"Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

The purpose of this study was to make interns-central members who directed a change the nature of the conception of professional development in an online peer-led dialogue. My focuses were what pedagogical aspects in an online peer-led dialogue contributed to intern's professional development (i.e., professional knowledge development and…

For the past decade, governments around the world have put an unprecedented focus on educational policy, to ensure the acquisition of literacy skills for all students (e.g., No Child Left Behind in the United States; the National Literacy Strategy in the United Kingdom; Delivering Equality of Opportunity in Schools in Ireland). Such initiatives…

In teaching science today, the emphasis is on inquiry-based pedagogies, with the expectation that students in the science classroom will be exposed to the theories and practices of scientists in the science community. However, for many science teachers, implementing inquiry in the classroom is a daunting task. In the traditional classroom setting,…

This article reports on findings from a qualitative research project (Overton, 2006) that highlighted a lack of empowerment experienced by, with and for eight early childhood teachers working in Tasmanian schools. The study investigated how change affects teachers, and focused on the theme of power as experienced by these teachers. The study noted…

The National Writing Project's professional development approach reflects a shift from the tradition of theory dictating practice, maintaining that engaging teachers in teaching teachers empowers them to meet the challenges of increasing student diversity. By providing support in risk-free settings, teachers can collaborate as educational leaders,…

This paper draws on a three-year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices…

Analyzes the question of whether mentor teaching, career ladder, and teacher empowerment programs expand teacher opportunities. Describes several such programs now in place in American school systems. Concludes that teachers, teachers' organizations, administrators, and policymakers need to consider the long-range implications of teacher…

Analyzed the impact of autonomy and collegiality on elementary teachers' professional development. Data from interviews, questionnaires, document analyses, and observations indicated that autonomy and collegiality appeared in various forms in relationships among the teachers, with certain forms of autonomy and collegiality, and certain…

Mentoring is a process in which one person, usually of superior rank and outstanding achievement, guides the development of an entry-level individual. Colleges and universities historically have had new faculty orientation programs and methods to support new faculty matriculation. Mentorship programs, if well developed, can integrate new faculty…

Teacher leadership is increasingly being seen as a key vehicle for school improvement and renewal. However, research on this phenomenon is limited, especially outside of the US. This article presents findings from an empirical study of teacher leadership in the UK, aimed at exploring both the ways in which teacher leadership can influence school…

This paper examines the relationship between various characterizations of the clinical supervision model and teacher job satisfaction. The first part of the paper describes teacher job satisfaction and looks at the history and meaning of clinical supervision. The next part of the paper describes Barbara Pavan's (1993) revised clinical supervision…

Teacher empowerment should begin by preparing teachers to make wise decisions about educational experiences and control decisions about educational quality. If teacher educators feel their efforts are shaped by elements beyond their control in situations prizing faculty governance and autonomy, a compliance-oriented socialization process begins…

Professional development in education has recently undergone rapid change. A few years ago, most teachers did not have a voice in the types of sessions they attended or the opportunity to connect what they learned to their classrooms. Most sessions were at an awareness level only with no follow-up. All that has changed. The move toward greater…

How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? The second approach--promoting multiple…