Science teacher educators use examples of practice to support teacher candidates (TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs'…

Teaching is complex; teachers and school leaders crave more meaningful collaborative experiences to make sense of that complexity. However, the structural, cultural, and historical factors involved with schooling impede the extent to which teachers can collaborate. Teachers spend five to six periods of the day teaching classes, largely working in…

Being an expert involves explaining how things are supposed to work, and, perhaps more important, why things might not work as supposed. In this study, researchers surveyed scholars with expertise in value-added models (VAMs) to solicit their opinions about the uses and potential of VAMs for teacher-level accountability purposes (for example, in…

Assessment organisations that operate at a national level in the UK employ hierarchic assessor monitoring arrangements, where the most senior assessors (known as team leaders) feedback to assessors in their teams on their marking performance. According to a sociocultural viewpoint, this feedback possesses learning potential as it allows assessors…

Teachers' learning is being tamped down by evaluators of their practice, administrators, and coaches who have never taught the new student standards. Most American teachers have little say when it comes to their professional development. The author nonetheless remains optimistic about the future of the teaching profession--largely on account of…

Wisdom, as a form of cognitive functioning, includes different types of knowledge and values, and it seems that increasing the knowledge about the world and different experiences may facilitate their development. School system usually pays more attention to accumulation of knowledge, but little related to wisdom. In this study wisdom…

This report presents dual analyses of an undergraduate student, Cassie, whose work provides nice contrasts between Grounded Theory (GT) analysis and Knowledge Analysis (KA). The analyses highlight particular methodological differences, such as grain size of findings, positioning of novices and more general implications about expert-novice studies.…

As one in a series of CBIE briefs, this report presents the findings of this preliminary leadership skills gap identification exercise for the international education sector in Canada. It concludes with recommended next steps on leadership development to advance the international education sector in Canada and to strengthen the capacity and…

In 2007, I began research for my doctoral dissertation on what a curriculum in an undergraduate degree in homeland security should look like. At that time, the field of homeland security was a nascent discipline, and as such it did not have a standardized academic curriculum. There were several institutions of higher learning in the United States…

Through this paper, we explore "unbundling," the separation of various aspects of education, resources, teaching and assessment (Ossiannilsson et al., 2015) and "rebundling," where these activities are "recombined into new configurations with little loss of functionality" (Ge et al., 2004, p. 1). We chart the…

Leadership in infant and early childhood mental health must take into consideration issues of diversity, historical context, power dynamics, and difference in worldview and experiences. This article describes the importance of equitable and effective partnerships with rural/remote, underserved, and Indigenous communities in the United States and…

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based…

Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…

Little attention has been given to identifying the professional bodies of knowledge or expertise that should be possessed by entering, early career, or senior SEM staff members. Using a multi-method research approach that included both a national survey and a modified Delphi Technique involving senior enrollment and admissions professionals, we…

Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators' change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally…