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This mixed-method study examined the ways that principals and teachers coparticipated in discipline-focused online communities of practice designed to foster instructional improvement in two middle schools. Findings derived from interviews and content analysis of the online discussion threads revealed the emergence of a shared language about learning between principals and teachers, as well as how the scaffolding of knowledge development among those teachers was supported. Principal participation allowed teachers to gain insights about their principals’ priorities, values, and beliefs about learning and was found to influence the quality of teacher-developed instructional units and teaching efficacy. Participative and directive leadership styles were represented by the principals, and their influence on the communication process and performance outcomes is discussed.

The unprecedented growth of digital literacy has sparked new mandates for Colleges of Teacher Education, challenging faculty to find innovative ways to incorporate digital literacies into curriculum. This research project paired candidates with elementary grade students for reading intervention using technology. The results provided rich descriptions of specific characteristics of the intervention which proved to be beneficial. The mixed method embedded design allowed researchers to collect both qualitative and quantitative data to provide insights into the research questions. Qualitative data showed that candidates felt that the inclusion of technology with reading intervention caused a higher level of engagement from students. Furthermore, quantitative data showed the intervention increased the reading achievement of students in the five areas of effective reading instruction.