This paper discusses preservice teachers' use of action research in a Professional Development School setting. Preservice teachers were placed in a PDS site that focuses on internationalizing education and on teaching languages. The teacher candidates were in charge of planning, teaching, and assessing language instruction in their classrooms. The…

During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers' reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances…

In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children's science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning environments adds the complication that participation is largely voluntary. As such, controlling…

This study used identity as a framework to understand how preservice science teachers develop the reform-minded ideas inherent in science-specific reforms. Six participants systematically reflected about their reform-based and field lessons taught during a methods course and field lessons taught during student teaching. Patterns in their…

Many early childhood educators use cameras to share the charming things that children do and the artwork they make. Programs often bind these photographs into portfolios and give them to children and their families as mementos at the end of the year. In the author's classrooms, they use photography on a daily basis to document children's…

Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to…

The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own…

We illustrate and exemplify how the idea of reflection is framed by the enactive concept of "deliberate analysis". In keeping with this frame, we do not attempt to define reflection but rather work on the question of "how do we do reflecting?" within such a frame. We set out our enactivist theoretical stance, in particular pointing to implications…

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or…

Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.

The most rapid and significant phase of development occurs in the first three years of a child's life. The "Supporting Children from Birth to Three" series focuses on the care and support of the youngest children. Each book takes a key aspect of working with this age group and gives clear and detailed explanations of relevant theories together…

In 2001, the Australian Science Teachers Association's (ASTA's) Golden Jubilee year, a special commemorative combined issue of the then "Australian Science Teachers' Journal" (ASTJ) and "Investigating" (Australian Primary and Junior Science Journal), charted ASTA's beginnings and growth, from a "loose affiliation of four…

This article forms part of an exploration of assessment on one part-time higher education course: a professional qualification for teachers and trainers in the learning and skills sector, which is delivered on a franchise basis across a network of colleges in the north of England. This article proposes that the validity of the assessment of…

Reflective practice is held to be a means of practitioner development; however the range of models of reflection do not seem to suit practitioners working in the Post-Compulsory Education and Training (PCET) sector. Current models ignore the contextuality and specificality of PCET practice and do not consider its unique practitioner-student and…

Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants' knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to…