This article, written by a third-grade teacher, provides a first-hand account of collaboration and reflection with a student teacher intern while teaching in a Professional Development School (school-university partnership school) during the COVID-19 pandemic. The teacher details the process of pivoting during technology issues before and during…

Infant-toddler programs stand to benefit greatly from evidence-informed coaching and professional development opportunities. However, few coaching initiatives have been delivered within infant-toddler programs, and these programs often face challenges that affect their educators' ability to participate. In an effort to support infant-toddler…

This article details the author's practitioner inquiry project focused on examining teachers' feelings about and uses of teaching with technology in a hybrid format during the COVID-19 pandemic. Data suggests that the Collaborative Inquiry Group (CIG) and administrative support provided to teachers influenced teachers' positive views and…

In January 2021, Eric Loepp, a faculty member in the department of political science at the University of Wisconsin-Whitewater, and Will Hinz, a member of the student government, administered a survey to students in order to answer big questions surrounding higher education during the fall 2020 semester. Like other institutions, theirs was working…

Recent constraints due to the coronavirus pandemic created a need for extreme health protocols while maintaining accountability for the critical tasks of teaching and learning. This was a predicament regardless of student age or grade placement. Teacher education programs quickly faced dilemmas connecting matriculating undergraduates to PK-12…

Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in…

"AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education" is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and…

Purpose: The purpose of this paper is threefold--to describe the equity-oriented design of a publicly accessible and openly networked computer-supported collaborative learning (CSCL) initiative that has supported educator discussion about equity topics; to identify design principles for equity-oriented design in open education; and to propose a…

: Beginning in 2012, the University of Alberta in partnership with others has been undertaking participatory action research in Sri Lanka and, since 2017, in the Caribbean to foster inclusive innovation through a Joint Education and Training Initiative (JETI). The JETI is developing and testing a set of open educational resources on…

This book takes a holistic approach to pedagogy and argues that the purpose of education is to educate the student's whole personality including cognitive, social, and moral domains. The four sections and twelve chapters address the current pedagogical challenges in basic and higher education in international contexts. The authors describe the…

The knowledge society arises from the combination of four interdependent elements: the production of knowledge through research, its transmission through education, its dissemination through information and communication technologies, and its exploitation through innovation. For this reason, higher education institutions (HEIs) are the main…

This article, based on a presentation at the University Professional and Continuing Education Association Annual Conference, March 29, 2012, provides concepts, terminology, and financial models for establishing and maintaining successful institutional partnerships. The authors offer it as a contribution to developing a wider understanding of the…

The Gilbert M. Grosvenor Center for Geographic Education, in partnership with the Agency for Instructional Technology, and the National Geographic Education Foundation have embarked on the production of a twenty-two-program, Web-based professional development series for teachers of geography, social studies, and environmental science, titled…

This study explores the experiences of elementary education teacher candidates in a Professional Development School Partnership that included a 1:1 iPad initiative. The teacher candidates in the year-long cohort were each given their own iPad to use in their coursework and field experience. Observation, survey, and interview data were collected to…

For three years, a flagship university-school partnership program developed a multifaceted approach to integrate news and current events into in-school and after-school instruction in K-6 schools. Three case studies detailing the program's impact on an undergraduate novice instructor, an in-school technology mentor, and an experienced classroom…