Despite recent improvements for women within education, marginalizing policies and climates are still very present in our schools. Activism by teachers and administrators can provide potent instruments for change in PK-12 schools. This study examines how women leaders within PK-12 are working for change in their schools. We employed a qualitive…

The population of students labeled as English learners (ELs), referred to here as emergent bilingual learners (EBLs), continues to grow in schools across the United States. In this article, we share one urban university's collaborative approach to building professional capacity for cultural and linguistic diversity, considering both vertical and…

This quantitative study examined the change in Master in Teaching students' attitudes toward civic action and service self-efficacy after participating in academic service-learning with K-2 youth at school-university partnership sites. Study participants completed the Civic Attitudes and Skills Questionnaire (CASQ) and the Community Service…

This manuscript focuses on practical questions in a study that describes the perceptions of four teachers at the beginning stages of Common Core Mathematics implementation in a historically underperforming school district. The overarching goal was to understand the collaborative inquiry experience in a lesson study that focused on teaching the…

Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…

Within the realm of K-12 education, instability is an inherent feature that school leaders must successfully manage. "Turbulence," in the form of micro-level issues (day-to-day, in-house happenings) and macro-level concerns (externally imposed organizational disturbances/changes), develops indiscriminately and may escalate quickly…

To better prepare teacher candidates to teach for social justice, teacher educators need to know students' understandings of social justice embedded in their personal histories and past and current learning experiences. Using participatory action research, this study examines how 6 early childhood (grades pre-K-3) teacher candidates understood and…

While bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature related to bullying in the school environment, classroom management, teacher practices, and student…

The purposes of this paper are to explain the development processes of an intensive summer program for English language learners and to discuss course improvement strategies based on the evaluation outcomes. This 60-hr partnership program between local schools and a university was developed to improve the language proficiency of increasing numbers…

Classroom management is often noted as one of the most influential factors in determining success for first-year teachers and as the most influential factor in students' academic success (Marzano & Marzano, 2003). However, according to Haycock (2006), nearly half of this country's new teachers leave the classroom within their first five years,…

Viewing teachers as leaders requires a paradigm shift about the concept of leadership in a school system. The Teachers as Leaders program of the Mountain Brook, Alabama Schools represents that shift and is empowering teachers to utilize their leadership skills and contribute to the system as it fulfills its mission to offer education to its…

This study investigated the impact of a Professional Development School (PDS) on student learning by comparing student achievement in a PDS and a control school. Student achievement data were collected from an elementary PDS and a matched control school over a 6-year period. The results indicate that the PDS moved more students up to mastery level…

In North American teacher education programs, preservice students typically complete a substantial proportion of time practice teaching in schools, experiencing the extent to which professional school communities of inquiry contribute toward improving teaching and learning. Although there is extensive research about the experiences of new…

This article shares the results of a study that explored the need, and consequential birth, of a new teacher support group for newly graduated elementary education majors. Constructed of a university supervisor and five newly graduated novice teacher's, this study examines their first semester as classroom teachers. Research related to the…

Urban schools have the greatest need for renewal of existing staff and the infusion of new teachers. Unfortunately, they present a challenging environment in which to prepare teachers while fostering the renewal process in experienced teachers. Goodlad (1994) proposes that both the school and university embark upon this renewal process through…