This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.

The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.

This article describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of technological pedagogical content knowledge. The qualitative data sources include teachers’ written lesson plans, university faculty members’ reviews of lessons, transcripts and videos of implemented lessons, and recordings and transcripts of debriefing sessions about implemented lessons.

In this paper, the authors discuss collaborative models that hold potential for evaluating technology integration professional development (TIPD) partnerships. The authors examine key issues associated with implementing them, and analyze how each model has the potential to strengthen and sustain professional development partnerships. The authors conclude that collaborative evaluations foster working relationships and shared understandings. They shift and expand the focus from the evaluation of outcomes only to the evaluation of processes and outcomes.

The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.

This paper proposes a relatively radical hypothesis: Textbooks as educational tools are outdated and in need of reconceptualization. Furthermore, the authors believe that present technology affords us the opportunity to experiment with this reconceptualization in ways that not only facilitate teaching and learning but also redefine the role of the teacher in the classroom. The authors investigate one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. This initiative is taking place at Old Dominion University in Norfolk Virginia.

Focusing on teachers’ work in literacy teaching, this article proposes some signposts to assist teachers in navigating in the multimodal classroom. Specifically, the study uses the influential conceptualization of literacy teaching in the multimodal context, the Multiliteracies Pedagogy Framework to examine 11 cases of literacy teaching from a range of contexts.