professional development today

The contents and editorial for Professional Development Today 19.2!
Jonathan Sharples and Julie Nelson describe their investigation into teachers’ research engagement. They reveal that, whilst teachers are positively disposed to research, a great deal remains to be done to establish a genuinely evidenced informed culture in schools.
Lesley Saunders describes how she worked with Year 11 students using the creative technique of “found poetry” to express professional development discussions that took place in a one-day conference on teachers’ inquiry projects.
Jane Reed believes we are living in unprecedented turbulent times and doubts whether we are equipping current and forthcoming generations of children to meet the big challenges sufficiently. She describes a project which sought to restore the primary focus on learning, provides a set of core practices, and explores the professional development implications.
Schools operate within a cauldron of continuous change. Alison Ekins describes a two year research project which indicates that if teachers are to cope successfully with all the changing demands made of them they needed to be supported through professional development opportunities and also through a deep understanding of professional identity.
Chris Brown provides guidance on how leaders can embody research engagement in their own practice and in the way they empower others.
Yvette Jackson confronts the low expectations of students of colour which she sees as endemic in the United States. She shows how Feuerstein’s Thinking can inspire high intellectual performances and transform learning.
Anne-Theresa Lawrie describes how Feuerstein’s programmes have been explored by schools in the Scottish Borders and in particular examines the teacher training dimension.
How do we identify gifted children and what factors contribute to our understanding of giftedness Maria Dolores Calero explains through her review of developments of Feuerstein Theory.
Chris Brown explores a book of valuable narratives about what makes a difference in education and the often shaky evidence underpinning this. Whilst offering no quick fixes, he applauds the book’s invitation for readers to focus, engage in context and to learn.
One of the biggest hurdles to overcome in enquiry and project based learning within schools is convincing people of its merits in the first place. David Leat, Rachel Lofthouse and Ulrike Thomas provide some helpful guidance.
David Leat and Ulrike Thomas outline how EPBL can be planned creatively and collaboratively.
Enquiry and project based learning places particular demands upon teachers. David Leat and Rachel Lofthouse explore the implications for professional learning and leadership.
David Leat & Ulrike Thomas give guidance on how to broker and provide logistical support for EPBL.