This case study of a senior teacher in an Australian high school describes the story of her professional transformation through involvement in the Learning by Design milieu. In so doing, it demonstrates how a pedagogical intervention under particular conditions can transform the learning of students and lead to deep learning. This article…

Awareness of how different cultural beliefs may influence one's own and others' linguistic choices is fundamental to successful spoken communication, particularly in intercultural professional settings such as contemporary healthcare. The aim of this paper is to outline how this sensitivity can be enhanced through teaching that develops…

This document contains the Phase III report from the "What Works in Oklahoma Schools" study. As opposed to describing the findings from the study that was conducted, it provides a tool-kit that can be used by Oklahoma principals and teachers to determine the best courses of action for their schools and classrooms. The tools provided in…

Suggests that the insights of educational action research, especially in connection with the reflexive nature of knowledge, must be taken seriously by educational philosophers and that it will not be, until they take seriously the fact that philosophy of education can become genuinely synoptic. (Author)

Inquiry-based staff development alters the way participants conceive of their roles as teachers and colleagues. Collegial communities can sustain significant changes in issues participants identify as important and support leadership efforts beyond the local context. (SK)

Brings together 25 years of experience of keeping journals, thinking about landscape, and attending Quaker meetings. Suggests that good writing happens not despite our "busyness," but rather because we have found ways to attend to our outward lives by attending to our inward lives. Considers how the journal becomes a doorway to the…

Discusses the concepts of reflective practice and communities of practice as they relate to faculty development, and offers an extended example from a program at Indiana University Purdue University Indianapolis. (EV)

Argues for a more deliberate emphasis on teacher training by reinvigorating "techne" as a concept that is far more than instrumental or prescriptive. Suggests that if teacher educators prepare prospective teachers to master the "techne" of teaching, they encourage them to become user-centered, reflective practitioners who…

Transformative learning theory provides a framework for development of authentic, individuated, critically reflective practitioners. Strategies for transformative professional development include action plans, reflective activities, case studies, and critical theory discussions. (Contains 17 references.) (SK)

Describes the author's experience teaching Hemingway's "Hills Like White Elephants." Reflects on the author's teaching style and how teaching Hemingway affected his classroom experience. (SG)

Reflects on what the author has learned about university teaching from her experience being a novice student of karate. Asserts the value for even seasoned teachers to maintain a beginner's mind that is "free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities." Concludes that from this new…

A theology teacher describes how critical reflection influences the development of his teaching role. He views facilitation as caring, challenge, and conflict and the facilitator's role as democratic authority. (SK)

Working with a teaching partner deepens and enhances the process of reflection. Examples from a team-taught master's program show how team teaching affects reflection and reflection in turn informs and improves teaching. (SK)

Considers how the globalization of journalism education is a major challenge for a "new curriculum." Suggests that globalizing journalism education will help educators to rethink the paradigm, focus on critical self-reflection and improve the understanding of changes in society. (SG)

Illustrates the power of video recording to elicit the thinking of teachers as they reflect on their teaching practices. Draws on the work of Wiley (1994), which identified the internal conversation as a critical feature of the semiotic self. (Author/VWL)