When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher response patterns, and how they relate to the other teachers in the school and the principal,…

This article outlines a secondary analysis of two European studies on innovative teacher professional development, through the lens of the Personal, Social and Learning to Learn European key competence. The 2018 European Recommendation describes it as being resilient, reflecting upon oneself, working with others, and managing time, information,…

The complex and fluid nature of knowledge is a key dimension of the early childhood curriculum and of early childhood teaching and learning. Such complexity adds to the already complex and dynamic work of an early childhood teacher. With a dynamic view of knowledge in mind, this article reports on research with a team of early childhood teachers…

The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is…

This article explores the approaches used to plan mathematical reasoning tasks by two peer learning teams, one based in regional Victoria and the other in Vancouver, Canada. The results revealed that planning and peer observation support teachers' knowledge of mathematical reasoning and the pedagogy required to promote it.

Our department is in the early stages of a multi-year effort to nurture a culture that values active learning. We focus on the change process, including specific, pragmatic ideas from the literature on grassroots leadership and systemic change. We briefly review Wenger's work on cultivating communities of practice and use Wenger's evaluation of…

While collective teacher efficacy has potential to improve teacher practice and student learning, there's a risk this concept will be used to further burden teachers through assuming a positive, confident attitude can overcome all barriers to learning--even without good conditions for teaching in place. France argues that collective efficacy must…

This article begins with the following quote from Harvard professor, Susan Moore Johnson: "Whatever level of human capital schools acquire through hiring can subsequently be developed through activities such as grade-level or subject-based teams of teachers, faculty committees, professional development, coaching, evaluation, and informal…

In order to enrich the training modes for internationalized and innovative talents, universities from China, Japan and Korea have cooperated each other since 2012, and established a consortium named Innovative Research & Education of Asia (IRE). The consortium proposed the "student-centered, innovation-oriented and multiple…

This paper respects the emergent interest in the link between family and consumer sciences (FCS) and the STEM and STEAM (Science, Technology, Engineering, Arts, and Mathematics) movements. The nature of our involvement with these movements has an impact on future proofing the profession; therefore, two lines of inquiry are proposed. Should the…

Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…

In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service…

The "Thinking School, Learning Nation" national policy agenda set forth in 1997 has been considered a watershed moment in the history of Singapore education as well as the nation. It has brought about a raft of new educations reforms that are both comprehensive and intensive in nature. It has also brought about a succeeding education…

Moving to remote instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching should be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even…

The Danish MINK (Mathematics and Inclusion) project explored inclusive mathematics teaching in regular classes in ordinary public schools, with a focus on teacher professional development and classroom experiments as the main elements. The project started as a reaction to the challenges for practice arising from a political reform. The MINK…