The study described here analyses a faculty-wide change designed to foster the communication proficiencies of students in a large teacher education college, gathering data from various sources over three years of the new agenda's implementation. Qualitative and quantitative data analysis revealed that implementation was progressing on two distinct…

We explore three primary paradigms that continue to dominate writing instruction in secondary schools. By illustrating these paradigms, exploring their underlying assumptions with two classes of preservice teachers (PSTs) enrolled in a required course on teaching writing and identifying theoretical and pedagogical alternatives, we examine how…

Purpose: The purpose of this study was to examine preservice physical education teachers' (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations. Methods: Based on service learning principles, PPETs (N = 18) enrolled in a physical…

This article reports on a two-year study of a self-study research group facilitation. The research group was designed as a professional development project in which six experienced teacher educators investigated their practices using a self-study approach. The pedagogical rationale of the facilitation was based on four broadly shared theoretical…

This article describes a collaborative self-study implemented to improve and refine three teacher educators' instructional practices to better assist their teacher candidates in developing culturally responsive pedagogy and becoming reflective practitioners. The self-study is situated in three theoretical frameworks: Banks's (2005) framework for…

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in…

This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or…

A preliminary inquiry on "The contemporary judgment as to the culture element in education and the time that should be devoted to the combined school and college course." was authorized by the Council of Education of the National Education Association at the Boston meeting, 1903, and a committee was appointed. The brief recommendation of…