This
study
examined
teacher
perceptions
of
developing
critical
thinking
skills
during
the
implementation
stage
Every
Student
Succeeds
Act
(ESSA).
Semi-structured
interviews
were
conducted
with
twelve
secondary
teachers
at
a
public
High
School
on
remote
region
an
outer
island
in
state
Hawaii.
Transcripts
analyzed
using
narrative
research
methodology.
Two
major
findings
emerged:
are
being
taught
and
assessed
high
level
is
rooted
relationships.
These
relative
to
current
literature.
The
theoretical
framework
for
was
Milbrey
McLaughlin's
(1987)
theory.
suggest
that
tremendous
opportunities
exist
communication
between
school
leadership
invested
stakeholders
about
larger
goals
policy
implemented,
solicitation
feedback
experiences
as
implementers,
further
increased
support
structures
such
coaching
professional
development,
additional
studies
triangulate
students
alongside
phase
ESSA.--Author's
abstract
TESOL Journal,
Journal Year:
2024,
Volume and Issue:
15(4)
Published: Oct. 15, 2024
Abstract
U.S.
National
Professional
Development
(NPD)
grants
can
afford
a
longitudinal
understanding
of
how
teachers
learn
to
support
English
learners.
When
NPD
projects
are
completed
successively
and
successfully,
they
provide
an
even
greater
arc
understanding.
This
article
chronicles
the
designs
lessons
learned
across
five
between
2002
2023.
Each
grant
represents
snapshot
in
time,
presenting
set
assumptions
from
field,
programmatic
innovations,
insights
research
outcomes.
From
highlighting
difference
incremental
radical
pedagogical
change
what
it
takes
move
beyond
individual
teacher
systemic
benefiting
multilingual
learners,
outlines
succession
aspirations
(capacity
building,
sustainability,
scalability),
experiences,
changing
conditions,
data
points
framing
new
cycles
praxis.
offers
implications
for
theory,
practice,
research.
It
stands
as
argument
adapting,
innovating,
moving
status
quo
inspire
more
innovation
preparation
Journal of Literacy Research,
Journal Year:
2020,
Volume and Issue:
52(1), P. 55 - 78
Published: Jan. 12, 2020
This
metasynthesis
presents
the
collective
findings
based
on
a
small
corpus
of
studies
(
n
=
28)
that
examined
literacy
coaching
in
elementary
and
secondary
settings
from
relational
perspective.
We
frame
our
analysis
using
Lysaker’s
notions
teaching
theorize
that,
like
classroom
teaching,
powerful
is
grounded
dialogic,
co-constructive
interactions
which
coach
teacher
jointly
develop
new
knowledge
skills.
Our
indicates
realization
co-construction
may
be
influenced
by
differential
patterns
related
to
positioning
dispositions
toward
coaching:
(a)
flow,
(b)
distributed
expertise,
(c)
vulnerability.
To
explicate
these
patterns,
we
present
evidence
opportunities
enhanced
obstacles
reduced
co-construction.
conclude
discussing
how
coaches
teachers
can
reciprocity
coach–teacher
relationships
move
more
approaches.
Finally,
provide
directions
for
future
research.
Teaching and Teacher Education,
Journal Year:
2022,
Volume and Issue:
113, P. 103667 - 103667
Published: Feb. 16, 2022
This
study
aims
to
deepen
the
knowledge
of
how
assist
emergence
productive
teacher
collaborative
discourse
in
professional
development
(PD)
processes.
We
analysed
a
facilitator's
one-year
PD
process
carried
out
with
group
in-service
teachers
secondary
school.
Data
analysis
followed
three-step
procedure
designed
analyse
within
joint
activity
which
it
appeared.
identified
ten
strategies
and
three
combinations
that
facilitator
used
promote
scaffold
throughout
process.
International Journal of Mentoring and Coaching in Education,
Journal Year:
2022,
Volume and Issue:
11(3), P. 328 - 348
Published: March 29, 2022
Purpose
Coaching
for
teachers
has
evolved
as
a
form
of
professional
development.
The
benefits
such
interventions
have
been
examined
with
regard
to
student,
teacher
and
school
outcomes,
but
the
purpose
this
paper
is
present
an
investigation
relating
instructional
coaching
(Knight,
2006)
perceived
by
themselves.
Design/methodology/approach
study
utilises
subjectivist
approach
constructivist
paradigmatic
stance
(Morgan
Burrell,
1985).
Eleven
semi-structured,
face-to-face
interviews
were
conducted
(King,
2019)
at
secondary
(high)
in
UK.
data
interpreted
analysed
using
thematic
analysis
(Braun
Clark,
2006).
Findings
research
suggests
following
four
who
participated
study,
which
aligned
well
literature
review:
improved
relationships,
awareness,
reflectiveness
enhanced
practice.
A
fifth
benefit
reported
participants
was
positive
attitude,
captured
sense
increased
confidence,
motivation
positivity.
Research
limitations/implications
based
on
self-reported
small
sample.
Therefore
it
not
possible
generalise
findings
Thematic
Analysis
used
understand
perceptions
insights
wider
context
(Ritchie
Lewis,
2003).
This
builds
focusing
teachers.
generally
support
current
theoretical
understanding.
results
exploration
perception
one
UK
contributes
emerging
about
coaching.
attitude
does
appear
be
identified
literature.
Practical
implications
In
practice,
raised
awareness
educators.
authors
recommend
that
educators,
policymakers
educational
leaders
should
further
explore
potential
education
settings.
Utilising
perception,
confirms
useful
way
supporting
educators
enhance
their
Originality/value
fulfils
need
gain
better
understanding
teacher-perceived
will
may
considering
how
best
leverage
Professional Development in Education,
Journal Year:
2020,
Volume and Issue:
47(2-3), P. 363 - 376
Published: Sept. 22, 2020
Teacher
professional
development
(PD)
is
about
change.
One
of
the
most
prominent
lines
research
on
PD
addresses
what
makes
it
an
effective
change
process.
This
produces
critical
features
PD,
seemingly
active
ingredients
teacher
that
are
meant
to
guide
professionals
in
design,
implementation,
and
evaluation
programmes.
Embedded
within
this
a
linear,
hierarchical,
causal
mono-logic
model
hallmark
Western
rational
thought.
Rhizomatic
thought,
with
its
non-linear
perspectives,
offers
contrast,
highlighting
unpredictable
multiplicity
complex
systems
embrace
emergent
dynamics
becoming
hybridity.
In
paper,
we
look
at
through
rhizomatic
lens,
focus
as
mapping
tracing.
Drawing
vignettes
from
two
case
studies
year-long
pedagogical
coaching
programme,
explore
how
can
be
unravelled
practice
rewoven
into
vibrant
hybridity
real-world
school
contexts.
Revista Practicum,
Journal Year:
2022,
Volume and Issue:
7(2), P. 169 - 186
Published: Dec. 3, 2022
La
formación
de
los
aprendices
docente
(AdD)
en
la
actualidad
demanda
modelos
orientados
a
fortalecer
relación
teoría-práctica
y
reflexión
sobre
las
situaciones
o
experiencias
práctica
preprofesional
(PP).
presente
investigación
se
desarrolló
Universidad
Nacional
Educación
(UNAE).
Comportó
tres
estudios
caso
múltiple
correspondientes
grupos
AdD
quinto
semestre
carrera
Básica
(EB)
Ecuador
sus
parejas
pedagógicas
académicas
tutores
(PPA),
quienes
participaron
un
proceso
conjunta.
Se
llevaron
cabo
dos
entrevistas
semiestructuradas
profundidad
que
fueron
analizadas
mediante
estudio
temático
deductivo.
Los
resultados
identifican
diferencias
representaciones
naturaleza
enseñan
entre
componen
PPA
subrayan
necesidad
formarles
para
una
enseñanza
más
colaborativa.
English Teaching Practice & Critique,
Journal Year:
2019,
Volume and Issue:
18(3), P. 365 - 381
Published: Oct. 2, 2019
Purpose
Current
top-down
literacy
reform
mandates
have
reenergized
attention
to
professional
development
(PD)
outcomes.
Still,
questions
remain
about
why
English
teachers
struggle
apply
their
learning.
Refocusing
on
understanding
the
complex
yet
critical
relationship
between
facilitators
and
offers
one
explanation.
Design/methodology/approach
Using
a
telling
case
from
an
interactional
ethnography,
this
paper
illustrates
how
through
language-in-use
can
productively
resolve
conflicts
that,
if
left
unaddressed,
prevent
acting
Findings
A
set
of
discursive
moves
–
flagging,
naming,
soliciting
processing
provide
toolkit
for
surfacing
successfully
resolving
conflict
in
PD
interactions.
Research
limitations/implications
These
offer
way
prioritizing
importance
teacher–facilitator
relationships
future
research
aimed
at
addressing
longstanding
conundrum
best
support
teachers’
ongoing
Practical
implications
Teaching
collaboratively
address
inevitable
needed
intervention
supporting
both
teacher
facilitator
Originality/value
Previous
has
affirmed
that
facilitators,
like
teachers,
need
navigating
complexity
learning
This
language
uncovering
interactions
be
so
challenging
as
well
ways
responding
in-the-moment.
It
contributes
more
capacious
these
shape
diverse
Literacy Research Theory Method and Practice,
Journal Year:
2023,
Volume and Issue:
72(1), P. 258 - 277
Published: June 28, 2023
Most
often
teacher
education
has
attended
to
the
expertise
of
university
instructors
and
cooperating
teachers
in
preservice
teachers’
(PTs)
learning
from
practice;
rarely
field
addressed
leveraging
horizontal
within
this
learning-to-teach
process.
In
multiple
case
study,
we
examined
what
happens
when
educators
incorporate
peer
partnerships
(Assaf
&
Lopez,
2015;
Hoffman
et
al.,
2018),
where
PTs
coach
mentor
each
other
around
literacy
teaching
practices,
field-based
courses.
Through
our
cross-case
analysis,
found
that
scaffolded
PTs’
by
expanding
their
views
provided
space
utilize
content
knowledge
pedagogical
knowledge,
facilitated
development
equity-focused
stances.
By
establishing
collaborative
approaches
instruction
through
partnerships,
served
as
sources
thus
disrupting
expert–novice
divide
