The adoption of engineering design-based science teaching requires elementary teachers to modify their current science pedagogy, often resulting in tensions or hard choices they must make in their teaching practice. The purpose of this study is to identify, compare, and characterize the tensions faced by 45 grade 3 and grade 4 elementary teachers…

This case study of two fourth-grade teachers explored teachers' literacy instructional practices and perceptions of their professional agency during the hybrid synchronous teaching of the COVID-19 pandemic. In anticipation of the challenges of hybrid synchronous instruction, these teachers combined their classes to co-teach 39 students. Analysis…

The purpose of this study was to explore one Indiana elementary teacher's perceptions of her Latino immigrant students as they become English-language proficient by providing an in-depth analysis of a 4th and 5th grade teacher at a local school. Findings are based on interviews with the focus teacher and with the personnel she works with such as…

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

In this article, Laura Grandau traces a self-study research project focused on teaching algebra to fourth-grade students. Facing a new curriculum and a new grade level, Grandau considers what good instruction and "good habits of practice" may be. Through journaling, videos, observations, analysis of students' verbal and written responses, and…

This article describes findings from a classroom-based action research project conducted by two in-school teachers, a literacy coach and a 4th grade teacher, implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs over a three-year period of time. A university professor…

This study analyzed rural Texas teachers commitment to purposeful change through active participation in a teacher study group, the Reflective Practice Discussion Group (RPDG). The RPDG involved focused, rule-governed discussion that examined how to support teachers engaged in purposeful change. The fundamental professional concern of the project…