This mixed method study explores how a simple educational practice known as Intention/Reflection (I/R) may be applied to student leadership development to facilitate transformational learning. The study included Pharm.D. students within a leadership elective course (n=242) across five years of courses (fall 2014 to fall 2018). Further research was…

Young people now more than ever live in a diverse, complicated world. In spite of the qualitative proliferation of differences, however, the current social situation in late-stage capitalism is articulated as superficial multiculturalism. Critically examining how bodies materially experience cultural boundaries is then important for enhancing the…

This mixed-methods study employed Hargreaves and Fullan's (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that…

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…

Scholars and practitioners alike often assume that discomfort is a necessary and productive aspect of the college experience. We used a range of theories grounded in the concept of dissonance to question these assumptions and critically analyze the role of discomfort in collegiate learning and development for today's diverse college student…

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and "wicked problems." While disciplinary expertise remains essential, higher levels of mental complexity and adaptive…

The principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country…

Coming to understand how cultural differences influence interactions between educators and students and their parents is a complex and perhaps life-long discovery. Culture helps to define groups' belief systems and expectations for appropriate behavior, often at a hidden level. Pre-service teachers need multiple opportunities to interact with…

This article describes what the author, a faculty member, learned from the student development professionals at his university, the people who plan student activities and run residence halls. Most faculty think little of their student development colleagues, to the extent that they consider them colleagues at all. The author describes how he…

Presented at AERA 2010 as the Social Justice Award Lecture, this article calls attention to the purposes of education in the 21st century and the need for a robust, social justice vision of education. Here, it is argued that education is about the cultivation of a flourishing life and not only the narrow preparation for employment. To realize…

This multiple case study examined the reflections of elementary teachers as they taught science to English language learners (ELLs). The six participants in this study developed explanations about their science teaching with ELLs as they engaged in reflective practice using video-based tools during a professional development experience. Open…

Reflective practice in practice settings can enhance practice knowledge, self-assessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice…

Evidence abounds that, in recent decades, students have typically entered college relying on perspectives they have uncritically accepted from others and are not sufficiently challenged and supported to transition to internal authority during college. Students who have experienced significant challenge, particularly as a result of marginalization,…