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Middle leaders are educators whose practices of building relational trust are critical for generating the kind of strong and sustainable professional learning communities necessary for leading productive site-based education development in their school. This chapter specifically focuses how building an ethic of relational trust, experienced in five interrelated dimensions, aligns with establishing core foundational conditions for building community. Building trust and communities of professional learners are not mutually exclusive – in fact, each reciprocally facilitates, progresses, supports, and sustains the development of the other. The foundations for community building, described as cornerstones, form over time and progressively involve, and achieve, contextuality, commitment, communication, collaboration, criticality, and collegiality. Reflection questions are provided throughout; these are designed to directly focus the attention of middle leaders towards understanding and developing their own trust practices, that with time, create conditions for generating strong viable communities of professional practice.

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.

Thailand's climate is tropical; it has high temperature and humidity and is dominated by monsoons. The average rainfall, recorded from 1950 to 1997, is 1,374mm/year or equivalent to 702,610 Million Cubic Meter (MCM), which is much greater than the global average rainfall of 990mm/year. During the past 10 years, the annual rainfall has been positively deviant from the annual average (Fig. 1). In addition, results from climate-model simulations for the 21st century (Bates, Kundzewicz, Wu, & Palutikof, 2008) show that droughts should not be a problem in Thailand because of increased precipitation, soil moisture, and runoff and Thailand only experiences slight increase in evaporation. Therefore, it can be said that “droughts” change from country to country.

Advances in geospatial technology, web map interfaces, and other Web 2.0 tools provide new opportunities for educators to engage students in critical thinking, problem-solving, and collaborative skills. Although little attention has been given to learning from maps in higher education, knowledge of space is critical to attitudes and decision making as global citizens. Additionally, the ability to easily create multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding within the context of a variety of disciplines. We discuss the development of a mapping and blogging interactive learning environment, MapBlog, as a visual platform for representing information spatially. In this chapter, the MapBlog will be discussed as an interactive learning environment and as a visual platform for representing information spatially. We present and discuss four MapBlog categories: external content, student-created content, static content, and thematic.

The importance of collaboration had been widely recognized but its nature has remained obscure. This chapter suggests that an appropriate level of analysis for collaboration research would be social interaction and the optimal unit of analysis would be communities of practice. Such a sociocultural approach departs from the traditional positivist approach, which echoes the long-standing conflict between postmodernism and modernism. Principles of organization in traditional institutions and communities of practice are then contrasted. The differences among coordination, cooperation, and collaboration are presented, suggesting that the prototypical form of collaboration locate in communities of practice. Finally, a new look at the relationships between collaboration and learning, collaboration and innovation is extended to describe the workspace created by communities of practice.

Trust has been identified as key to students’ academic improvement. The purpose of this paper is to identify the conditions that build trust in teachers, both towards their colleagues and school leaders, and to explore the emotions triggered among these participants. This study uses the critical incident technique to conduct interviews with 34 teachers from the Valparaíso Region (Chile). Results show that incidents are easily remembered when a subordinate relationship is involved. Many critical incidents are related to situations in which teachers are particularly vulnerable. Hence, teachers value the treatment received and support provided. The arrival of new teachers to a school is crucial when building bonds of trust. Benevolence is the facet that stands out the most in incidents reported by teachers and school leaders, while satisfaction is the most recurrent emotion. In the case of school leaders, benevolence is closely followed by competence. In the case of teachers, benevolence is followed by honesty, openness and competence. In this case, the associated emotion is affection.

This chapter looks at the increasing interest in the cohousing phenomenon in Italy within civil society, public institutions, and academia. The most significant element to emerge from all this interest is the ‘ambiguity’ concerning the use of the concept. It is thus necessary to identify what the ‘Cohousing’ nomenclature is applied to, present it in its historical and geographic context, trace its origins and development on the basis of the related literature, and highlight the recent issues that have arisen from the debates held in international research networks. This chapter will advance the hypothesis that ‘ambiguity’ is playing, to a certain extent, a positive role, creating a common ground where different traditions, institutions, and social practices can meet and approach one another. I also propose considering the remarkable territorial activation expressed by emerging bottom-up initiatives as the most relevant specificity of the actual Italian situation from a public policies point of view. I identify the main issues at the national level and compare them with those issues found during field research carried out through participant observation. The introductory analysis of the reported case study, which focuses mainly on context conditions, shows the Ferrara bottom-up initiatives to be the (unintended) result of previous active citizenship public policies, thus revealing the importance of and the frames provided by urban policies to social innovation processes. As a future research issue, a shift is recommended from a blanket approach to a critical analysis of specific experiences.