This paper reports the results of a survey of 404 US mathematics education faculty regarding the research expectations for obtaining tenure. Survey questions asked about expected numbers of publications per year, how much different types of publications (e.g., journal articles, book chapters) and scholarly activities (e.g., giving presentations,…

Instructors manage several tensions as they support students to engage in mathematical disciplinary practices such as defining, conjecturing, and proving. These tensions include honoring students' contributions while simultaneously apprenticing students to following mathematical norms. I present a case study of a teacher-researcher in a laboratory…

Proof is a fundamental aspect of mathematics. However, in the high school curriculum, it often receives uneven attention that is focused on form rather than understanding. One avenue for addressing this issue is to change and strengthen teachers' conceptions of proof. To explore this idea, we followed a group of teachers as they participated in a…

Despite its increasing popularity as a continuous professional development tool in ELT contexts, why teacher research remains as a minority activity and whether or how its impacts persist over time still require detailed exploration. In this mixed-methods case study of university instructors in Turkey, we address the questions of teacher research…

The idea of teachers as researchers emerges from the belief that teachers are a key factor in the development of school work practice and that teacher professional development should be based on the concept of reflective practice. Teachers are given valuable opportunities for learning and development through involvement in various research…

This ethnographic study explores teacher experiences with vocabulary instruction, specifically as it relates to oral language-use and literacy practices. Utilizing an integrated compilation of cognitive, socio-cultural and poststructural theory, this study looks at teacher perspectives in relation to their experiences with language and literacy…

This study focuses on teacher inquiry (including action research and inquiry groups) in a professional development schools context. Surveys, consisting of both qualitative and quantitative questions were distributed to 147 respondents including teachers in professional development schools (PDS) (n=54), teachers in non-PDS sites (n= 56) and…

This paper outlines a research study involving a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers by increasing content knowledge, self-efficacy, and interest in these content areas. The selected program component describes the authentic summer research experience that…

Through participatory action research with a university researcher, middle school science educators engaged in capacity building training to learn techniques for aesthetically teaching science through drawing as way of effecting meaning-making with and for their struggling readers. As a result, teachers deepened their pedagogical content knowledge…

Due to 'pressures' to publish research papers, a group of novice researchers (n = 9) was encouraged to attend a 'Write right' workshop. The participants were asked to fill out a self-report anxiety questionnaire to understand their worries in writing research papers in English. Afterwards, they were asked to write an essay on situations that…

A small study of active reflection was undertaken with 21 primary students in a Prep and Year 1 classroom. To provide feedback from the students on their views about their personal learning and ways they could be better supported to learn mathematics a simple survey was supplemented by one-to-one interviews. Students' perceptions of their learning…

Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three…

This paper reports on the experiences of newcomers at the 36th Annual MERGA Conference. The paper applies Wenger's (1998) social learning theory to explore the kinds of feedback that might assist newcomers. Questionnaire responses to describe the experience of ten newcomers and interview responses from five of the ten are reported. The…

In this study, the researcher examined student conceptions of "Whiteness" as it relates to past and present U.S. history. Using Critical Race Theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White students and students of color at an…

In this practitioner research study, a social studies teacher examined the intersection between his students' race/ethnicity and their experiences learning history. Using the theory of culturally relevant pedagogy as a lens, this study employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as…