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Teacher labor markets have strong implications for learning outcomes and equity for students, and yet schools that need teachers the most often face high turnover. Using repeated cross-sectional nationally representative data, this study examines the relationships between school organizational characteristics and teacher turnover and identifies what may be done to positively influence the teacher workforce. I find school organizational characteristics may indeed reduce teacher turnover, but this varies based on the type of organizational characteristic as well as the specific form of turnover. Policy and practical implications from the study are discussed. • Some school organizational characteristics can potentially influence teacher turnover. • Better administrative support, stronger teacher cooperation and more effective principals may help to retain teachers. • School factors have a more pronounced relationship with turnover in low-income schools than more affluent schools. • These results are robust to a variety of modeling choices. [ABSTRACT FROM AUTHOR]

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students’ educational performance. The paper does this by documenting the outcomes of the implementation of the Te Kotahitanga research and development project between 2007 and 2009 in schools in the third and fourth phases of the project. Evidence shows that the professional development programme of Te Kotahitanga has been implemented consistently in Phase 3 schools since 2004 and in Phase 4 schools since 2007. Changes in teacher practice and associated improvements in Māori student outcomes were seen in Phase 3 schools between 2004 and 2006. The first question is, therefore, have these changes been maintained during the period 2007–9, that is, during the fourth to seventh years of the project’s implementation in these schools. If so, then what implications does this maintenance of practice have for sustainability? The second question is, have the changes that were seen in the Phase 3 schools in the first three years of the project’s implementation, 2004–2006, been replicated in the Phase 4 schools in their first three years of the project. If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme. In other words does a repeated measure over two different groups of schools at different times indicate that changes in Māori student outcomes are strongly associated with changes in teacher practice, even if we cannot demonstrate a direct cause–effect relationship. There are also other areas of significance. These include the indications as to what constitutes a pedagogy that improves Maori students’ experiences of schooling and achievement along with the more general interest in educational improvement for Indigenous students in other countries. In addition, while these findings in themselves are not sufficient to indicate that the changes in teacher practice and student outcomes that are associated with the professional development programme will be sustained, it is suggested that the conditions of maintenance and replication are necessary to form the basis of long-term sustainability. 1 [1] While the term sustainability in common usage would refer to Maori student achievement being able to be maintained at a certain level, in this paper we also use the term in a more inclusive sense to mean the provision of a means whereby the reform is able to be deepened and extended by teachers, school leaders, and policy makers in response to changing student curriculum, and contextual matters over time and circumstance. In other words, the creation of conditions, including pedagogic reform, supported by changes in school vision and goals, institutions and policies, leadership practices, inclusion, use of evidence and ownership of the goals of the reform, that will mean that schools will continue to be able to improve Maori achievement levels until they reach that of their non-Maori peers. [Copyright &y& Elsevier]

Abstract How teacher characteristics are related to student outcomes may indicate ways to improve the effectiveness of schooling. This paper examines how consistent such relations are by utilizing TIMSS data on five teacher characteristics (teacher education major, teaching experience, professional development, preparedness and instructional quality) and two outcomes (achievement, motivation) in five countries (England, Norway, South Korea, Thailand, Tunisia) for two grades (4, 8) and two subjects (mathematics, science). Data revealed little consistency, if at all within countries only and regarding instructional quality as a predictor. Policy makers are advised not to make inferences across grades, subjects or outcomes. Highlights • Consistency of TIMSS results across subjects, grades, outcomes, countries was examined. • Instructional quality was consistently positively related to student outcomes. • Other teacher characteristics were mostly inconsistently related to student outcomes. • Instructional quality predicted student outcomes well and with large effect sizes. • Effect sizes of other teacher characteristics were generally moderate only. [ABSTRACT FROM AUTHOR]

Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews ( N =105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often described in terms of student engagement, experiences, and dispositions, rather than traditional measures of achievement such as test scores. Participants experienced various obstacles and supports as they utilized what they had learned at Edcamps. Considering these results, the Edcamp model and its implications for other forms of teacher learning are discussed. [ABSTRACT FROM AUTHOR]

This paper reports on a study of teacher educators preparing teachers for the Further Education and Skills sector in England. Thirty-six teacher educators participated in an intervention intended to enhance understanding of subject-specialist pedagogy. Based on a socially-situated conception of pedagogical content knowledge, the intervention included a workshop supplemented by specially-developed learning resources. Data on prior knowledge, initial reception, and longer-term impact was collected by pre-intervention survey and at least one post-intervention interview. The paper explores how the intervention impacted participants' understanding and practice, and proposes a typology for understanding the longer-term sustainability of this impact. • Intervention to develop teacher educators' knowledge of subject-specialist pedagogy. • Impact of the intervention investigated by survey and semi-structured interviews. • Participants initially reported significant potential for impacts on practice. • Variable longer-term impact: reports of improved practice but also of no change. • Structural explanations specific to English further education sector are explored. [ABSTRACT FROM AUTHOR]

The principle of double stimulation is foundational within Cultural Historical Activity Theory. This paper illustrates an analysis of the model of double stimulation applied to a Change Laboratory in an Italian vocational school. Results show that the four phases relating to Apparatus 1 do not follow the model in strict order, nor do they become concentrated in single sessions. The analysis points at quantitative and qualitative differences of the four phases between the first block and the second block of sessions, with the sixth session acting as a boundary. • The paper illustrates the analyses of the model of double stimulation. • The model is applied to the specific Change Laboratory in the case school in Italy. • The four phases of Apparatus 1 do not follow the double simulation model in strict order. • The analysis shows quantitative and qualitative differences of the four phases of Apparatus 1. • The sixth session acts as a boundary between the first and second block of sessions. [ABSTRACT FROM AUTHOR]

The ability to translate between representations is important for students' conceptual learning. In this paper, students' processes of translation between different representations are investigated in the topic of torque and rotation. Specifically, a test of representational translation was developed and implemented in order to investigate student performance on each translation type and to explore the critical factors contributing to successful translations. The results reveal that translations between tables and other representations are relatively difficult, and success rate changes when direction of translation is reversed. Furthermore, force diagrams and mathematic symbols/equations are essential intermediary representations that contribute significantly to successful translations. •This paper investigated translation performance in relation to different representations in physics. •Examined how students' performance of translation differs as they translate between different representations. •Examined what intermediary representations are involved in the process of translation. •Explored the key factors that determine successful representational translations by students. [ABSTRACT FROM AUTHOR]

This paper describes the data use professional development (PD) component of a whole-school intervention that has been replicated in 53 schools over eight years. Quasi-experimental designs were used to test for intervention impact. The intervention improved achievement in reading comprehension, writing and high school qualifications. Effect sizes were generally higher than international comparisons. The data use PD involved collaboratively analyzing data to determine the achievement problems; identifying and testing the causes of the problems using theory evaluation principles; and co-creating solutions. The relative contribution of the data use PD to the intervention and the importance of content knowledge are discussed. [ABSTRACT FROM AUTHOR]

This position paper provides an alternative theoretical framework of sustainable second-order educational change. Here, sustainability refers to: 1) substantial changes made that affect the core of educators' everyday practice; 2) a longitudinal process that begins when educators contemplate making changes and ends when satisfactory achievement on the other characteristics is reached and overt learning efforts are stopped; 3) a process of individual and organizational learning as well as changes in behaviors; resulting in 4) significant positive effects on student outcomes. Thus, this definition focuses on educators and their schools, not on professional development programs. Methodological considerations are provided. • This position paper provides an alternative theoretical framework of sustainable second-order educational change. • Four characteristics are used to define sustainable second-order educational change. • The essence of this definition lies not just in the individual characteristics, but also in what they represent as a whole. • The underlying core premise is that the development of the whole system and its underlying components should be considered. • Initial methodological considerations are provided to support future research. [ABSTRACT FROM AUTHOR]

This paper describes a national, school-based professional development intervention in which large student achievement gains were previously signaled using single-level regression analyses and effect sizes. However, such analyses can be misleading since educational data typically do not meet independence assumptions. The current study investigates the effectiveness of the professional development intervention using hierarchical linear modelling, with particular focus on whether disparities were reduced for groups typically under-served by the New Zealand education system. Results indicated that students from all learner groups made large gains, especially in writing, but additional targeting would be required to improve equity across student groupings. [ABSTRACT FROM AUTHOR]

Evidence based discourse has increasingly permeated Anglophone staffrooms and classrooms, fuelled by the impetus to ‘raise standards’ and bolster global competitiveness through improved teacher performance. ‘Giving’ feedback to teachers as part of this performance culture is a view of teacher professional development that undermines teacher agency and does not contribute to a robust conception of teacher learning. This engagement with teacher agency recognises the situatedness of teacher learning and transformative professional learning processes. This paper furnishes ecological examples of teacher agency derived from a qualitative study into teachers' feedback practices. It complements existing literature on agency as a collaborative concept. [ABSTRACT FROM AUTHOR]

Based on a qualitative analysis of interviews with 102 teachers in 33 U.K. secondary schools, the paper shows that “developing the whole child” and “preparing children for life” were personally important to teachers. As they worked, however, in institutions centrally focused on raising pupils' academic performance, this created a tension: the majority believed that the assessment system hindered the development of the whole child. Some teachers believed that they could still make a difference in children's lives by investing in their pedagogical relationship with children. The discussion focuses on how raising students' performances and cultivating their characters may be combined. [ABSTRACT FROM AUTHOR]

In this paper, we study the presence of systematic differences between teacher non-blind assessments and external blindly graded standardized tests as a measure of grading misalignment. Using a large administrative database covering two student cohorts (N = 31, 183 pupils) from publicly-funded schools in the Basque Country (Spain), we explore the grading gaps found between these two type of assessments for several student characteristics using fixed effects modeling. We find that, after controlling for standardized achievement, systematic teachers' under-assessment exists for student groups that, on average, lag behind in school: boys, children from an immigrant background, and low SES students. The observed data patterns withstand several robustness checks, including the use of instrumental variables approach (IV) and other alternative regression specifications. • We explore differences between teacher and standardized external grades as measure of grading misalignment. • Used administrative data from the Basque Country (Spain), with information of 31,000+ students. • Boys, immigrants, and lower SES students receive lower teacher scores, after controlling for external achievement. • Results are robust to use of IV, the expansion of the set of controls, and the use of alternative regression specifications. [ABSTRACT FROM AUTHOR]

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned. [Copyright &y& Elsevier]

This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations. [Copyright &y& Elsevier]

This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. [Copyright &y& Elsevier]

This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the concept of power in a social science lesson. This paper contributes to our understanding of dialogic practice as well as how specific features of technology can facilitate productive classroom interactions. • The study investigates how a diverse class explored an academic concept. • The class' work combined talk in groups and whole class with microblogging. • The teacher's dialogic stance promoted shared responsibility for reasoning. • Activity shifts and varied language use supported extensive student participation. • Microblogging combined with dialogic teaching supported coherence across group and class talk. [ABSTRACT FROM AUTHOR]

In this paper, we examine the role of teacher collaboration in a school that produces positive academic outcomes for immigrant, English Learners (ELs). We also draw on a comparative case study of another school in the same district that has not achieved the same level of success. We illustrate how the high performing site supports and implements deep and sustained collaboration, while the professional conditions of the comparison site results in fragmentation and the isolation of EL teachers. In doing so, we provide qualitative insight into how schools can foster authentic teacher learning and collective responsibility for EL students. • The marginalization and isolation of EL teachers impede teacher learning focused on EL students. • Examining a school that successfully serves immigrant ELs offers portable lessons for schools and districts. • Teacher collaboration generated rigorous learning opportunities for students through an integration of language and content. • Deep and sustained collaboration focused on the needs of English Learners can improve teacher practice and student outcomes. [ABSTRACT FROM AUTHOR]

The present paper examines the affective practices of teachers engaged in peace education in a conflict-affected society, focusing on teachers' affective dilemmas while confronting difficult histories. This exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who participated in a peace education program. The findings highlight how affective complexities, dilemmas and tensions are productive of subjectivities and relations that could either reinforce or disrupt power relations inherent in demands from teachers. The study suggests it is important that the role and impact of teachers' affective practices on peace education initiatives are ever more recognized. • Teachers' affective practices play a significant role in peace education efforts. • Affective dilemmas are productive of new teacher subjectivities and relations. • Teachers' affective dilemmas are personal, socio-political, spatial, and material. • The notion of affective practice is crucial for future research in peace education. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study that accompanied a course implementing integration of visual art into a mathematics curriculum. Participating in the study were 127 PSTs. The aim: to examine the possible connection between engaging in art and comprehending mathematical concepts: zero and infinity. The results suggest: (1) integrating art as a learning-teaching approach contributes to motivation, stimulates positive feelings and increases curiosity; (2) engaging in art is positively correlated with achievements in mathematical tasks; (3) active engagement in creating original artwork contribute to achievement even more than the more passive selection and analysis of existing artwork. • Engaging in art that illustrates mathematical concepts is positively correlated with mathematical achievement. • Students who created original artwork scored higher than students who analyzed existing artwork. • Integrating art as a learning-teaching approach promotes motivation, stimulates positive feelings, and increases curiosity. • A collaborative gallery generates an environment that encourages sharing personal learning processes with others. [ABSTRACT FROM AUTHOR]

Addressing socioscientific issues (SSIs) in the classroom provides an appropriate context to concentrate on several components of scientific literacy. The purpose of the study was to develop a valid, reliable, instrument to assess teachers' PCK for biological socioscientific issues (PCK-BSSIs). In this paper, two aspects of the research have been described; the framework on which PCK-BSSI is based, and the development, administration, and analysis procedures of the instrument. The PCK-BSSIs will allow researchers to explore teachers' understanding of SSIs, how teachers' PCK for BSSIs develops over time, and the relative efficacy of various professional developments. • PCK-BSSI is a reliable and valid instrument for the assessment of PCK-BSSI. • PCK-BSSI is considered an indicator of pre and in-service teachers' teachers' understanding of SSIs. • The PCK-BSSIs is one of the first instruments that will allow researchers to measure teachers' knowledge about SSI teaching. [ABSTRACT FROM AUTHOR]

This paper reports on Y3/3-year project to assess teacher growth in historical knowledge, skills, and dispositions, at historic site-based teacher PD programs (HSBPD). This third year study, drawn from two different historic sites—Thomas Jefferson's Monticello and George Washington's Mount Vernon, we found a plurality of teachers evinced growth in historical thinking after exposure to on-going archeological and interpretive work at the sites. This is the first study to tie historical thinking gains to specific elements of teachers' work with historic dssites. As part of the larger study, these results move us towards more generalizable understandings of HSBPD outcomes. • Research across two historic sites points towards more generalizable understandings of HSBPDs outcomes. • Access to deconstructed elements of historic site provoked historical thinking and analysis. • Working with public history practitioners provides a model of expert historical practice beyond academic history. [ABSTRACT FROM AUTHOR]