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The purpose of this paper is to explore the outcomes of a final year action research project as part of an initial teacher education (ITE) programme in the United Arab Emirates (UAE).

The approach taken was to examine the responses of graduate and student teachers to interviews and written prompts within a framework of theoretical benefits of action research and reflective practice: linking theory to practice, transforming teaching strategies; transforming student learning outcomes; developing professionalism and lifelong learning; and raising the status of teachers through empowerment.

It was found that students referred to all of these outcomes in their responses, suggesting that classroom‐based action research is a valuable component of an ITE programme in the UAE.

This is a small‐scale study, but the results suggest that further examination of systematic reflective practice in the form of action research would be useful for teacher educators, especially those working in education systems undergoing reform.

Empirical research into effective teacher education practices in the UAE is limited. This paper will, therefore, be of interest to teacher educators considering action research as a component of ITE programmes and also in terms of considering tasks to promote reflective practice.

The purpose of this paper is to explore the perceptions of college tutors on peer coaching as a tool for professional development to determine its formal institutionalisation.

A survey questionnaire was used for data collection, while analysis of data was done using descriptive statistics.

The findings reveal that peer coaching is mostly perceived as a collaborative effort to enhance professional development. They also show that the tutors mainly hold that peer coaching is experienced as organised endeavour by participating tutors while some tutors hold that it takes place informally at any time or anywhere. Inadequate training and financial problems appeared to be highly rated as potential impediments to the use of peer coaching, while investment in training and commitment by all is highly rated as a possible means to strengthen the use of peer coaching among the college tutors.

The descriptive research design has the potential to explore existing conditions as the research indicates that the formal introduction of peer coaching would be appreciated and if educational leaders and tutors are committed and training in peer coaching is given, the use of peer coaching can be effective.

There is a need to conduct research on peer coaching in the Nigerian context. Thus, this paper provides an insight into tutors' perception about peer coaching in Nigeria. It also offers insights into means by which peer coaching can be facilitated for improved practices among tutors.

The increased demands for access to and accountability for mastery of social studies curriculum by all students, including students with disabilities (SWDs) and diverse learning needs, is a current reality within secondary schools. Research has suggested classroom implementation of evidence-based instructional practices to improve content literacy. However, the lack of descriptive data related to classroom implementation of instructional practices seems to be an area of concern, especially following professional development (Correnti & Rowan, 2007). Research related to the context and conditions of classroom implementation is needed. This manuscript describes a district-wide professional development initiative within secondary social studies classrooms, outlines qualitative research, reports findings related to teacher perceptions of classroom implementation, and describes the considerations and implications related to implementation of professional development as part of comprehensive school reform.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.

Drawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.

The study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.

This study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The authors argue that middle leaders are the key educators in school-based educational development. Schools often secure small-scale funding to engage in government or systemic initiatives, and these projects require a leadership “close to the classroom” if they are to realise sustainable educational gains. This leadership often comes from the middle leaders – those who practice their leading in and around classrooms. The paper aims to discuss this issue.

A single case study methodology is used to investigate two middle leaders, leading a small-scale project. Their leading practices are examined using the “theory of practice architectures”, to identify how these practices were enacted within their educational context.

While principals play a crucial role in enacting change, it is the middle leaders who are closer to the classroom than most principals, and whose practices more directly impact teaching and learning as they are best placed to ensure that meagre resources are well used to improve student learning. They do this by ensuring that development is collegial and a response to evidence-based needs.

First, middle leaders need support in facilitating educational development. Second, their leading practice is crucial for sustainable school-based development. Third, site-based educational development occurs most effectively when it is evidence-based. Finally, this form of educational development requires high-level collegiality.

This paper is original in two key ways: first, it addresses the under-researched practices of middle leaders; and, second it employs the practice theory to understand school leadership and development.