Models of professional development for teachers have been criticized for not being embedded in the context in which teachers are familiar, namely their own classrooms. This paper discusses an adapted-Continuous Practice Improvement model, which qualitative findings indicate was effective in facilitating the transfer of creative and innovative…

Middle school teachers' use of digital curricula incorporating dynamic technology has been found to support student learning of complex algebraic concepts. This article reports on pilot research involving collaboration among faculty from a public university's college of education, educational researchers from a nonprofit research organization, and…

Establishing an online community of professional learners was one component of a multi-year professional development project with an overall goal of improving the ability of career and technical educators to use and interpret technical assessment data. Educators from five states and nine different schools participated in a research-based workshop…

This article describes an English language arts teacher preparation perspective that considers middle school students as part of the teacher educator team. Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3-year study to explore the question, "What do preservice middle school teachers learn…

The iQUEST (investigations for Quality Understanding and Engagement for Students and Teachers) project is designed to promote student interest and attitudes toward careers in science, technology, engineering, and mathematics (STEM). The project targets seventh- and eighth-grade science classrooms that serve high percentages of Hispanic students.…

In today's Web 2.0 world, teachers are perpetually struggling with how to incorporate technology into the classroom effectively in order to meet the diverse literacy needs of 21st-century learners. Utilizing the National Council of Teachers of English (NCTE, 2008) Position Statement addressing these needs, the theoretical framework of Lankshear…

With funding from NSF, the Prime the Pipeline Project (P[cube]) is responding to the need to strengthen the science, technology, engineering, and mathematics (STEM) pipeline from high school to college by developing and evaluating the scientific village strategy and the culture it creates. The scientific village, a community of high school…

This article examines the case of the Winston Society, a short-lived wikispace created by a high school English teacher to foster collaborative knowledge-making and social activism among educators. Through an examination of the wiki, questionnaires, and a focal group interview, this paper describes an examination of reasons the "Winston Society"…

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience--middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their…

This paper describes the results of a pilot study conducted in Ireland to examine the effectiveness of an online book review project. The project focused on the production of book reviews by primary school children in the form of digital video. The videos created were uploaded to a password protected website, which was available to the schools…

This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.…

In a study of urban secondary teachers moving out of professional development and into their classrooms, the research team documented the learning processes of teachers and student groups during their digital video composing to make sense of the curriculum. Taken together, these ethnographic case studies provide evidence that digital video…

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula, explored relevant science education literature, tested lessons with summer school students, and prepared…