This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and…

Professional development is essential for teachers to grow in their profession. However, often professional development is a one size fits all approach, and it occurs outside of the teachers' classroom. This causes teachers to not fully implement new strategies when they return to their classroom. One way to overcome this is to utilize…

Wake County Public School System (WCPSS) SCORE Academy is an alternative learning high school composed of two distinct programs. SCORE Academy Re-engagement (A) serves students who are 16 to 21 years old and need to earn between one and 10 credits toward graduation. SCORE Academy Reassignment (B) serves students who have been reassigned by the…

Instructional coaching focuses on increasing the effectiveness of instructional practices. However, little is known concerning the perceptions of teachers and administrators regarding the role of instructional coaching related to student performance. This basic qualitative study was conducted to analyze the perceptions of administrators and…

The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often…

This dissertation examines the structures needed to create a successful instructional coaching program to directly support teachers and students in the classroom. Districts spend billions of dollars each year developing research-based professional development opportunities for staff focused on increasing student learning (Knight, 2019; Moody,…

Teachers have been called upon to be more entrepreneurial in their approaches to change. However, the universities in which preservice teachers learn and the schools in which teachers practice tend to emphasize standards, accountability, and risk-management, while traditional entrepreneurial conceptions of innovation tend to promote risk-taking…

Teacher evaluations have varying platforms and models used to provide feedback to teachers on their instructional practices. While research shows the importance of effective and meaningful feedback on teacher impact, there is little research on the specific model of evaluating administrators using Cognitive Coaching. The purpose of this study was…

Nearly every educational coach will encounter a teacher who is reluctant to partner. In this article, Cathy Toll outlines some of the reasons that might be behind this reluctance. She also gives strategies for developing coaching partnerships with reluctant teachers.

Online professional learning approaches are positioned as a key way to support the knowledge and practice of the early childhood workforce. Within the research literature, however, limited attention has been given to early childhood teachers' perceptions of, and experiences with, online learning programs, particularly those using asynchronous…

Research highlights the third space as a theory to enhance the practicum experience. This study explores how Collaborative Synchronous Coaching (CSC) can enable concepts found in the literature regarding the third space and initial teacher education (ITE). It used critical participatory action research to develop CSC and guide data collection.…

Jordan's 2017 Public Law No. 20, Rights of Persons with Disabilities Act has given rise to a renewed focus on inclusive education. Using a qualitative comparative case study design, the purpose of this study was to examine factors impacting how schools in Jordan are defining, interpreting and enacting inclusion. Four shadow teachers working in…

Despite the efficacy of assistive technology (AT), many children with disabilities do not have access to AT and are not fully benefiting from inclusive preschool education. The current mixed-methods study examined a multi-faceted professional development (PD) intervention aligned with the CEC's Early Intervention/Early Childhood Special Education…

Coaching is a popular and promising form of professional learning, with research evidence of its effectiveness for teachers and students. Surprisingly little is known, however, about the current landscape of coaching. To close this knowledge gap, Learning Forward recently partnered with Digital Promise to survey more than 1,000 U.S. educators…

Due to increases in emergent bilingual student enrollment in public schools as well as the increase in accountability for their academic success due to federal and local policies, the role of the EL Specialist has expanded to include serving as an in-house professional development provider. This study critically examines the author's experience as…