The purpose of this study is to explore the relationship between language, identity construction and learning in the context of the Vehicle programme, a vocational program in Swedish upper secondary schools. The study focuses on language practices and the norms of language, gender and school work that are negotiated in conversations between pupils and between pupils and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities. The Vehicle programme has its basis in mechanics with links to the vehicle and transport trades, and can be identified as a male-coded program in several respects. The pupils participating in this study were both boys and girls attending a school situated in the North of Sweden. The study was conducted through an ethnographic approach, employing plural methods including observation, field notes, audio-recordings of conversations, and interviews with pupils in focus groups and individually. Recorded conversations were analysed using tools from conversation analysis. The analysis is based on Judith Butler’s theory of gender as performance, Raewyn Connell’s theory of hegemonic masculinity, and Penelope Eckert’s theory of the heterosexual market. A socio-cultural theory of learning describing communities of practice, by Lave and Wenger, which has also been applied to linguistics by Eckert and McConnell-Ginet, forms the basis of the theoretical framework. The analyses of conversations show that the language practices were confrontational, direct and humorous; characteristics that have strong connections to notions of a masculine conversational style. The pupils were not as aware of interactional patterns as they were of the words they used. Thereby the norms in the community of practice, which were based on notions of masculinity and heterosexuality, were not noticed, and worked as undercurrents in the interaction. The girls participated in the language practices in the same ways as the boys, but contrary to the boys, the girls interpreted the language practices as effects of other things than gender, for example as signs of being independent or daring. They also experienced that adjusting to the expectations of normative middle-class femininity was more oppressive than adjusting to the norms that were negotiated within the community of practice. The conversation analyses also show some of the complexity in teachers’ work and their role as mediators of norms and values. Peer reactions to individual pupil turns in the classroom conversations were of more importance for the development of the conversations than teacher responses. Thus there was usually a homogenization of the expressed perspectives. Norms of heterosexuality were constantly reconstructed in interaction within the community of practice and they controlled the pupils’ understanding of what was perceived as normal or deviant behaviour. Thereby the pupils constrained each other’s school performances in the core subjects and reconstructed a difference between being theoretical and practical, a process that was partly supported by the school as an institution. Generally, the pupils in the community of practice had to balance their identity constructions in relation to the peer group, teacher expectations, and their own ambitions, for which reason learning turned out to be more than just a process of acquiring knowledge.

This descriptive, holistic, single case study focuses on how an experienced teacher with 21 years of teaching was able to negotiate participation in a community of practice (CoP). The study applies Wenger’s (1998) Community of Practice framework as a lens through which to gain insight into the subject’s professional transformation. Wenger’s multilayered theoretical approach, including the four components of his social learning model, provides a common language to describe participation. The specific research questions that frame this inquiry are: 1) How did an experienced secondary mathematics teacher, involved in an ongoing and dual-faceted professional development project, negotiate meaningful participation in a community of practice? 2) How did the kinds of participation in which she chose to engage affect her professionally? and, 3) How did her classroom practice change? Findings from the study include: 1) Wenger’s Stages of Development (potential, coalescing, active, dispersed and memorable) for a CoP were in evidence in this teacher’s participatory experiences. 2) Internal and external factors worked in concert to support transformed practice. 3) The tension between experience and competence is an important factor when thinking about the difference between an expert and experienced teacher. 4) The case subject negotiated her participation through intellectual partnerships formed through the interaction with her Peer CoP and educational experts and researchers—an example of legitimate participation in authentic professional activities at a level quite different from most “teacher professional development” activities. The evolving shared repertoire of changed mathematical instructional practices was tangible evidence of transformative interactions. These findings indicate that a viable, robust CoP can be stimulated through external scaffolding and coordination of learning activities in combination with a joint enterprise of growth-minded professionals. The data provide insight into the professional transformation that occurred within the case teacher’s practice as she enacted the new, shared repertoire with students in her classroom. The new repertoire resulted in improved student learning not just during her active involvement in the CoP but after the community disperses, in a penultimate stage of a CoP described by Wenger (1998), suggesting that the results and transformed practice can be sustained.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

abstract: .ABSTRACT The Arizona Department of Education (ADE) empowered a task force to design a new instructional model for English Language Development (ELD) students. The task force created a four-hour, language intensive instructional model which required ELD-indentified students to be immersed in grammar, reading, pre-writing, vocabulary and oral English conversation. This model also mandated a specific number of instructional minutes were to be assigned to each of the model's five components. Moreover, these instructional minutes were to be accounted for by ELD teachers as they developed lesson plans to teach these students. To address the substantial professional development requirements entailed by these mandates, Wenger's Community of Practice (CoP) framework was employed. A CoP was formed to assist nine ELD teachers to (a) meet mandates of the instructional model, (b) participate in professional development opportunities to gain language-based instructional strategies, (c) plan lessons together and eventually, (d) allow them to become more efficacious in their abilities to meet and implement the mandated ADE Sheltered English Instruction (SEI) instructional model developed by the ADE task force. Quantitative and qualitative data were gathered throughout the study by means of a pre- and post-questionnaire, audio taping and transcribing CoP sessions and field notes. Findings suggest the CoP served as an effective forum for increasing ELD teachers' sense of efficacy towards becoming an effective ELD teacher. Moreover, the CoP helped increase understanding of the requirements of the instructional model, participate in professional development specific to their needs and collaborate, which was largely responsible for increasing teacher efficacy. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to create a program for alternatively certified teachers. This specialized program permitted candidates to teach with an intern certificate while completing university coursework leading to certification. During this timeframe, the researcher-practitioner of this study created an alternative teacher induction program focused on cycles of action research. The model was created to capitalize on the content knowledge and work experience of alternatively certified teachers in order to inspire innovation by offering a district-based induction centering on cycles of action research. In the teachers' third year, each teacher conducted action research projects within the framework of Leader Scholar Communities which were facilitated by mentor teachers from the district with content expertise. This study examines the effects of such a model on teachers' identities and propensity toward transformative behaviors. A mixed methods approach was used to investigate the research questions and to help the researcher gain a broader perspective on the topic. Data were collected through a teacher efficacy survey, questionnaire, focus groups, semi-structured interviews, observations, and electronic data. The results from the study indicated that the participants in the study exhibited signs of professional teaching identity, especially in the constructs of on-going process, relationship between person and context, and teacher agency. Additionally, the participants referenced numerous perspective transformations as a result of participating in cycles of action research within the framework of a Community of Practice framework. Implications from this study include valuing alternatively certified teachers, creating outcome-based teacher induction programs, and replicating the T3IP model to include professional development opportunities beyond this unique context. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts integration is a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. However arts integration is not easy work. It takes a great deal of planning and collaboration. In this action research study, I take the perspective of a social artist, a facilitator, who offers a framework for a group of teacher participants to dialogue, collaborate and share ideas and skills to develop arts integrated products to share with others. Utilizing a mixed methodology approach, the findings of this action research study revealed that the intervention had a positive impact on the participants. Though there were some set backs, participants reported more dialogue and shared experiences about arts integration on a daily basis, more dialogue about new arts integrate ideas, and an increased sense of collaboration in developing arts integrated products. Furthermore, the Knowledge Construction Model (KCM) concept had strength as a potential professional development model for teachers and schools interested in growing their arts integration practices. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: Rapidly increasing demand for technology support services, and often shrinking budgetary and staff resources, create enormous challenges for information technology (IT) departments in public sector higher education. To address these difficult circumstances, the researcher developed a network of IT professionals from schools in a local community college system and from a research university in the southwest into an interorganizational community of practice (CoP). This collaboration allowed members from participating institutions to share knowledge and ideas relating to shared technical problems. This study examines the extent to which the community developed, the factors that contributed to its development and the value of such an endeavor. The researcher used a mixed methods approach to gather data and insights relative to these research questions. Data were collected through online surveys, meeting notes and transcripts, post-meeting questionnaires, semi-structured interviews with key informants, and web analytics. The results from this research indicate that the group did coalesce into a CoP. The researcher identified two crucial roles that aided this development: community coordinator and technology steward. Furthermore, the IT professionals who participated and the leaders from their organizations reported that developing the community was a worthwhile venture. They also reported that while the technical collaboration component was very valuable, the non-technical topics and interactions were also very beneficial. Indicators also suggest that the community made progress toward self-sustainability and is likely to continue. There is also discussion of a third leadership role that appears important for developing CoPs that span organizational boundaries, that of the community catalyst. Implications from this study suggest that other higher education IT organizations faced with similar circumstances may be able to follow the model presented here and also achieve positive results. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

abstract: The United States is facing an emerging principal shortage. This study examines an intervention to deliver professional development for assistant principals on their way to becoming principals. The intervention intended to boost their sense of efficacy as if they were principals while creating a supportive community of professionals for ongoing professional learning. The community was designed much like a professional learning community (PLC) with the intent of developing into a community of practice (CoP). The participants were all elementary school assistant principals in a Title I district in a large metropolitan area. The researcher interviewed an expert set of school administrators consisting of superintendents and consultants (and others who have knowledge of what a good principal ought to be) about what characteristics and skills were left wanting in principal applicants. The data from these interviews provided the discussion topics for the intervention. The assistant principals met regularly over the course of a semester and discussed the topics provided by the expert set of school administrators. Participant interaction within the sessions followed conversation protocols. The researcher was also a participant in the group and served as the coordinator. Each session was recorded and transcribed. The researcher used a mixed methods approach to analyze the intervention. Participants were surveyed to measure their efficacy before and after the intervention. The session transcripts were analyzed using open and axial coding. Data showed no statistically significant change in the participants' sense of efficacy. Data also showed the participants became a coalescing community of practice. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011