Intervention research indicates that historical inquiry curricula call for different tasks, materials, and methods of teaching compared to those focused solely on content. Inquiry curricula require teachers to shift from the methods, materials, and assessments to which they are accustomed. As a result, despite intervention research efforts that…

This study examined the perceptions of practitioner teacher and mentor teachers about the development of instructional self-reflection and self-regulation skills through the first round of a state-mandated mentoring for practitioner teachers during the 2020-2021 school year. The referenced Louisiana mandate requires mentoring for certain…

Coaching with embedded video-analysis is a method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers' role in positive behavior interventions and supports…

The current study reports the findings of the first step of a comprehensive performance improvement study, identification of the optimal behaviors. In this sense, this study aims to determine the optimal faculty behaviors in distance education based on the perspectives of the stakeholders based on the framework of transactional distance (TD)…

The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring focused on fraction magnitude using number line representations across 39 sessions (3 per week) at grades 3-5. The contrast condition, 17 master's…

Despite the growing evidence on promising approaches to postsecondary instruction--and particularly on the benefits of student-centered, conceptually oriented instruction for underprepared students--there has been limited investment in supporting these approaches' widespread implementation. Most postsecondary instructors have limited training in…

This study examined how secondary teachers used mobile devices for teaching and learning activities in under-resourced secondary schools in Nepal. Twelve secondary teachers from three schools in the suburbs of one Himalayan district in Nepal were interviewed using qualitative research methods. The information gathered through observation of their…

Action research is a cyclical research process that may be used to improve instructional practice, assessment tools, and student outcomes. Action research always focuses on local problems and takes place in the natural setting of a classroom, laboratory, or school. Unlike traditional research, action researchers are primarily "committed to…

Many school leaders are committed to providing coaching to teachers, but coaching doesn't come together in their school because they haven't taken time to communicate a clear definition of coaching to the school and, especially, set up a clear structure for a coaching program. Aguilar, an education consultant and respected author on coaching,…

This theoretical paper focuses on how school-based continuous professional development (CPD) for mathematics teachers in schools located in disadvantaged areas can be carried out using the lesson study approach. School-based CPD is based on the notion that teachers need real-time and on-site professional training tailored to improve the…

School administrators must ensure that every child has access to high quality instruction, making it imperative that only the teacher candidates with the greatest probability of success are hired. Most teacher selection practices are neither valid nor reliable and do not accurately predict job performance. Teacher hiring processes and therefore,…

While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little…

Like other public workers, teachers typically receive high and compressed ratings that do little to differentiate them based on performance. Motivated by empirical evidence of substantial variation in effectiveness among teachers, there has been a recent push to develop more informative evaluation systems with greater ratings dispersion. We study…

Background: Policy makers are increasingly adopting performance incentives to spur underperforming teachers as a way to improve teaching and student performance. However, much of the experimental research fails to find meaningful effects of performance incentives on either student achievement or teacher practice. Purpose/Objective: Using the…

With consistent pressure and an elevated sense of accountability for student achievement, campus principals need to maximize their resources and focus their leadership on academic areas that achieve the most success from students. Leading instructional coaches to engage teachers in the activities that teachers and principals view as most impactful…