In response to Golinkoff, Hoff, Rowe, Tamis-LeMonda, and Hirsh-Pasek's (2018) commentary, we clarify our goals, outline points of agreement and disagreement between our respective positions, and address the inadvertently harmful consequences of the word gap claim. We maintain that our study constitutes a serious empirical challenge to the word…

Historically and as a developing country, the Sultanate of Oman has always been culturally dependent on Britain to plan and implement its English Language Teaching (ELT) and in-service teacher education. This dependency has negatively affected preparing English language teachers with a new global professional identity capable of introducing change…

This article explores Vanessa Anthony-Stevens and Sammy Matsaw's paper "The Productive Uncertainty of Indigenous and Decolonizing Methodologies in the Preparation of Interdisciplinary STEM Researchers". That paper reports on a small qualitative study on how STEM students in the field of natural resources management react to the inclusion…

The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt…

Educational developers play a critical role as change agents and facilitators of curriculum development initiatives. This reflection explores factors that enable and limit curriculum development initiatives as experienced by a group of educational developers working in different university contexts in Canada. By highlighting aspects of our…

Rosemarie T. Truglio is the senior vice president of curriculum and content at Sesame Workshop, where she is responsible for the development of the interdisciplinary curriculum on which "Sesame Street" is based, and oversees content development across platforms such as television, publishing, toys, home video, and theme park activities.…

This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and…

In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of…

School curricula in the United States tend to focus on students' visual sense, making the teaching and learning of aural art a unique and challenging endeavor. In this philosophical inquiry with practical applications, I propose that the music curriculum be reevaluated with an ear toward the quality of sounds students hear daily as a foundation…

This essay explores the broader implications for education of the COVID-19 pandemic. It asks: What can COVID teach us? The case is made that COVID is inviting us to consider a relational universe, and what a pedagogy of presence would look like. It takes a futures perspective and is therefore, unabashedly speculative. It draws on the author's many…

Dr. Michael S. Matthews is professor and director of the Academically & Intellectually Gifted graduate programs at the University of North Carolina at Charlotte. He is incoming Coeditor of the "Gifted Child Quarterly" and a member of the Board of Directors of the National Association for Gifted Children. Dr. Matthews also currently…

In this article, I weave practice and theory into a framework for distinguishing between school-community "engagement" and school-community "collaboration," by considering if and how each approach integrates school- and community-based knowledge. I argue that, while school-community engagement efforts build students' knowledge…

In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students…

To build educational capacity for the rapidly evolving science and profession of geocomputation, the American Association of Geographers piloted an Encoding Geography research-practice partnership (RPP) composed of geography and computer science educators and researchers. This commentary describes the process, known as Collective Impact, that was…

This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of…