This qualitative case study explored the experiences of a digital technology (DT) coach over the duration of a school year, as she forged her role and sought to support elementary teachers' abilities to integrate technology in instruction across the curriculum. In a school district in Ontario, Canada, the DT coach engaged teachers in…

Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and…

This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully selected based on their differing career stages, background, and teaching situations, and each participant was interviewed five or six times over the…

Many teachers today struggle to meet the differentiated needs in their classrooms. Mentorship programs are often available to teachers in the first five years of teaching, but after the initial induction process there is little support for teachers. In the past, when teachers were identified as struggling in the classroom, they were evaluated…

In a recent publication, Senge ("All systems go: the change imperative for whole system reform." Corwin Press, Thousand Oaks, 2010, x) stated "at no time in history has there been a more powerful need for a new vision of the purpose of education." Increasingly citizens, academics and practitioners are calling for radical…

This paper explores the need for innovative leadership in teacher education in the Canadian context, with a particular call for renewed professional development of current teachers. Within a country defined as multicultural, recent demographic shifts, interregional migration, growing ethnic diversity, and the emergence of a paradigm of inclusion,…

This paper recounts the author's experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n = 77) indicated they could spend 5-15 hours in teaching…

Increments in educational budgets have been devoted to professional development for teachers to help them accommodate their practices to the realities of their classrooms. Previous research has suggested that despite this significant investment, there has been little, if any, positive change. This begs the question of what else might be done to…

This study interviewed 45 ninth-grade teachers in 4 secondary schools in Ontario, Canada, in the spring of 1997 regarding their perceptions of their professional learning needs. Respondents were part of a 3-year research and development study, "Change Frames." Analysis is based on the view that the most meaningful teacher professional…

This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers' cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining…

Teacher development is theoretically possible in those instructional supervision settings that emphasize collegiality. The paper reports and analyzes episodes taken from two cases in a larger study which investigated the different outcomes in teachers' classroom development associated with hierarchical and collegial approaches to instructional…

This paper describes the three types of nonformal and informal professional development provided by teachers' organizations. The first type is a minimal approach, the second focuses on contextual variation and teacher diversity, and the third consists of informal learning opportunities developed by teachers themselves. The article identifies…

Investigated reasons for tensions among stakeholders, such as Ontario's ministries of education, teacher associations, local school districts, and university teacher education programs regarding the meaning and implications of professional development. Interview data clarified stakeholders' perspectives and priorities and noted that effective…

Study of teachers' professional knowledge and development examined seven new instructors at a Canadian community college. The paper discusses a range of levels at which teachers' professional knowledge can be discerned, emphasizing the importance of listening to teachers' voices without limiting that listening to personal, practical, or…

This report summarizes priorities that Ontario teachers assigned to different professional learning activities and the extent to which they had participated in professional learning. Information came from a mailed survey of 599 teachers, randomly selected across the province, in 1999. Teachers read a list of 13 learning activities and rated them…