This paper presents a learning journey about deepening capacity for teaching with Place through relational learning and shares three pedagogical ingredients that are integral in enacting more ethical, decolonial place pedagogies. We are three women, educators working in community and teacher education with interests in environmental education,…

Many graduate dance programmes require a pedagogy course to ensure that graduate students, who are future faculty, have the capacity to successfully educate the next generation of dance practitioners. The majority of graduate dance programmes in the United States prioritise Western theatrical forms, yet increasingly there is a call to decolonise…

Despite decades of resistance, activism, legislative action, and changes in mindset, special education continues to be affected by historical inequities that impact students' access to a free and appropriate education. To effectively serve and advocate for their students, it is critical for special education teacher candidates (TCs) to have the…

Use the techniques presented here to enhance students' capacity to produce outcomes that enable future growth and to develop the critical foresight that permits learners to adapt to societal disruptions resiliently and empathetically.

It is one of few statements upon which Americans left, right, and center agree: The nation faces a civic crisis. Polarization, rage, and militancy vie with cynicism, disengagement, and despair in the much-vaunted battle for America's political soul--all while trampling grace, deliberation, and cooperation underfoot. What can and should our…

Connecting assessment with teaching through faculty capacity building can be a design principle in any assessment project aimed at improving student learning. This design principle is supported by the evaluation capacity-building literature, backward design curriculum approach, research on learning, and inquiry-driven assessment-for-learning…

A predominant narrative about adult education during the COVID-19 pandemic has been about how teachers, under unprecedented hardship, endeavored to work in new ways, drawing on technology tools and digital resources to sustain instruction when they could not meet learners in person. In order to succeed, teachers had to embrace working in entirely…

Research shows that when students engage with mathematical inquiry their problem-solving skills are strengthened. Demands in the revised Australian curriculum raised problem-solving of new senior secondary mathematics assessment, specifically in Queensland Problem-solving and Modelling Tasks (PSMTs). The challenge for Queensland was to scale…

This brief from the Region 19 Comprehensive Center describes universally effective teaching practices and demonstrates how a school faculty might choose and adapt strategies and actions to fit the specific needs and dreams of their students. The authors suggest how faculties in four distinct Pacific region communities might utilize a continuous…

Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher…

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student…

Metacognitive capacity (i.e., thinking about how one thinks) is a fundamental component of critical leadership development. This chapter offers practical insights on how to leverage the exploration of implicit leader prototypes as a powerful vehicle for building metacognitive capacity.

This overview describes themes from the "Tribal Advocacy for Educational Change: Systemic Approaches" webinar. Tribal leaders from New Mexico and Washington addressed the ongoing realities of colonization that impact public education systems. They detailed how tribes, governments, and Native-serving organizations are designing systemic…

Research advances in neuroscience and the developmental and learning sciences have provided us with important insights about how people learn and develop. The knowledge we now have points to important transformations in teaching practice, which in turn require transformations in educator development in order to support all educators in developing…

This paper presents an action learning project demonstrating how a structured professional learning (PL) programme transformed the capabilities of sessional academic staff, enabling them to transition into unit coordinator (UC) roles. By equipping these staff with the leadership skills necessary to manage digital learning environments effectively,…