Learning that transforms challenging frames of reference to make them more inclusive, reflective, dialogic, and emotionally able to change is the framework for professional learning communities suggested here (Mezirow, 1991). Professional learning is the means for ongoing teacher support in providing a trajectory for teachers towards developing into reflective experienced master teachers that can impact teacher practices and overall student achievement. The following paper will provide an 1) overview, theoretical framework, and research on Professional Learning Communities and 2) provide case study narrative responses' of three teachers on their perspectives and engagement in a four week Professional Learning Communities Institute. The overall findings demonstrate that teachers' critical reflection and strategic purposeful planning are the processes where transformative learning occurs and drives Professional Learning Communities, where all stakeholders involved take responsibility for their own professional learning with collaborative goals aimed at student success.

Pre-service teachers must be critical readers and thinkers if they are to prepare our future generations for the challenges of the 21st Century. Critical reading and thinking skills are essential to the evolution of a well rounded individual who can interpret information, challenge evidence, and assess diverse arguments. The following case study attempts to examine pre-service teachers' characterization of critical reading and explore their level of responses in their application and engagement of critical reading/thinking. This paper discusses the research explored in the case study that incorporated an open ended survey and critical reading prompts that examined pre-service teachers' engagement levels into reading and thinking critically while allowing the researcher to gain an understanding of teachers' awareness and engagement of critical reading/thinking stance. Overall, the data findings presented support the on-going challenges of teaching critical reading/thinking as indicated by previous research studies. The information gathered by the researcher will provide insights into pre-service teachers' critical reading/thinking and the importance of transmitting critical engagement habits to future generations of pre-service teachers.

Educators have increasing responsibility for creating equitable and inclusive classroom models, but research suggests that they "may not have the necessary attitudes, dispositions, or perhaps more importantly, the professional skills to successfully instruct students in diverse, inclusive classrooms" (Van Laarhoven, Munk, Lynch, Boxma, & Rouse, 2007, p. 440). This study examines the effects of an interdisciplinary, co-taught curriculum in a Master in Teaching program on teacher candidates' predicted versus actual use of instructional strategies in inclusive K-12 classrooms. Teacher candidates (N=140) completed surveys at three data points: post-course, post-internship, and at the end of the first year of teaching. Participants reported using the following strategies most frequently with all K-12 students: "think alouds/explicit modeling," "direct instruction," and "cooperative learning." Constructivist approaches received the lowest mean scores. This study contributes to the emerging research about integrated teacher education programs and how they can better prepare future educators for creating inclusive classrooms.

The expansion of modern technology has vastly changed and continues to change the way we learn, communicate, and connect with one another. Institutions of higher learning including Community Colleges and Universities, traditionally known for their face-to-face courses, have had to reconsider programmatic and delivery mode over the years to transfer their face-to-face courses into online courses based on the growing demand. With this transition, comes reflective reevaluation of curriculum and programmatic structure of courses. These programmatic courses must provide instructional experiences that are meaningful and purposeful for graduate students in higher education and prepare them in the same manner and level of quality as face-to-face courses. There is a need for pedagogical research to assist faculty and instructors to make this transition to online teaching. The following paper examines 1) the historical context of distance education 2) research on face-to-face instruction in comparison to online instruction 3) a modern framework for scaffolding graduate courses and graduate course content.