This paper presents a transformative perspective on teacher education reform developed by His Excellency Mr. Sukavich Rangsitpol, former Minister of Education of Thailand. Grounded in the principle that "teachers teach the way they were taught," Sukavichinomics emphasizes that educational reform must begin with rethinking and…

Problem posing, the process of formulating problems based on a given situation, is an essential practice in mathematics and other disciplines. Although this is acknowledged in policy documents, problem posing is neither substantively nor consistently included in the school mathematics curriculum. In this paper, we first comment on the state of…

The 'Learning Compass 2030' was released by the OECD in 2019 as their new policy framework for the compulsory schooling sector. This framework takes the bold step of asserting that access to disciplinary knowledge is central to schooling, putting it in stark contrast to previous OECD reports which have advocated instead for more generic skills and…

Informal academic conversations constitute a valuable addition to the repertoire of academic development initiatives. This article proposes that a Change Laboratory methodology may enhance the productivity of such conversations. Support for this proposal comes from a detailed analysis of participants' transformation of conversations on individual…

Tailoring workshop (TW), a school-based teacher training program, has been developed in China on the basis of the Teaching Research Groups (TRGs) to better focus on teacher's genuine needs, improve their problem-solving ability, and inter-subject collaboration. Literature on teacher workshops predominately roots in western settings whereas scant…

Many of today's educational organizations around the world contend with complex challenges. Yet, longstanding practices and norms in educational systems can hamper educators' abilities to identify and address these challenges, such as only principals leading change efforts or the use of misaligned "quick fixes" for ill-defined…

To prepare students for a tech-intensive future, educators cannot hold on to 20th-century learning practices. They must reimagine education and cultivate an updated skill set. Lessons led by caring educators will continue to help students be strong learners and critical thinkers; but "human" skills will equip them to handle an uncertain…

I am an example of a transformed higher education administrator. In this essay, I describe how my journey to an education doctorate impacts my work as a scholar-practitioner in higher education. The CANDEL program challenged what I thought I understood about the status quo in higher education with respect to race, socioeconomic impacts,…

Purpose: The COVID pandemic brought heightened attention to students' socioemotional needs and wellbeing in school, sparking a wide variety of changes from individual teachers' innovations to district-wide initiatives. This study uses the context of SEL-related changes post-pandemic to explore the ways teachers and leaders engaged in sensemaking…

John Dewey is well-known for claiming that school education is all about developing the ability to think. There is nothing else for schools to do so far as students' minds are concerned. Thinking is not only the aim of education for Dewey, however, but the means of achieving it. This is not because it is the method to be preferred. Rather, as…

In "Equity Learning Communities," Daniel Reinholz recommends sustained, collaborative professional development group meetings as a launchpad for higher education instructors to enhance classroom equity and inclusivity. In Reinholz's approach, community members make use of debrief sessions, collaborative problem solving, and empirical…

This study explored the effects of a professional development (PD) on neuroeducation general pedagogical knowledge and instructional strategies for three cohorts of in-service teachers on their teaching self-efficacy beliefs. Teacher self-efficacy is one of the most influential factors for teaching practices, student outcomes, and teacher…

The Cognitive Acceleration (or Let's Think) approach to mathematics teaching is a Piagetian programme drawing on Vygotsky's research, developed at King's College London over 30 years ago, along with its associated professional development (PD) programme. This project sought to replicate the original studies conducted 10-15 years earlier and before…

This article explores the educational and philosophical contributions of Nikolai V. Bugaev, a prominent 19th-century Russian mathematician and founder of the Moscow philosophical-mathematical school. The study specifically focuses on Bugaev's textbook, "Arithmetic of Whole Numbers," analyzing Bugaev's pedagogical approaches within the…

The problems of digitalization of education and transformation of the Russian culture has been overlooked in the research space. The aim of this research therefore is to report the crisis nature of Russian educational culture, considered in terms of digital innovations of the higher education system. The study was qualitative, and it utilized the…