• Editorial

  Lynn Butler-Kisber

  7-13

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Commentaries

• Commentary: If Education Is the Key to Reconciliation, How Will Professional Development Contribute to Unlocking the Process?

  Avril Aitken

  15-22

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• Commentary: Professional Learning: A Community of Practice for Great Schools

  Linda Darling-Hammond

  23-28

  • PDF
  • Linda Darling-Hammond Interview
• Commentary: A Professional Learning Odyssey

  Dean Fink

  29-35

  • PDF
• Commentary: Teachers’ Professional Development: A Vital Lever for Change

  Megan Webster

  37-46

  • PDF
  • Megan Webster Interview

Articles

• Con Aprecio / With Appreciation: Pushing Beyond the Boundaries of Possibility in Educational Professional Development

  M. Cathrene Connery

  47-58

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• The Promise of Action Research: Lessons Learned From the Indiana Principal Leadership Institute

  Nancy Fichtman Dana, Linda Marrs-Morford, Shelley Roberts

  59-79

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• Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

  Catia Guerra, Beatrice Hanratty, Andreia Onofre, Michele Tedeschi, Laura Wilenchik, Michele Knobel

  81-99

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• Making Room for Inquiry and Creativity From Pre-Kindergarten Through University

  Amanda Nicole Gulla, Limor Pinhasi-Vittorio, Alison Lehner-Quam

  101-118

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• Push, Pull and Nudge: The Future of Teaching and Educational Change

  Andy Hargreaves

  119-142

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• Bridges for Academic Success: Opening Spaces for Culturally Responsive Practice in an Urban Pre-School

  Denise Jones, Susan Browne

  143-159

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• A Narrative Conception of Professional Development as a Nested Community

  Hiroko Kubota, Jinny Menon, Dorit Redlich-Amirav, Muna Saleh

  161-176

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• The Ed.D. as Investment in Professional Development: Cultivating Practitioner Knowledge

  Margaret Macintyre Latta, Edmund T. Hamann, Susan A. Wunder

  177-196

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• Capturing the Processes of Our Transformative Learning in a Transdisciplinary Research Course

  Janet C. Richards

  197-216

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• Professional Development That Positions Teachers as Inquirers and Possibilizers

  Leyton Schnellert, Donna Kozak, Shelley Moore

  217-236

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• Rediscovering the Self Through Self-Reflection and Transformative Learning

  Vanden Thong

  237-247

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• Trust and Witnessing: Lessons for Dance Education / Professional Development in Community

  Miriam Torzillo

  249-265

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• Reflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture

  Boyd E. White, Amélie Lemieux

  267-283

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• "‘Cause It Has to Happen": Exploring Teachers’ Resistance to LGBT Literature and Issues in a Teacher Inquiry Group

  Lynne Wiltse, Theresa Boyko

  285-302

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• New Practices for a New Day: Principal Professional Development to Support Performance Cultures in Schools

  Sally J. Zepeda, Albert M. Jimenez, Philip D. Lanoue

  303-322

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