This research was a narrative study of the professional learning of workshop leaders, that is, senior teachers whose professional growth prepared them to share their learning with other teachers. Six participants in this study made up three cases. Case 1 included three workshop leaders in an IB-PYP school. Case 2 was two workshop leaders who were…

As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts…

Design principles for learning provide a framework for creating a collaborative culture, structures, and dispositions as part of an effective professional learning system to continuously inform and improve teaching and learning. Design principles engage teachers in continuous, accelerated, and sustained learning about instructional practices in…

This article is based on experiences and convictions from teaching leadership to students on the university and college levels. Teaching through leadership rather than about leadership is advocated. Student learning and facilitator teaching are contrasted. Leadership is viewed more as a mutual relationship rather than certain personality traits of…

Vagle's "post-intentional phenomenological research approach" applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger…

Teacher leadership has been variously defined but generally understood as expanding teachers' visions beyond their own classrooms. Bilingual education teachers, working with emergent bilingual students in often marginalized situations and contexts, must develop a critical consciousness to embrace leadership identities. This requires engaging in…

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine…

The purpose of this study was to detail teachers' proving activity and contribute to a framework of Mathematical Knowledge for Teaching Proof (MKT for Proof). While working to justify claims about sums of consecutive numbers, teachers searched for key ideas and productively used examples to make, test and refine conjectures. Analysis of teachers'…

This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning.…

Background: This paper describes the Problem-Solving Cycle model of professional development and the Mathematics Leadership Preparation model of PD leader preparation. These models form the backbone of our current research-practice partnership project in which we are working with a large urban district to adapt these models to develop district…

Research has shown that adequate support from the school environment is necessary to help beginning teachers in applying differentiated instruction (DI), but how schools can aid in this process remains unclear. This qualitative study explores how professional learning communities (PLCs), an indicator of a supportive school environment, can enhance…

With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers' pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of…

This new publication sets forward the PISA framework for global competence developed by the Organisation for Economic Cooperation and Development (OECD), which aligns closely with the definition developed by the Center for Global Education at Asia Society. Based on the Center's extensive experience supporting educators in integrating global…