Although embedded in a traditional middle school, STREAM takes a nontraditional approach by connecting students to the outdoors through project-based learning.

The author explores how counter-storytelling activities can offer preschool-age children opportunities to consider alternative perspectives and to develop critical and creative thinking skills.

Feedback influences students' achievement more than almost any other factor. As obvious as this may be from a research standpoint, there is still no consensus among practitioners about the importance of one very powerful form of feedback--from students to teachers.

A thematic unit on immigration and migration in the United States provided a useful scaffold for engaging all students, including elementary English learners, in academic language learning.

Filled with practical steps for all the stakeholders in the student teaching experience, this article emphasizes the many ways that communication adds to student teaching success, as well as includes useful checklists.

What do a rural elementary school in Indonesia and a suburban high school in Maryland have in common? The authors share vignettes and describe culturally sustaining practices in these contrasting teaching contexts.

Two South African professors and two U.S. professors investigate the need for environmental education in preparing U.S.-based preservice teachers for a South African study abroad trip.

The authors describe four projects using video-conferencing, with practical recommendations for implementation, to help students develop an understanding about the world beyond their own community.

With the recommendations provided here, educators can better meet the needs of transnational students, particularly those U.S.-born children returning with their families to Mexico.

Considering the political environments of Australia and the United States, the authors discuss the disconnect between policy and the practical needs of educators for creativity in the classroom.

The author argues that educators can learn more about effective classroom practices by collaborating with educators around the world rather than by focusing on misleading rankings from international tests.

The authors provide examples of outdoor education projects from Italy and the United States, along with some specific ideas teachers can use to start their own outdoor learning projects to bring problem-based and project-based learning into the curriculum.

The authors of this essay provide a contextual overview of the California-Mexico border, raising questions about binational teacher education, particularly regarding the well-being of transnational children and youth.

The authors challenge educators to engage with and for others to build communities that are relevant and meaningful.

As teachers worldwide struggle to serve an ever-increasing number of children and their families who do not speak the dominant language, the authors present a research-based scenario illustrating practices in Hungarian preschools.