This study surveyed 649 secondary middle and high school English teachers from two U.S. states on their vocabulary instructional practices and on the professional development they had received to do so. The results showed that teachers are likely not selecting enough words of which to explicitly teach the meanings and that their methods of…

This paper reports on a longitudinal study of 30 university-prepared math and science teachers from their pre-service program into their teaching positions to better understand the conditions that attract and retain them in high-need schools. The paper uses the framework of job preview and information-rich hiring to highlight the influence of the…

Schools that build and support high levels of trust between stakeholder groups have been shown to support greater collaboration amongst those groups, including parents, teachers, administrators, and students (Tschannen-Moran, 2001). When stakeholders in schools feel the sense of psychological safety that accompanies trust, they are more willing or…

This study explored English teachers' perspectives on the influences on their print text choices for study by Year 8, 9 and 10 students at three Christian schools in Perth, Western Australia (WA). A multiple-site case study was used to understand the phenomenon. Three teachers were selected at each school and data were collected through…