This study investigates the association between teachers' exposure to different kinds of learning experiences and the degree to which they actively reflect on their teaching. We examine this association using data from 3 samples of teachers and schools in the United States. By examining multiple samples, we sought to strengthen the validity of our…

In this article, four teachers reflect on what it means to work in a for-profit free school in Sweden. These narratives corroborate concerns about educational inequity and academic standards within the free school system. Equally, they reveal how teachers struggle to negotiate a professional identity within a competitive school market where social…

Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult…

Drawing on their personal experiences, the authors reflect on the relationship between the European Educational Research Association (EERA) Council and the National Educational Research Associations (NERAs). The article will argue that while much of the work undertaken by the EERA Council is hugely valuable, at times it can be difficult to see a…

The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform.…

Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived…

In this article we discuss the experience of the Institute Ilíberis, a public high school in a small town in Granada, Spain, that has been engaged in innovative ways of teaching. Located in Atarfe, one of the few rural Spanish municipalities with expanding, rather than shrinking demographics, in the last 2 decades the Institute Ilíberis has…

Reflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in "praxis" (Freire, 1970) which involves "highly developed educational practice that consciously…

This article reports on Nevada's Reading First program and positions it as a source of reflection for future worldwide literacy reform efforts. Qualitative methodology was used for this analysis. Students' literacy achievement improved throughout the program until the last year of implementation. Students who remained at a Reading First school…

Cultural institutions are rich locations for adult learning. Despite apparent differences in mission, they are similar in many ways. Similarities include social and historical development, educational philosophy and objectives, epistemological tensions and contestations, and challenges associated when attracting and educating adult visitors. In an…

This article presents the results of a study conducted to identify the perceptions of bilingual and ESL pre-service teachers regarding the integration of a collaborative service learning project in a key course of their teacher preparation program. Pre-, process, and final reflective essays were written by participants as they engaged in the…

Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with…