A survey of 405 adults and interviews with 19 showed the majority of learning experiences were informal. For learning to be significant, it must personally affect the learner by expanding skills or causing a transformation, and it must be subjectively valued by the learner. (SK)

Analytically describes the annual Educational Leadership Development Conference held at St. Peter's College, Oxford University. Highlights the venue, participants, program goals, activity structure, and learning processes, drawing from the literature in adult learning, andragogy, and transformational learning and using Cranston's process model as…

South Carolina Reading Initiative (SCRI), a long-term professional development initiative designed to help teachers investigate research-based literacy practices and helps to build a knowledge base from which to inform instructional decisions. A model that shares stories about literacy coaches as learners and highlight engagements that believe to…

Transformative learning and development in adult education, as defined in humanistic and critical perspectives, are examined. The transformative potential of counseling education is explored in this article in terms of: (1) program philosophy; (2) pedagogy and curricular features; and (3) student outcomes. Challenges for a transformative approach…

"Public education," according to the author, means "public schooling," ie, schooling (K-12) funded and controlled by government, universally accessible, formally concerned with learning and bringing it about in others. In broaching this topic, the author examines how various ministries of education in Canada regard the…

Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of…

This essay draws on insights from studies on learning to explore the role of formation in the classroom. Studies of intellectual development, learning styles, and the physiology of learning are reviewed. Methodologies and models for encouraging formative learning in seminary classrooms are explored. This essay was written to address one of the…

A field study conducted by 8 students and a faculty supervisor of a principal preparation program determined that individual and team reflection resulted in shared learning from team training and ongoing team activities. An industrial concept known as value-chain teams has implications for monitoring student progress from kindergarten through…

This article is about how conversation becomes both instructional design process and reflexive narrative inquiry. The narrative is shaped around the story and restorying of a course redevelopment project in teacher education. Told in three parts, the Start of the Journey recalls the authors' individual beliefs and expectations about teaching and…

In this article we propose a model for collaboration in education. We begin by examining the roots of collaboration in consultation, collegiality, and cooperation. We then delineate the features of collaboration as phenomenon and process, offering the view that through talk, action, and reflection among individuals a community of learners emerges.…

In Alex Haley's "Autobiography of Malcolm X" (1965), Haley recounts the life of an historical personage of enduring controversy. Whether one reveres or reviles Malcolm, "X", Little, his is a fascinating story of lifelong learning. Rather than conforming to one theory, Malcolm's learning is well explained by certain theorists at certain times in…

Pre-licensure, graduate intervention specialist majors participated in an introductory assignment, reporting their reactions to ten hours with an individual who had a moderate to intense disability. Research questions included: 1) How do pre-licensure, graduate students connect theory to practice? 2) What was it about the pre-licensure, graduate…

This mentorship project between three artist-teachers from different cultures reveals insights into the transmission of cross-cultural painting pedagogy. A collaborative ethnographic study is described that explores my perspective as a North-American painter participating in a mentorship learning experience with Mayan Tz'utuhil painter Pedro…

This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian…

This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application,…