Todd Campbell

TL;DR: This paper examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004, concluding that teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning.

TL;DR: In this paper, the authors investigate the assumption that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students' technology experiences inside and outside of the formal school setting.

TL;DR: This article investigated the impact of teacher questions, question types, and interaction patterns that coincide with high and low levels of constructivist teaching practices, and found that teachers facilitating with HLCTP used a significantly greater number of openended questions when compared with other types of questions (closed-ended questions and task-oriented questions).

TL;DR: The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning ‘with technology’ to enhance science learning.

TL;DR: In this article, the authors consider whether MBI is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understanding of science process and the nature of science.