Researchers working to clearly identify a research topic and theme have difficulty deciding how to focus their work. Using a potential-based learning focus, detailed in this text, readers are challenged to consider their role as researcher, scholar, and leader to guide their reflective work. "Transformative Potential Based Research: A Guide…

The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of…

In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such…

Transformative approaches are essential for teachers, researchers, and teacher educators to rethink their identities and roles and to position themselves as both collaborators with and learners from immigrant families and communities. In this article, we share how Transformational Theory and Critical Participatory Action Research (CPAR) creates…

Teacher education is a field that is often under scrutiny as a field whose professionals are underqualified or being staffed by individuals who do not care. This work explores the experiences of three teacher educators, how they came to their profession, and how they found both their communities of practice and their professional identities. Their…

The aim of this paper is to explore the identity of the teacher as a dialectical being that is in permanent construction, to identify some obstacles teachers might find in this process while operating in an institutional framework, and the effects these could have upon the teacher and the goals she pursues with her students. By ruling out the idea…

Leading a school can be a lonely, challenging job, Elena Aguilar has found in her years coaching principals. Aguilar describes how coaching approach she's developed--transformational coaching--helps principals get three things most of them need: a neutral person they can talk with confidentially, job-embedded professional development, and a safe…

Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Some teachers may believe critical approaches to combating racial, political, and social issues are outside the scope of their classroom or not relevant to their discipline. Teachers may also feel constrained and…

The trouble with education research is that the research is burdened with trouble before it begins. Working as a poststructural education researcher and engaged in a recent research project that sought to engage with questions of teacher identity, I employed an alternative data elicitation method of literary response groups--similar to that of…

The delivery of research-informed education is a fundamental principle held by universities and is a principle that work-integrated education (WIL) should not be exempt from. In the 1980s and 1990s, critical reviews of the WIL literature suggested WIL research required significant development. Since these reviews were conducted a significant,…

Dr. Wilder retraces the steps of a personal journey as a White faculty member researching, publishing, and presenting at conferences in the field of multiculturalism. She shares insight into her experiences--while advocating for diversity--of overcoming the challenge to belong in collegial circles, to give and receive professional respect, and to…

This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

Joan Garfield reflects on cooperative learning, 20 years after publishing an article on this topic in the inaugural issue of "Journal of Statistics Education" ("JSE") (Garfield 1993). Here, she writes that as she re-read the article, she realized that she still agrees with most of what she originally wrote regarding the use of…

This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program's design is intended to empower graduates to act with hearts liberated through…

The purpose of this narrative inquiry is to share a story of self-reflection and deliberations about issues of ethics, values, social justice, and educational leadership. It begins as a story of reflections about one College of Education team's struggle for authenticity in the development of a new educational leadership program. However, the story…