This two-year study followed a professional learning community (PLC) of STEM Teachers Leaders, referred to as L-PLC. The onset of the COVID-19 pandemic accelerated changes in the focus of many professional development frameworks from face-to-face to online communication. We sought for new ways and tools to follow the professional development and…

Collaboration is an indispensable tool to promote and increase research. However, little is known about the role of women in collaborative efforts among educational scholars, especially in developing countries, such as Chile. We apply social network analysis (SNA) to examine the relationships and patterns that emerge from a dataset retrieved from…

Purpose: Higher education institutions draw up codes of ethics, but in several countries there are no standards to follow. Most universities have autonomy and can freely draw up their codes of ethics in terms of structure and content. The purpose of this paper is to understand the main ethics issues that universities identify in their codes of…

The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

Several recent studies have examined the impacts of No Child Left Behind (NCLB) on school operations and student achievement. We complement that work by investigating the law's impacts on teachers' perceptions of their work environments and related job attitudes, including satisfaction and commitment to remain in teaching. Using four waves of the…

This study reflects on a research and development project between two dance practitioners, one of them a wheelchair user, working together to develop pedagogical design within teacher education at a university in Norway. The aim of the authors is to encourage student teachers toward becoming inclusive and brave teachers who define diversity among…

The road to improvement has taken the staff of a high-poverty urban school from isolation to collaboration. The innovations that were developed based on the basis of the collective analysis of school wide requirements have helped the John Williams Elementary School No. 5 in Rochester, New York, to create pathways to excellence and become a…

Teachers can improve practice by examining students' work collaboratively. This paper describes how student work can be the basis for collaborative discussions about teaching and learning; notes that collaborative discussions of student work is increasing with the growing use of portfolio assessment; explains how to analyze student work to promote…

Discusses interdisciplinary team collaboration for teachers, including structuring a successful team meeting, the 10-step interdisciplinary problem-solving meeting, evaluation of team collaboration, and effective team communication. (SR)

It is difficult to retain teachers who work in isolated communities, in very poor communities and communities where parental levels of education are not high. This paper describes the creation of a "New Teacher Academy" in one such unstable school district. Working closely with the new teachers in the district, a program was created based on peer…

Highlights excellent practices and precautions regarding teacher learning communities gleaned from research on diverse collegial efforts during difficult reform processes, noting that simply placing teachers in teams does not necessarily generate collegiality. The paper examines the content of professional discourse, sociocultural resources in the…

Although all areas of the country share certain educational challenges--such as having quality teachers in every classroom; making every school a peaceable, safe environment in which to learn; and ensuring that every child learns to read well and comprehends science and mathematics at a functionally high level--each region confronts a unique set…

Demonstrates that the ways people reflect individually are shared across cultures, but the ways they reflect collaboratively are structured differently among cultures, examining cultural differences in communication and discussion methods and concluding that these differences have implications for teacher education. Teacher educators must be…

A national survey of secondary general educators (356 responses) examined their knowledge and skills for engaging in collaborative activities, identifying the frequency and topics of collaborative interactions with special educators, general educators, and community service providers. Respondents reported they interacted frequently with general…

Describes the importance of creating an organizational structure where adult staff in child care settings can work together in teams. Argues that team building requires a climate of caring with respect for all views, support, trust, and a relaxed environment. Also proposes that a commitment to encouraging ideas, professionalism, and growth is…