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Ledford-Lyle, Miriam – ProQuest LLC, 2023
The purpose of this action research study was to examine the perspectives of an instructional leadership team as they fostered a culture that encouraged teachers to unlearn habits associated with isolation and to learn practices of collaboration. The theory of change was situated in the unlearning processes by segmenting new practices into…
Descriptors: Instructional Leadership, Teamwork, Teacher Attitudes, Teacher Collaboration
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Martin H. Smith; Gemma Miner; Lynn Schmitt-McQuitty – Journal of Extension, 2023
Curricula are planned and written by curriculum developers; they serve as instructional guides for educators. Educators make adaptations to written curricula to meet learners' needs and achieve intended learning outcomes. The efficacy of curriculum adaptations is enhanced when educators have a high pedagogical design capacity, which can be…
Descriptors: Youth Programs, Faculty Development, Curriculum Development, Teacher Collaboration
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Heidi L. Radunovich; Nick T. Place – Journal of Human Sciences & Extension, 2023
This paper describes the development of a faculty liaison position created to increase collaboration between Extension and other university units and provides original research assessing the programmatic outcome. An assessment of initial collaborations was done, and a survey was given to university faculty to assess their impressions of Extension…
Descriptors: Teacher Collaboration, Extension Agents, Agriculture Teachers, College Faculty
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Mynott, John Paul; O'Reilly, Stephanie Elizabeth Margaret – International Journal for Lesson and Learning Studies, 2022
Purpose: Lesson study (LS) is a collaborative form of action research. Collaboration is central to LS methodology, therefore exploring and expanding the understanding of the collaborative features that occur in LS is a priority. This paper explores the features of collaboration in existing publications on LS to consider if, as Quaresma (2020)…
Descriptors: Communities of Practice, Teacher Collaboration, Matrices, Publications
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Adrian Golis – Asia-Pacific Education Researcher, 2025
The purpose of this qualitative, hermeneutical phenomenological study was to understand teacher relationships in non-traditional international schools. The setting included 12 Chinese internationalized schools, institutions serving local rather than expatriate students, offering a fusion of local and international curricula, and employing local…
Descriptors: Foreign Countries, International Schools, Diversity (Faculty), Teachers
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Anders Astrup Christensen – Professional Development in Education, 2025
The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research…
Descriptors: Communities of Practice, Teacher Surveys, Foreign Countries, Job Satisfaction
Catherine O’Mahony; Sinead Gallivan; Katy Dineen – European University Association, 2025
This report is based on qualitative research conducted between October and November 2024 under the Erasmus+-funded project "Staff development in teaching at European universities" (STAFF-DEV). Four focus groups were organised involving 16 higher education staff representing 16 different Higher education Institutions and 10 different…
Descriptors: College Faculty, Faculty Development, Universities, College Instruction
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Allison A. Serceki; Margaret Sauceda Curwen – Reading Teacher, 2024
This article illustrates how two teachers, a general educator and a special educator, used an interactive process in planning an interdisciplinary science unit for an inclusive Kindergarten classroom and how they addressed Universal Design for Learning (UDL) components. This planning process included capitalizing on each teacher's knowledge and…
Descriptors: Kindergarten, Inclusion, Special Education Teachers, Preschool Teachers
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Julian Bucher; Klara Kager; Miriam Vock – International Journal for Lesson and Learning Studies, 2024
Purpose: The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Design/methodology/approach: Conducting a systematic literature review, we searched three scientific databases and Google Scholar,…
Descriptors: Foreign Countries, Teacher Improvement, Teacher Collaboration, Faculty Development
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Geraldine Magennis-Clarke – Teacher Education Advancement Network Journal, 2024
This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide…
Descriptors: Faculty Development, Elementary School Teachers, Foreign Countries, Discussion Groups
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Nick Kelly; Claire Brophy; Lisa Scharoun; Melanie Finger; Deanna Meth – Journal of Applied Research in Higher Education, 2024
Purpose: The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and…
Descriptors: Staff Development, Facilitators (Individuals), Intellectual Disciplines, Instructional Design
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Natalia Spyropoulou; Achilles Kameas – European Journal of Education, 2024
This study investigates the multifaceted roles and competences of STEAM (Science, Technology, Engineering, Arts and Mathematics) educators and their engagement in Communities of Practice (CoPs). Through an online survey of Greek educators who have implemented STEAM educational projects, employing both closed and open-ended questions, this research…
Descriptors: Communities of Practice, Art Education, STEM Education, Foreign Countries
Jennifer A. Lloyd – ProQuest LLC, 2024
This research examines the intersection of competency-based education (CBE) and efficacy in schools, aiming to construct theories explaining how CBE contributes to teachers' beliefs in their ability to influence student achievement, foster collaboration, and strengthen collective efficacy. Employing a critical constructivist grounded theory…
Descriptors: Self Efficacy, School Culture, Competency Based Education, Teacher Attitudes
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Jihyun Lee; Dennis Alonzo; Kim Beswick; Jan Michael Vincent Abril; Adrian W. Chew; Cherry Zin Oo – Educational Assessment, Evaluation and Accountability, 2024
The current study presents a systematic review of teachers' data literacy, arising from a synthesis of 83 empirical studies published between 1990 to 2021. Our review identified 95 distinct indicators across five dimensions: (a) knowledge about data, (b) skills in using data, (c) dispositions towards data use, (d) data application for various…
Descriptors: Research Reports, Data Analysis, Teacher Collaboration, Faculty Development
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Mikkel Helding Vembye; Felix Weiss; Bethany Hamilton Bhat – Review of Educational Research, 2024
Co-teaching and related collaborative models of instruction are widely used in primary and secondary schools in many school systems. This systematic review and meta-analysis investigated the effects of such models on students' academic achievement and how these effects are moderated by factors of theoretical and practical relevance. Although…
Descriptors: Team Teaching, Teacher Collaboration, Models, Teaching Methods
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