one-teacher-one-classroom, traditional teaching model and (b) an inquiry-based learning approach affected teachers attitudes and self-efficacy for teaching and students attitudes, self-efficacy, engagement, and connections to school. The study was conducted within…

While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three…

Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle…

Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach…

Teaching practices and rationales of experienced online social studies teachers at one fully online high school in the southeastern United States were aligned with the Community of Inquiry theoretical framework using the descriptive case study method. The practices and beliefs of three male teachers and one female teacher, all with three or more…