This article describes the processes employed in developing the Social Justice Teacher Leader Self-Assessment (SJTLSA), a tool designed to foster teacher leader self-reflection, stimulate collegial dialogue, assess school culture, and direct social justice initiatives. Tool development procedures included examining precedents, developing a…

This report describes how teacher leadership is represented in the official documentation of key educational stakeholders in Alberta, Canada. Six themes emerged from the researchers' document analysis: foundational understandings; student diversity; innovative curriculum and student engagement; community engagement; 21st century competencies; and…

The purpose of this case study was to examine how teachers experienced professional development as collaborative inquiry, and how their experiences contributed to their development as teacher leaders. Three overarching themes were identified through iterative qualitative analysis of multiple data sources including interviews, observations,…

The 320 pre-service educators in this inquiry were viewed as emerging classroom teachers who were leading while grappling with new personal experiences which informed and guided each during the pre-service year. The written account evidence supported our resulting inferences, discussion and conclusions and demonstrated the leadership required…

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don,…