Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based…

External diagnosis is recommended when schools lack the capacity to assess their needs. This qualitative study of one Ontario district compared 33 elementary schools that conducted external diagnosis with 47 schools that used internal diagnosis. External diagnosis created pressure for change, helped schools develop a plan that included previously…

Practicum experiences and feelings of preparedness to teach were compared for 88 Ontario student teachers in either the fourth year of a "concurrent" undergraduate preservice program or a 1-year "consecutive" graduate preservice program. The two groups did not differ in teaching self-efficacy or the number of classroom…

This article details a sequential explanatory mixed-method study into the perceptions of 44 new teachers regarding inclusive practices from their teacher education program, as well as their relative intent to utilize them in their practice. The purpose of this study was to determine the self-perceived capacity of the next generation of teachers…