From the Editorial Board

Welcome to the fifth volume of the International Journal of Process Education. In this issue, we present an intriguing collection of scholarship from authors that have collaborated across different disciplines, organizational types, and geographical regions from across the globe. Their research explores the transformation of education, the relationship of Process Education to the mainstream media and the utilization rubrics in different contexts. 

A macro-level exploration of the transformation of education is examined by Gathumbi, Mungai, and Hintze in, “Towards Comprehensive Professional Development of Teachers: The Case of Kenya.” The authors examine what governmental and institutional support is necessary to ensure continuous growth in the professional development of in-service teachers by examining the case of Kenya. The transformation of higher education is explored at a micro level in “Putting it to Practice: Hands-On Learning Activities for Transforming Education” by Hintze, Burke and Beyerlein. Through a presentation of classroom activities the authors help faculty and students with the processing of knowledge and internalizing of best practices associated with individual aspects in the Transformation of Education.

In our third article, Desjarlais and Morgan examine the tools and tenets of Process Education in “What is Special about Process Education?” The authors discuss two popular texts on teaching and learning, What the Best College Teachers Do and How Learning Works and reflect on how the major findings of these works compare with Process Education. 

Leise presents rubrics to be utilized in judgment and decision making in our fourth article, “A Process Model of Judging and Deciding.”  He illustrates how Process Educators might improve the quality of their judging and deciding processes by using the tools he presents when faced with complex decisions.  Finally, Lawrence, Benton and Ouellette discuss rubrics focused on the development, assessment and evaluation of communication skills in pre-professional, undergraduate students in their article “Engaging and Practicing Effective Speaking: Focusing on Presentations and Basic Communication Theory with Pre-Professional College Students.”

It is our hope that you will enjoy reading the contributions to our newest issue as much as we enjoyed working with the authors to bring the research to fruition. We look forward to receiving your feedback as well as your future research contributions.