Background: Retention of early-career teachers is a persistent problem in the United States, with 44% of teachers leaving the profession within five years nationally (Ingersoll et al., 2018). Similar trends are seen in Georgia as a whole (Henson et al., 2015), and among Atlanta Public Schools (2019). Retention of Black educators presents an even…

This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children (P4C), which has consistently emphasized the importance of community. Yet, not unlike pragmatist…

Improving in-service teacher education is paramount to improving student learning outcomes, and while research in this area typically examines formal teacher learning opportunities, emerging research indicates that teachers also engage in informal and independent modes of learning. Our inquiry into how teachers learned about integrating technology…

While some argue that the only way to make a place for Philosophy for Children (P4C) in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the…

This article contains a response to three manuscripts that are part of the "JRLE" special issue entitled Developing and Empowering Teacher Leaders for Collective Leadership. Discussion of the articles, lessons learned, and implications for teacher leadership development are discussed.

Most educators probably know what it feels like to be part of an unproductive professional learning community--one where the topics range from last night's TV episodes to everyone's weekend plans before coming around to instructional issues. Other communities might just feel like another staff meeting with a list of announcements. But there are…

Snapshots of two Colorado districts in the Redesign PD Community of Practice: Denver Public Schools' professional learning partners help subject-matter experts and others provide educators with a high-quality learning experience. In Jefferson County, Learning Forward's Standards for Professional Learning guide educators to make teacher…

Within educational reform initiatives, professional development often feels like something done to, not with and for, teachers. In this article, two district literacy leaders share their experience designing a dialogic model of literacy professional development for teachers that advocates for open-door teaching. Through dialogic professional…

This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards…

This study aims to know Indonesian teachers' perception of the implementation of lesson study. A case study was used as the design of this study with six teachers of Islamic Elementary School in Semarang, Indonesia, were chosen by using purposive sampling. A questionnaire with the Likert Scale of 1 to 4 was distributed to the respondents after…

This research explores effects of lesson study on science teacher learning and classroom practice in three purposively selected middle schools of Eritrea. An extended teacher development program that combined training workshops with actual practising of lesson study contributed in enhancing conceptual understanding and pedagogical skills of…

This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what…

Essentially social learning is a system where the learning occurs with and from others. Internet-based technologies have provided environments within which social learning can take place among very large groups covering various topics, ranging from academic to leisure. In general MOOCs are academic-related courses offered by educational…

As the use of social media in post-secondary education expands, so does the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an…

There is often little opportunity to think deeply about educational practice, and curriculum in particular in universities today, yet this is a much-needed conversation as graduates encounter an increasingly complex world. We propose ways of thinking and practising (WTP) as an idea to help frame these complex conversations. In this conceptual…