The article describes a collaborative action research in a preschool in Reykjavik. The participants were two preschool teachers who collaborated with researchers at the University of Iceland. The project was set up as a professional development course for the teachers. Emphasis was placed on continuity in children's education, integration of play…

"Leading for Literacy" provides tools and real-life examples to expand the benefits of a literacy approach that sparks students' engaged reading and thinking across disciplines, from middle school through community college. A companion to the landmark "Reading for Understanding," this book guides teachers, leaders, and…

Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the…

Most states require that schools engage in school improvement programs to meet accountability mandates which necessitates that teachers develop the skills necessary to accomplish school improvement efforts. The problem is that classroom practitioners lack the skills necessary to achieve effective school improvement. Limited research exists with…

This report summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. A separate one-page research brief also was published. [For the brief, see ED626501.]

During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers' reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances…

This article provides a context for understanding how social networks among teachers support or constrain school improvement in terms of instructional practice, professional development, and educational reform. It comments on the articles in this special issue, summarizing their contributions to the field. This analysis reveals several important…

The Ministry of Education in Israel has, over the past two years, been running an education program designed to lead the implementation of ICT (Information and Communications Technology) in schools. Implementation of the program is accompanied by training and support of teachers selected to be ICT leaders. The role of the ICT leader is divided to…

In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching-studying-learning (TSL) "pattern of teacher domination," "pattern of…

Purpose: The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by…

The desire to find pedagogically effective uses of technology in K-12 education has exposed the need for reliable professional development programs that empower teachers to identify the problems and needs they have in their classrooms, apply a process of systematic inquiry in order to discover solutions to those problems, and to share those…

To counteract disempowerment frequently experienced in education, in 2001 the authors initiated a "Problem Solution Project" (PSP) in the second year a two-year urban certification and Master's program. The PSP, designed to promote empowerment of first-year urban teachers and their students, involves both service learning. In 2004, the authors…

This article provides a commentary on the text exemplar list for Grade bands 9-12 included in the Common Core documents in the United States. It is argued that a critical literacy perspective supports ELA teachers to assert a professional voice when making complex text selections based on diverse students' needs and interests. Implications…

The quantitative ex post facto study had a two-fold purpose: (1) to determine which of the cultural responsive teaching practices of kindergarten through sixth grade teachers were used most often and (2) to determine to what extent each of the teacher's demographics (i.e., the predictive variables) differ for each CRTI factor (i.e., the criterion…

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they…