Teacher professional learning is often disjointed and not aligned with the curricula teachers use in daily instruction. This lack of preparation has led to fragmented approaches to teaching young students to read, in part because initiatives lose momentum, teachers modify the instruction beyond recognition, and programs are soon eclipsed by newer…

The purpose of this qualitative case study was to explore the perceptions of middle school, technologically proficient, or digitally-wise teachers, regarding how they defined, prevented, recognized, and handled incidences of cyberbullying in four middle schools located in Southern Virginia. Data was collected using an open-ended questionnaire,…

This paper summarizes the first 2 years of a school improvement effort in a low-performing rural school district in southern Virginia that involved developing a balanced K-12 curriculum aligned with the state's standards of learning. Project evaluation focused on changes in the school environment and in teaching and learning that resulted from the…