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Schiller, Kathryn S.; Wilcox, Kristen C.; Leo, Aaron; Khan, Maria I.; Ávila, José Antonio Mola – Journal of Educational Change, 2023
Emerging research has shown that the COVID-19 pandemic impacted the working conditions of educators and led to increased levels of stress, burnout, and turnover. Few studies, however, have examined changes in collegiality during the pandemic despite scholarship noting that educators experienced isolation as support systems weakened and…
Descriptors: COVID-19, Pandemics, Teaching Conditions, Collegiality
Kara Louise Imm; Rachel Lambert; Erica Moy; Nicola Vitale; Sandhya Raman – Mathematics Teacher Educator, 2024
In this collaborative, multi-voice paper we tell the story of our design collaboration. By describing the process of one design team of teacher educators, we offer a template of what it means to center teachers' lives and experiences as we design professional development with and for them.
Descriptors: Design, Thinking Skills, Faculty Development, Teacher Collaboration
Roseanne Esposito – ProQuest LLC, 2023
This study explored the perceptions of general and special education teachers. The theoretical framework set the foundation for the literature review and provided insight to the proposed conceptual model called, The Trifecta. This non-experimental, quantitative, descriptive study used an online survey to learn to what extent elementary co-teachers…
Descriptors: Teacher Attitudes, Special Education Teachers, Elementary School Teachers, Team Teaching
Jessica Ann Fudge – ProQuest LLC, 2024
This qualitative study examined how elementary school leaders from K-5 schools in eastern New York addressed contextual factors in implementing and sustaining professional learning communities (PLCs). Senge (1990) posited structures need to be in place to create and facilitate collaborative communities. A complementary position presents…
Descriptors: Communities of Practice, Elementary Schools, Leadership Effectiveness, Kindergarten
Murphy, William; DiMartino, Catherine – Journal for Leadership and Instruction, 2021
During the past two decades there has been a concentrated effort to enact standards-based education reforms at the federal, state, and local levels. Following a grounded theory approach, this article examines the experiences of secondary social studies teachers who have been directly impacted by the incorporation of English Language Arts based…
Descriptors: Teacher Empowerment, Professional Autonomy, Educational Change, Academic Standards
Debra J. Daly – ProQuest LLC, 2022
The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to…
Descriptors: Teacher Attitudes, Special Education, Racial Factors, Disproportionate Representation
Farvis, John; Hay, Stephen – Policy Futures in Education, 2020
The outcomes of high-stakes tests (HST) in New York schools have consequences for teachers and administrators, as students' results became quality indicators for school administration and instruction. Education consultant's views offer an independent perspective of the HST environment. Data were collected from education consultants through a…
Descriptors: Consultants, High Stakes Tests, Neoliberalism, Global Approach
Catrina, Florin; Fortmann, Charles; Hyslop, Alison G.; Lazrus, Paula Kay; Rosso, Richard – Science Education and Civic Engagement, 2020
This project report presents a multidisciplinary Faculty Learning Community model to foster civic engagement in STEM classes. It focused on first-year Chemistry, Math, and Scientific Inquiry courses and incorporated Academic Service Learning in a project to build solar cell phone chargers for a school in Puerto Rico recovering from the effects of…
Descriptors: Interdisciplinary Approach, Teacher Collaboration, Communities of Practice, STEM Education
Tahir, Khazima; Doelger, Brian; Hynes, Michael – Journal for Leadership and Instruction, 2019
Inclusive education is an approach to mixing special education and general education students in classroom settings to promote diversity, lifelong learning and create a more equitable society. An overview of practices in inclusive education can inform stakeholders of the status of inclusive education, describe the contextual factors which affect…
Descriptors: Inclusion, Special Education, Regular and Special Education Relationship, Ecological Factors
Mary Jo Orzech – OTESSA Journal, 2021
A librarian-led Faculty Learning Community (FLC) focused on Open Educational Resources (OER) can be a practical, low risk way to sustain campus-based OER programs during and after initial start-up. Creating a space for sharing teaching successes and challenges is an important goal in the iterative journey toward open. The experiences and trust…
Descriptors: Communities of Practice, Open Educational Resources, Librarians, Program Effectiveness
Bauler, Clara V.; Kang, Emily J. S. – International Multilingual Research Journal, 2020
New York State adopted regulations that mandate collaboration among ESOL and content teachers in integrated periods where ELLs are mainstreamed into general education classes. We documented trends in elementary and ESOL teachers' co-teaching practices across 3 years of state policy implementation. Findings revealed that even with limited…
Descriptors: State Policy, Teacher Collaboration, Language Teachers, English (Second Language)
Corbisiero-Drakos, Loretta; Reeder, Laura K.; Ricciardi, Laura; Zacharia, Joy; Harnett, Susanne – International Journal of Education & the Arts, 2021
Arts integration and 21st century skills are increasingly relevant to addressing complex student needs in contemporary education. "The Creative Classroom Collaboratives: Creativity, Confidence, & Competence" (C3[superscript 2] ) study found that comprehensive arts integration approaches and peer-to-peer professional collaborations…
Descriptors: Art Education, 21st Century Skills, Skill Development, Creativity
Kim, Hoe Kyeung; Feng, Maomao – AERA Online Paper Repository, 2019
This study investigated mainstream preservice teachers' views on working with ELLs and factors affecting their views. Grounded in sociocultural theory, we develop the following three research questions: What are content teachers' understanding of working with ELLs and ESL teachers? In what ways, do content teachers plan to work with ELLs and ESL…
Descriptors: English Language Learners, Language Teachers, English (Second Language), Second Language Instruction
Kevin Arnold – ProQuest LLC, 2020
The purpose of this quantitative study was to explore the relationship between the use of collaborative technology, video-facilitated observation and feedback, and virtual professional development and coaching and levels of collective teacher efficacy. The study used a questionnaire to survey 547 coaches, content specialists, and district…
Descriptors: Role Theory, Computer Mediated Communication, Faculty Development, Coaching (Performance)
Elizabeth Kosakowski – ProQuest LLC, 2024
There is an increasing need for equitable instructional practices that support diverse student populations. Equitable and inclusive teaching involves cultivating awareness of the dynamics that shape classroom experiences and impact learning. It requires an honest review of structures and supports in place and a commitment to being responsive to…
Descriptors: Social Emotional Learning, Multilingualism, English Language Learners, Program Evaluation