What happens when teachers are given funding and time to identify and develop targeted and innovative professional learning? This article focuses on lessons learned from grants funded through the California Department of Education that were designed to do just this. As the state and the nation consider the best approaches to professional learning…

Although global initiatives have brought attention to the lack of quality in education systems worldwide; the question remains, how do we implement quality education? Teachers, a vital component of the education process, are not usually included in these global conversations; this results in government initiatives missing key obstacles faced by…

The study traced the assimilation of new administrative software in an Arab school, assisted by collaboration between the school and an Arab academic teacher-training college in Israel. The research used a mixed-method paradigm. A questionnaire consisting of 81 items was administered to 55 of the school's teachers in two stages to elicit their…

As a result of the varied implementation of Response to Intervention (RTI) and uneven occurrence of professional development, special education teachers struggle to adapt to new roles and responsibilities. The purpose of this mixed methods study was to explore the role of special education teachers in implementing and monitoring RTI, the role…

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the…

This article presents a theoretical argument for assuming that schools have an orientation to learning that influences both whether teachers learn and also whether they change professionally as a result of the learning. This school-level orientation to learning is hypothesized to consist of beliefs and practices about learning. Results from a…

Fueled by the proliferation of new technologies, teachers are being asked to rethink their own practice and deliver instruction designed to help students succeed in the 21st century. The aim is to extend students' intellectual capacity through the use of contemporary tools and to create powerful learning situations which can extend their…

The combination of the recent push for reform-based teaching and federal legislation has placed a renewed emphasis on professional development across all content areas. The development of content standards and the No Child Left Behind Act have created new expectations for students to achieve, as well as for teachers to utilize better teaching…

The Center for Strengthening the Teaching Profession (CSTP) commissioned Inverness Research to undertake a study about what it takes for elementary teachers to strengthen their teaching of science. This report documents the perspectives and experiences of a selected pool of K-5 teachers, representing 67 districts, who are committed to improving…

This paper describes the findings of a survey of Higher Education teachers and students using the eLearning platform Claroline. This survey is enhanced by direct observation of the tools really used by teachers. Claroline was initially developed (in 2001-2002) to sustain and foster pedagogic innovation at the Universite Catholique de Louvain (UCL)…

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to…

Eighteen VET practitioners considered to be at the leading edge of online education in technical and further education in South Australia were interviewed to determine the extent of their knowledge about and experiences of online learning and teaching. Data were gathered through a survey, structured interviews, online research events, and two…

The status of adult education in Swaziland was examined. Data were collected through a survey of 100 practitioners at 20 institutions that elicited 66 usable responses (response rate, 66%), consultative meetings with leading scholars in adult education inside and outside Swaziland, and a review of pertinent documents and literature. Key findings…