This well-respected, bimonthly journal addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher quality.

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To access any of the articles in this issue, click on the "Download Now" link. Learning Forward members are able to download any of the articles in this issue at no charge. Nonmembers may buy any articles through the Bookstore. A limited number of articles are available to the public.



Most Recent Issue:



    JSD, April 2014: The shifting landscape of adult learning




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    Up close: Deep smarts start hereDownloadNow_small

    • The future of learning
    • Less of this, more of that
    • What’s inside


    Everyone at school is a learnerDownloadNow_small

    The three critical concepts in the Learning Designs standard spell out the needs and responsibilities of adult learners, and the articles in this issue of JSD help to develop deeper understandings of these concepts.
    (Available to the public.)


    Myths about technology-supported professional learningDownloadNow_small
    By Joellen Killion and Barbara Treacy

    Three commonly held myths related to online learning have significant implications for state or provincial agencies, school systems, and schools, individual educators, and vendors and providers of technology-supported professional learning.


    Rounds process puts teachers in charge of learningDownloadNow_small
    By Vivian Troen and Katherine C. Boles

    Teacher Rounds is a strategy that helps teachers expose their classroom practices to other educators and enables them to learn from data-driven feedback offered from a stance of inquiry.
    (Available to the public.)


    How to build schools where adults learnDownloadNow_small
    By Kevin Fahey and Jacy Ippolito

    Understanding the distinction between two typical adult learning practices can help leaders provide professional learning that both supports current learning and nudges faculty toward more complex and collaborative ways to work and learn.


    Synergy sparks digital literacy: Redefined roles create new possibilities for teachers and studentsDownloadNow_small
    By Kristine Gullen and Tovah Sheldon

    Cultivating and intentionally using new technology takes a disposition to risk and try again. It begins by redefining the roles of teacher/student and learner/leader.


    Critical thinking skills fire up teacher learningDownloadNow_small
    By Heather Donnelly and Jeffrey Linn

    A learning model that allows for differentiation to meet educators’ individual needs can promote critical thinking through a variety of processes that are gradually released to the learner based on his or her understanding and sophistication.


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    From the editorDownloadNow_small
    By Tracy Crow

    Moving away from stale professional learning options is essential to transforming schools.
    (Available to the public.)


    Essentials: Keeping up with hot topics in the fieldDownloadNow_small

    • State policies
    • Performance evaluation
    • Blueprint for assessment
    • Reforms in action
    • Time for learning
    • Guides to learning
    • Design solutions


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    Put the ‘partner’ in partnerships.
    (Available to the public.)


    Lessons from researchDownloadNow_small
    By Joellen Killion

    Study shows no difference in impact between online and face-to- face professional learning.
    (Available to the public.)


    @ LEARNING FORWARD NEWS AND NOTESDownloadNow_small

    • Learning guide for principals
    • Book Club
    • On Board: A new context for collaboration
    • Foundation’s new board members
    • Learning Forward calendar
    (Available to the public.)

    From the director DownloadNow_small
    By Stephanie Hirsh

    Learning is no longer an option – it’s a necessity. Educators have a responsibility to commit to a vision of lifelong learning for themselves.
    (Available to the public.)


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    Know how? Show how. Experienced teachers share best practices through Ontario programDownloadNow_small
    By Lindy Amato, Paul Anthony, and Jim Strachan

    The Ontario Ministry of Education partnered with the Ontario Teachers’ Federation to create a program in which teacher-led teams examine, learn, and share their evidence-based instructional practices.


    Safe passages: Journal process inspires competence and confidence in emerging leadersDownloadNow_small
    By Karen Glinert Carlson, Kathleen Ann Harsy, and Susan M. Karas

    Using the Reflective Dialogue Journal process, principal leadership candidates at Dominican University gain critical support and a partner to share ideas and test theories on a regular and as-needed basis.
    (Available to the public.)


    Building community: 4th-grade team reaches through classroom walls to collaborateDownloadNow_small
    By Sue Chapman

    A 4th-grade teacher team in Texas boosts teacher leadership, accelerates learning, and builds a collaborative community dedicated to the success of all students.