Research has highlighted the significant decline in teachers' implementation of newly acquired teaching practices following professional development (PD), primarily attributed to the absence of follow-up support. Even science teachers who have participated in intensive PD programs often encounter challenges in integrating new teaching practices…

At a time when so many other schools are struggling, this report tells the story of two diverse public charter schools in Washington State that cultivated whole-school wellbeing: Catalyst Public Schools and Lumen High School. Drawing on their experiences, researchers developed a model that conceptualizes whole-school wellbeing as meeting student…

This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview…

University Honors programming in the United States is interdisciplinary and collaborative; from First Year Seminars to capstone research projects for upperclassmen, students embrace multidisciplinary learning and research. This approach, however, does not always translate into an incorporation of diverse perspectives of multiple faculty members in…

High-impact practices, and other pedagogical advancements, have been successfully used to deepen student engagement with courses over a wide variety of disciplines. Here, we describe the design, implementation, and assessment of a cross-disciplinary, inquiry-based lab course built on the proven success of these deeply engaging principles. This new…

Purpose: This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders' roles in teachers' professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers' learning path strategies. Design/methodology/approach: Following from van der Krogt's…

The Partnership for Public Education supports collaborative development processes among all stakeholders in education. University of Delaware educational researchers and professors, field supervisors, clinical educators, and graduate and undergraduate students from teacher education programs share the common goal to advance the success of public…

The purpose of the current study was to evaluate the impact of co-taught integrated STEM methods instruction on preservice elementary teachers' self-efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to…

In this quasi-experimental study, we examine the effects of three different student teaching conditions--instructional coaching, co-teaching, and co-teaching and instructional coaching--on an elementary teacher candidate's readiness to teach in comparison to a traditional model of student teaching. 244 teacher candidates were randomly assigned to…

As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across elementary and secondary grades. However, there is a need for teacher educators to provide more preservice training in collaboration and in co-teaching.…

To date, only student's collaborative behaviour in learning is seen and linked to achievement motivation. Even though the teacher has a great role to determine learning process, only few research findings link collaborative teacher to student learning motivation. This study aims to identify predictions of correlation between students' perceptions…

Students in The Honors College at the University of Wisconsin Oshkosh are required to take a team-taught first-year seminar in their first semester. The seminar is theme-based and taught by two professors from two different disciplines. The theme of the seminar is food, one teacher is a professor of geography and the other a professor of…

The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in…

The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand how students perceive such a course, a survey consisting of 12 items with a 5-point Likert-scale and two…

Co-teaching is a progressive approach to teaching using an inclusive model where all students experience the same lesson while receiving individualized resources to meet personal learning needs. The purpose of this case study was to examine one school district's transition from resource rooms to inclusion using the co-teaching model. The middle…