This study explored the extent to which an educational debrief strategy informed by Carl Jung's psychological type theory -- that peoples' innate personalities influence the way they process information -- might contribute to the effectiveness of debriefing Christian experiential learning activities in a young adult ministry in Singapore. Drawing…

Whilst Productive Failure (Kapur, "Cognition and Instruction," 26:379-424, 2008, "Instructional Science," 38:523-550, 2010; Kapur & Bielaczyc, "Journal of the Learning Sciences" 21:45-83, 2012) has been shown to be efficacious in deepening students' learning of mathematics in Singapore classrooms, an action…

There has been much debate over the role of grammar instruction in the teaching of writing -- whether grammar and writing should be taught separately, or in an integrated manner in the English Language writing class. This paper describes an action research project aimed at contributing to this debate through some teachers' reflections on…

Definitions of teaching quality differ across jurisdictions and have evolved over time. Drawing on a study of five high-achieving countries with strong supports for teachers' professional learning and practice, this article describes the perspectives on good teaching rooted in standards for entry, preparation, and practice. These nations…

This report focuses on how four high-performing systems of education designed and deliver high-quality leadership development programs for aspiring principals. While these systems have a strategic, system-wide approach that positions programs within the broader continuum of leadership development, this report focuses on programs that prepare…

This paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or…

Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the…

This collaborative inquiry, as part of action research, is framed within the unique context of two researchers working closely alongside two policy-makers (research collaborators) to explore how teachers could enter more profoundly into a curriculum discourse. Drawing from Reid's concept of curriculum deliberation as located within institutional…