The aim of the study is to increase primary school teachers' attitudes regarding professional development through the university-school cooperation method, support their professional development, and create a university-school cooperation model. The study was carried out via embedded experimental design among mixed research methods. In total, 49…

This brief highlights lessons learned from New Mexico's investment in community schools. Drawing on profiles of three sites that received state implementation grants, we find that community schools implementing the key practices at the center of New Mexico's community schools framework are seeing improvement across a range of indicators, including…

As part of the National Survey of Schools project, part of NZCER's Te Pae Tawhiti programme of research, we collaborated with the New Zealand Area Schools Association (NZASA) to survey area school teachers between 15 June and 21 July 2023. A total of 652 area teachers across 64 area schools completed the survey, with questions focusing on: (1)…

This paper reports the findings of a pilot project, Open Resources for English Language Teaching (ORELT), that aimed to introduce open resources for teaching English in Kenyan junior secondary schools alongside the traditional textbooks that until now have been the only teaching resources available to teachers and learners. The ORELT materials,…

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers' responsibilities to teach students with disabilities. Schools are ranked based on students' performance in national examinations and schools sometimes use…

This paper explores the centrality of teacher training for inclusive education. It evaluates the extent of teacher development in Lesotho and how training influences teachers' attitudes towards inclusive education. A descriptive research using purposive sampling and structured questionnaire was adopted to explore teachers' views on inclusive…

Background: Preschool learners with attention deficit hyperactivity disorder (ADHD) may develop problems with emergent literacy and more explicitly, phonological awareness necessary for the development of reading and writing. A need for support of Grade R teachers in inclusive schools was identified, and a programme developed. Aim: The main aim of…

This study utilizes semi-structured interviews to explore the status quo of teacher training of rural and urban public primary school teachers in Henan Province China. Our findings showed that both rural and urban teachers had very limited training opportunities available to them. Most of the participants did not find the current training…

The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational…

This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning. The authors highlight the competing needs and goals for PD that create tensions among the external accountability demands, school…

This book aims to provide a resource to individuals involved with teaching, teacher education, and teachers' and teacher educators' professional learning (i.e., professional development), exploring the activities and roles of individuals whose primary professional homes are university or PK-12 school settings but who engage in boundary-spanning…

As part of a federally funded grant, we conducted Math for All professional development workshops at elementary schools in the Midwest to support teachers' implementation of high-quality, standards-based mathematics education for a wide range of students, including those with disabilities. Our research included week-long instructional logs…

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning…

In this quantitative, ex-post facto study, the researcher explored kindergarten through 5th-grade teachers' stages of concerns about the 2019-2020 implementation of the new Texas Essential Knowledge and Skills for English Language Arts and Reading and Skills by years of teaching experience, by hours of professional development taken before…

Background: The school nutrition environment has a large impact on child diet. However, there is a paucity of nationally representative research on factors that predict effective nutrition policies, practices, and education in schools. Purpose: The current study utilized Centers for Disease Control and Prevention (CDC) data from the 2016 School…