In the current educational climate, it is not surprising for teachers to experience apathy or to disengage politically. This essay examines the ways that educators can confront climates of constraint in an effort to engage and act. By highlighting the work of a variety of educators in Indianapolis, Indiana, the authors encourage educators to…

To improve teaching and advance student learning requires weaving together the curriculum that students engage with every day with the professional learning of teachers. This paper is designed as a resource for system leaders at the district, state, and charter-management organization (CMO) levels looking to improve instructional outcomes for…

Despite the multifaceted causes of educational disparities, schools' responsibility for reducing inequality undergirds American ideals. Educators operate as street-level bureaucrats to accomplish this equalizing work. Surprisingly, we know little about how teachers think about inequality or enact strategies to combat it, even though their…

Supporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs' research literacy, through establishing strong collaborative links between universities and…

Through the lenses of comparative adult education and international educational leadership development, this study explores the learning experiences of local school principals after they participated in a professional development program named "Domestic Study Program" (DSP) in Beijing. A qualitative narrative inquiry was applied and four…

Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners' imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan's theory of imaginative development. From this theoretical…

The new Secondary Curriculum (implemented in 2008) saw greater emphasis on creativity within the National Curriculum for England. Since this term has been boldly stated, how have teachers and pupils responded to it in the classroom? This study draws on responses from a range of pupils in different Key Stages (2 (pupils aged 7-11), 3 (pupils aged…

In this paper we argue that mathematics teaching can be conceptualised as a form of praxis. Viewing mathematics teaching as praxis foregrounds the moral nature of teaching and the educational practices that are developed in response to the educational needs in particular sites. The case for praxis in mathematics education is then made by drawing…

As teachers strive to make sense of and implement knowledge of creativity that is available from the research community, school librarians are called upon to help turn rhetoric into reality. Developing the creativity habit is far more meaningful and effective if the classroom activity is representative of the real-world problem-solving process.…

Currently, when there is a lot of political talk about the need for "evidence-based policy", and when public policy seeks to calibrate research quality and impact, there is a pressing need to reconsider the relationships between education/al research and education policy. This article seeks to do this, beginning with considerations of the…

Many experienced teachers make rolling out a science class appear to be easy. In reality, there is usually deep and complex thinking behind their practice. This knowledge is sometimes so intrinsic and part of their everyday practice, that it remains hidden and unexplored. This article presents data from a study that attempted to draw out such…

Experimental and investigative work has been an integral element in the teaching of science in schools for many years. Although students have always been taught to work safely, there is now a more general requirement that they will be taught about health and safety and how it should be implemented. That is, they must understand something of the…

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of…

Given the culture of compliance produced at the intersection of standardization, high-stakes testing, and punitive measures for all who deviate from the hyperrationalized frenzy of accountability that currently prevails, how is it that I have the audacity to offer teacher-learners space to exercise their imaginative capacities, to envision and…

This paper presents a conversation with Carol Dweck, the author of "Mindset: The New Psychology of Success" (Random House, 2006). She serves as the Lewis and Virginia Eaton Professor of Psychology at Stanford University. She is a member of the American Academy of Arts and Sciences and the National Academy of Science and is the recipient of…