* Presents cutting-edge and frontline research relating to present day problems in educational systems, that can be used to develop a deeper understanding of the complexity of school practice * Based on a new theory (CHAT) that has potential for new areas of educational research* Provides a relevant critical discussion about political alternatives in education to neoliberalism

Using cutting-edge and frontline research relating to present day problems in educational systems, this volume provides a critical discussion about political alternatives in education to neoliberalism. Based on Engestroem's Cultural Historical Activity Theory (CHAT), a theory that has potential for new areas of educational research, this book explores a conceptual framework of curriculum innovation in school practice that focuses on processes of mutual meaning-making as boundary crossing between partners from different communities. Focusing on active professionalization and continuing professional learning of teachers as subjects, agents, extended professionals and curriculum makers in school-based deliberative partnerships with one another and with other educational partners inside and outside school, this volume is divided into eight accessible chapters and covers topics such as political and curricular considerations about educational change, deliberative partnership as a new way for reform, prospects for an innovative curriculum process and putting into action deliberative partnership-based curricular innovation. This volume is the perfect addition for teachers, teacher educators, researchers and practitioners who are looking to explore beyond the viewpoint that teachers operate in singular communities and the potential and possibility of an alternative framework for teacher learning in the future.

Teachers matter in school development is the premise of "Professional Development and School Improvement," a book based on case studies from the European-funded project EUDIST (European Development of Innovative Science Teaching). The authors, from Austria, Germany, Spain, Ireland, and Sweden, present their national experiences and results from qualitative studies of educational planning in Curriculum Workshops and related science teacher professional development. In a cross-case study a European/Canadian writing team elaborates different aspects of European reform and teachers' chances to raise their voice in this process.

"Manfred Lang" is a senior researcher in the Department of Educational Research at the Leibniz Institute for Science Education, Kiel (Germany).