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The importance of improving schools, increasing teacher quality, and improving student learning has led to an increased focus on teachers' professional learning and development (PLD). When organising PLD sessions in schools, it is crucial that they are well understood and that the needs of teachers are considered. This study aimed to examine teachers' views vis-à-vis their professional growth in primary schools in Fiji. Specifically, it investigated the type of PLD organised in schools and the factors that need to be considered during planning. Semi-structured interviews, participant observation, and document records were used as data collection instruments. Twelve participants were purposefully selected from twelve different primary schools. The data were analysed thematically in 3 phases: identifying patterns, creating codes, and arranging codes into themes. The results suggest that teacher education on PLD is vital and that all those involved in the education system understand what PLD entails and consider the teacher's needs when planning such sessions. The study also revealed that teachers participate in various forms of PLD that include school-based training organised on a regular basis and or when a teacher returns from workshops, and that information needs to be communicated to other teachers in school. Moreover, the study also revealed the critical role of change agents in facilitating PLD initiatives. However, to gain widespread acceptance, these change agents must demonstrate competence and earn the respect of their colleagues. [ABSTRACT FROM AUTHOR]

Opinions on the value of self-study in teacher education are fierce. Utilising our relative perspectives as insider and outsider to this methodological approach to researching one's own teaching, the authors promote the value of self-study while simultaneously questioning certain assumptions associated with how it is typically enacted. To engage in this critique, Jason steps back from his understanding of self-study by writing analytical notes on his past, as a novice self-study researcher, and on his present, attempting to teach self-study to others, that together with his regular conversations with Oren yield an autoethnography of discontent. Analysis of this autoethnography highlights certain problematic issues with self-study, and suggests reframing its key tenets of being self-focused, seeking external validation through relationality and critical friendship, and focusing on improvement. Making these broad allowances will contribute to a more robust and inclusive paradigm, enabling self-study practitioners to professionally develop as teacher educators and researchers, and to thrive as certain kinds of fish in the academic waters. [ABSTRACT FROM AUTHOR]

Research on teachers' professional learning and development (PLD) has investigated the nature and design of such learning initiatives, itemising characteristics that promote high-quality PLD and outcomes for individual teachers. However, much learning for teachers happens as they work together to consider and discuss their ability to implement their new learning. Features that create teacher collaboration have not been as explicitly pinpointed within the existing literature. We report a content analysis of literature aimed at identifying and grouping features of what we term 'teachers' collaborative learning' (TCL), specifically for early childhood teachers. Three interdependent themes that promote collaboration were identified. First, structural features reflect how effective TCL is organised. Second, motivational features promote the depth and quality of teachers' learning experience. The third set of features are those that promote sustainability of both changes and improvements in teaching and learning arising from TCL. We argue that an understanding of effective TCL for early childhood teachers is enhanced when many of these features function together cohesively. We conclude with evidence-based considerations for designing PLD. We highlight the need to address power differences in PLD, respond to cultural issues affecting knowledge building, and understand challenges faced in teachers sustaining collaborative learning. [ABSTRACT FROM AUTHOR]

This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils’ work samples. Semi-structured focus groups and surveys were conducted with pre-service teachers and teacher educators to investigate how the assessment item contributes to developing professional understanding and professional practice. Data were analysed using inductive coding that was thematically categorised. The study established that the process of completing the TPA contributed to expanding pre-service teachers’ understanding and comprehension of the ways their teaching can improve pupil learning. These results lead to several insights about how a high-stakes assessment task such as the Teacher Performance Assessment can promote the educational growth of pre-service teachers but also brings risks of redirecting the purpose of the placement from its ambition to focus on compliance tactics. [ABSTRACT FROM AUTHOR]

This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māorimedium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction. [ABSTRACT FROM AUTHOR]

Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre–post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants' stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout. [ABSTRACT FROM AUTHOR]

Even though international research has offered a rich account of teacher educators' professional learning, it has overlooked the implications of the disciplines they teach for their professional learning engagement. Therefore, it is timely to examine teacher educators from different fields of expertise to offer a more specific and subject-related understanding of their professional learning involvement. This study investigates the initiatives that Chilean university-based ESOL teacher educators engage in to continue learning and their perceived professional learning needs. Data are drawn from a national web-based survey and a focus group. The results suggest that individual formal learning opportunities that are highly valued, and sometimes prescribed, by higher education institutions are predominant. Their professional learning needs, however, relate mainly to promoting collaborative peer-learning, advancing knowledge about diversity in the classroom and technology literacy, and enhancing their research skills and practice in language teaching. This study highlights the importance of identifying these needs as a foundation to design learning opportunities that meet the demands of the profession and the particularities of each discipline. Recommendations to enhance their continuous education towards a view of professionalism that recognises their ability to manifest ideas and agency to effect change are discussed. [ABSTRACT FROM AUTHOR]

After entering the workforce, educators may face novel problems of practice that require additional training. Ongoing professional learning and development (PD) is meant to provide the additional training necessary to ensure educators are prepared to meet those challenges. PD offerings should meet the recommendations of Adult Learning Theory, the Model for Teacher Change, and recommended best practices for adult learning and PD. The ECHO Model for Education is an effective, high-quality model of educator PD that satisfies such recommendations. Practical issues are discussed, and recommendations are made for those interested in implementing this innovative model for PD.

Many countries around the world have now introduced Digital Technology concepts and pedagogical practices to their primary school curricula to ensure students develop the understanding, competences and values that will enable them to contribute to and benefit from their future labour market and society. This study aimed to explore teachers' experiences with these curricula in order to understand how teachers can be supported to raise their implementation efforts. An analysis of twenty-three studies across eleven countries was undertaken and found there was a lack of consensus of an appropriate age and approach to introducing Digital Technology concepts within primary schools. Teachers' Digital Technology self-efficacy, Digital Technology self-esteem/ Digital Technology confidence was seen to greatly influence their implementation, and many challenges to implementation were discussed. Professional Learning and Development was raised as a solution to boost teachers' confidence and overcome common implementation barriers. [ABSTRACT FROM AUTHOR]

We describe a longitudinal (5‐year) researcher‐supported initiative designed to strengthen the research–practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6–12 instructors (N = 76). The groups met monthly to discuss peer‐reviewed journal articles to address shared PLD needs. Using retrodictive qualitative modeling, we traced the underlying factors in our RPL initiative that contributed to the rise of ongoing autonomous communities of practice in which instructors continued to engage in monthly cycles of implementing and adapting research knowledge and co‐constructed knowledge and practices gleaned from their reading and group discussions of peer‐reviewed articles. Data included participants' responses to questionnaires, audio recordings of focus group interviews and reading group discussions, and researchers' field notes. The results indicated that different types of communities of practice emerged over time through complex dynamic interactions between multiple factors in the RPL initiative (e.g., researchers, practitioners, and institutional and environmental forces). We discuss how researchers can strengthen the RPL by fostering the development of communities of practice that combine both research and practical knowledge to improve and create new educational practices. [ABSTRACT FROM AUTHOR]

This paper describes a faculty-in-residence programme within a school–university partnership at a recently opened STEAM (Science, Technology, Engineering, Art and Mathematics) middle school in the Southeastern United States. We used an instrumental, qualitative case study approach to investigate how three teachers with differing needs participated in this unique partnership focused on ongoing teacher professional learning and development. Data were collected through pre-post questionnaires, observations, follow-up questions, email exchanges and participants' logs, and teaching documents. The framework of Practice-based Professional Development (PBPD; Ball & Cohen, 1999) is used to theorise and analyse the cases. Findings suggest that the model of PBPD applied across a variety of contexts, even within a single school, assists individual teachers in effectively honing desired instructional practices. The paper concludes with suggestions for how a faculty-in-residence programme utilising PBPD might serve as a professional learning and development, in a manner benefiting both the STEAM school and university. [ABSTRACT FROM AUTHOR]

The interpretation framework of our study is the professional development and learning: Postholm's definition of professional development, informal learning, the continuously professional learning defined by Szivák et al., mutual and cooperative learning. The central question of our empirical investigation was to what extent the practice of homeschooling during the pandemic can be framed as professional learning and development in the case of Hungarian early childhood teachers from Romania. We hypothesized that, despite the serious challenges of the pandemic, both practicing early childhood teachers and educational experts perceive and identify the elements of homeschooling which can also be framed as professional development and learning. The paper outlines the results of our empirical survey based on questionnaires and interviews. Our sample consisted of 403 early childhood teachers and 14 minority education experts resulting from convenience sampling. The investigation confirms that the picture of the continuously learning professional as an expectation of the teaching career is valid for (most) early childhood teachers. We found that the largest proportion of early childhood teachers proved in this period that they are open to new experiences and are capable of renewing procedural knowledge. In this period, professional learning received greater emphasis. [ABSTRACT FROM AUTHOR]

The importance of professional learning and development for quality in kindergartens has been established in international research. The fact that the kindergarten is a learning organization can be crucial in achieving necessary professional learning. The aim of this study was to investigate what characterizes Norwegian kindergartens as learning organizations. Our research question is: What kind of understanding do kindergarten managers have of a learning organization, what do they believe that a kindergarten must learn about and what do they perceive as characteristics of a learning kindergarten? We have conducted qualitative interviews with five kindergarten managers. The findings point to joint reflection as a key characteristic of a learning kindergarten. However, kindergartens struggle to make reflection a natural part of a day-to-day practice. Consequently, kindergartens fail to utilize an important potential for professional learning. Hence, we conclude that there is an untapped potential for professional learning and development in Norwegian kindergartens. [ABSTRACT FROM AUTHOR]

Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individually unique. Whilst teacher PLD defies reductionist theorisations guiding its provision and evaluation, government and institutional policies continue to be dominated by rather simplistic linear and outcomes-focussed conceptualisations. Drawing on interview data, this paper explores practitioners' own understandings of lived experiences of learning through formal PLD in settings seemingly dominated by linear discourses of relations between learning and practice. We discuss how teachers understand and (re)negotiate their formal PLD experiences in and through practice amidst relational complexities to offer suggestions for rethinking how teachers and institutions approach, participate in, and learn from formal teacher PLD experiences, and for disrupting the linear discourses that dominate and complicate the complexity and nature of teacher learning and practice. [ABSTRACT FROM AUTHOR]

Grassroots reform, particularly in the private educational sector, has had a noticeable impact on the Australian middle years of schooling landscape. Middle years' grassroots reform however, has often been implemented in ad hoc ways, which has meant it has not always resulted in meaningful change that is aligned with middle years' research and philosophy. This case study examines one school's efforts to improve education in the middle years through a grassroots reform project, namely the "Year 9 Project". The study explores how capacity building for meaningful change can be both helped and hindered during grassroots reform. It also examines the experiences and involvement of teachers in grassroots reform, understanding their pivotal role as key implementers of school change. The study reaches two conclusions regarding how capacity building may be enhanced to effectuate meaningful change at the grassroots level. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to identify to what extent novice/nascent entrepreneur women perceive that their participation in a mentoring programme contributes positively to their personal/professional development in terms of benefits derived. A quantitative methodology was used to gather information on perceptions/opinions of participants in a ‘MET’ mentoring community programme placed during academic years 2014-2015 to 2016-2017. The acronym corresponds to the concepts of Women (Mujer in Spanish), Entrepreneurship and Technology. Results show that due to the programme, women perceive themselves competent in relation to the competence analysed; show a high level of job satisfaction and degree of progress; identify new business opportunities, expand their vision, improve their business performance, achieve their goals, and transform their business project.

The Swedish preschool has undergone some radical education policy changes during recent years, all of which have affected teachers’ work. The focus of this article is on the changes relating to the demand for research-based education and how the concept of teaching has been introduced in preschool. The aim of this article was to study preschool-teachers’ professional learning in relation to research-based education within an action research project which focused a new conversation method with the children. The theoretical framework of the study was based on social learning theory and communities of practice. The empirical data consists of collegial conversations and written documents produced in the action research project. The results show that the preschool-teachers in a mutual agreement persistently examined and negotiated conversation methods so that they could be adapted to their view of teaching, their professional self, and children and children’s participation and learning. Through a common repertoire of scientific tools and social learning processes, they reflected each other’s teaching in an open, trustful, and appreciative collaboration, and together, they critically reviewed and problematized their earlier experiences and their teaching in relation to research.

This reflective paper is inspired from a research by a school leader to promote teacher agency in professional learning and development. It draws on the similarities and differences of both leadership and facilitation roles to propose a typology that is shaped by roles and goals. We present here a critical view of a phenomenon that is often distinguished by styles and characteristics of leadership. Through the perspective shared here, we aim to contribute into the leadership discussions that specify and distinguish responsibilities. It complements with the axiom that leaders have a key role in concerting the vision and driving the goals of the organization.

In this narrative inquiry, we will explore teachers' professional inquiry in New Zealand. We begin by outlining context-related issues that undergird the propagation of professional inquiry and provide a chronological portrayal of how inquiry originated as a form of teacher learning. Then, we apply a narrative lens on one teacher's experience of professional inquiry to examine the ways that numerous forces have touched upon the professional inquiry and teacher learning milieu. The narrative insights that surfaced suggested that the external motivations attached to professional inquiry have stymied its teacher learning potential. Since these motivations play a key role in shaping teachers' personal conceptualisations of purposeful inquiry, we theorised how they could be refined and reinvigorated. Investing into meaningful ways for teachers to understand external motivations attached to professional inquiry could produce more satisfactory teacher learning experiences. Furthermore, part of meaning-making through inquiry could involve teachers exploring the sociopolitical dimensions of their practices as well as the teaching profession; this could galvanise teachers into adopting a more active role in their learning as well as the education sector. [ABSTRACT FROM AUTHOR]

Surprisingly little has been written about the notion of virtual teams in schooling contexts and less on the role of virtual teams in the professional learning and development (PLD) of teachers. Virtual teams are groups that use technologies to collaborate to address common goals. Members may work at in different locations, in different organisations, or at different times so that the electronic communication media becomes an important feature in the feasibility of the work. Increasingly, technologies are used to support practitioners' (leaders and teachers) professional learning. In this conceptual article, we draw on research literature from online and blended professional learning and development to conceptualise what is important to consider when establishing virtual teams for the purpose of practitioners' learning. Specifically, we address the question: what are the characteristics of virtual teams that can serve the purpose of professional learning and development in schools? A technology-enriched planning model for institutions with an interest in establishing and maintaining a virtual team approach to PLD (VTPLD) is provided. We consider three strategic characteristics for PLD: (relevance, collaboration and a future focus) to address how virtual teams can support professional learning for teachers. [ABSTRACT FROM AUTHOR]

Building professional learning communities (PLC) has become a widely recognized strategy for school development and for student achievement. Four Finnish comprehensive schools were identified as being ready to be PLCs in a previous quantitative study, and the purpose of this study was to investigate practices of PLCs in these schools. In this paper, we used data from qualitative multiple-case study, which investigated practices of leadership, culture, teacher collaboration, professional learning, and development. The results showed that the principals had played the main role in the progression of schools as PLCs. Principals were described as visionary leaders who had started positive progression, shared the leadership, and created commitment to common goals. The results indicated also that a change of leaders can have a positive effect. Decision-making processes were participative, inclusive, democratic, and collaborative, aiming for a satisfactory level of consensus. Relationships among staff were reported as being based on mutual trust and openness, and members were encouraged to express their opinions. Common responsibility of students, peer support, encouragement, and co-teaching were practiced. Co-teaching practices were identified as an effective form of collaborative work-embedded professional learning which is related to the core principles of professional learning communities. Structural conditions were reported as barriers to schools’ development as PLCs.

Teacher professional learning provides opportunities to enhance understandings and practices for those directly involved in children's learning. The expectations placed on providers of professional learning are frequently shaped by mandates beyond their control and or expertise. In this paper, we examine how the complex set of philosophies framing Sport New Zealand's Play.sport initiative, a school‐based programme to enhance experiences in Physical Education (PE), Physical Activity (PA), Physical Literacy (PL), play and sport for young people, were understood and enacted by professional learning providers. The implementation framework centred on a workforce of Facilitators, Mentors and Activators providing professional learning in participating schools. Empirical evidence was gathered from interviews, field/meeting notes and observations to illuminate how the workforce consistently grappled with layers of complexity required to understand and enact philosophical and policy mandates associated with PE, PA, PL, sport and play. Our findings demonstrate the need to reconsider the delivery of professional learning and development initiatives. We conclude by reflecting on how our work as an academic community, undertaken with an intention of enhancing practices in PE, may be unintentionally increasing complexity and confusion. [ABSTRACT FROM AUTHOR]

This paper reports on a case study that tracked a group of beginning teachers who were undertaking an employment-based model of Initial Teacher Education (ITE). This ITE program combined academic study for a Masters-level degree with part-time employment in secondary schools. The beginning teachers were concurrently engaged in face-to-face and blended learning, with substantial professional in-school experience (0.8). The focus of the study was an investigation of the development of clinical judgement and how these beginning teachers articulate the knowledge, skills and attributes required for their professional decision-making with a model of clinical teaching. Drawing on data collected using open-text questionnaires at two-time points, findings of the study indicate a strong acknowledgement of the centrality of a student centred focus by the beginning teachers. Participants' responses indicated awareness of the importance of using data to identify learning need/s and for planning pedagogic interventions. However, there was comparatively limited evidence of beginning teachers generating data on or reflecting on the implications of their pedagogical choices to inform adjustments for future interventions. This highlights the importance of providing beginning teachers with ongoing support to build their clinical judgement and refine its application in clinical teaching. [ABSTRACT FROM AUTHOR]

The role of heads of schools or departments in universities has been described as complex and challenging. Despite growing calls for greater support for those in middle leadership roles, there has been little research on what effective preparation or support programmes look like. This article reports on an evaluation of a professional learning and development programme for heads of school at a New Zealand university. Data came from surveys and focus groups conducted over a 2-year period, and Kirkpatrick's stage model of levels of evaluation and Gmelch's comprehensive academic leadership model are both drawn on. Participants in this study became part of a learning community which provided much-needed collegial support in addition to having opportunities to learn about academic leadership, develop academic leadership skills and reflect on their practice. [ABSTRACT FROM AUTHOR]

Literature shows cooperative learning has positive benefits for students’ learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of The New Zealand Curriculum's science subject area. Specifically, this paper reports on the Academy's interconnections of government policy, professional learning and development, teachers' practice and students' learning. Results indicate how relevant, useful and meaningful education through science has influenced classroom teachers' practice. The implications support the critical importance of effective connections between content, policy and practice in the ongoing development of teaching practice.

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Children's challenging behaviour in classrooms can have negative effects on students and teachers. The New Zealand government is funding Incredible Years Teacher (IYT) professional learning and development (PLD) to provide teachers with classroom management skills to manage young children's challenging behaviour. This research explored how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT. Overall, teachers with more support deeply embedded IYT and sustained its incorporation in their practice. [ABSTRACT FROM AUTHOR]

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of The New Zealand Curriculum's science subject area. Specifically, this paper reports on the Academy's interconnections of government policy, professional learning and development, teachers' practice and students' learning. Results indicate how relevant, useful and meaningful education through science has influenced classroom teachers' practice. The implications support the critical importance of effective connections between content, policy and practice in the ongoing development of teaching practice. [ABSTRACT FROM AUTHOR]

The article describes an approach to data- and research-informed improvement work in Early Childhood Education and Care (ECEC) that is used by the Laboratory for Research-based School Development (LSP) at Aalborg University, Denmark. The approach includes collaboration between research, policy and practice and it incorporates two current policy priorities in the field of Danish education: evidence-informed decision making and the continuous improvement of the learning environment. The approach is based on the core idea that it takes a collective effort and widely distributed leadership to ensure the well-being and learning of all children. Additionally, the approach rests on the hypothesis that the use of evidence assists ECEC services to accomplish goals of high-quality learning environments, and the improvement work can drive efforts to use knowledge from data and research. Consequently, in this approach, data- and research-based knowledge is used as an essential indicator of quality and as a trigger for professional learning and development (PLD) of the teaching staff. Furthermore, leadership is seen as essential in relation to the PLD of the teaching staff and their use of evidence. [ABSTRACT FROM AUTHOR]

John Hattie’s Visible Learning research has been read, dissected, and implemented by educators and leaders around the world. Whether it’s the effect sizes or the influences that challenge the thinking of the status quo, the Visible Learning research has taken a place in many educational conversations. Over the last three years, the author of this paper has been researching and implementing the Visible Learning research, and used some of the findings to create a leadership workshop that focused on six of the influences that Hattie has been studying for years. The point of using the six influences he focused on was that based on the author’s knowledge of leadership through his experience as a teacher and building leader, as well as his understanding and research around school climate, there were six areas that all leaders should understand deeply if they are to have a positive impact on student learning.

In this study data-feedback in a cyclic model of data-driven teaching was used to enhance the teaching behavior of students registered in a master course for teachers. Differences between pre- and post-test measures in a simple one-group pre-test post-tests design proved to be significant with effect sizes ranging from d = 0.29 to d = 0.76. Improving teaching behavior in a time span of only six weeks on average is remarkable since earlier studies indicated that it takes over 15 years to master complex teaching skills with a ‘natural development’ of teaching skills of about 25% of a standard deviation. [ABSTRACT FROM AUTHOR]

This article reports on a study which explored how school leaders acquired professional learning through immersion in Chinese language and culture. The study was founded on the 2014 New Zealand Principals' Delegation to China. A key outcome from the study was that the school leaders' experiential learning was conceptualised as a form of professional learning and development. This resulted in the leaders being empowered to better equip their students to become more culturally competent and, thus, Asia-aware. [ABSTRACT FROM AUTHOR]