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The article presents views of several education experts in Alberta on the curriculum development in Alberta including Joan Carr, David Hancock, Stephen Murgatroyd and David King. It presents views of David Hancock on appreciating announcement made by Alberta's education minister David Eggen to overhaul the education curriculum of Alberta. It also mentions curriculum reform expected to support experiences of learning that encourages enduring capabilities for thinking according to Hans Smits.

The article discusses learning about curriculum reform in Alberta by going through the archives of the Alberta Teachers' Association (ATA). Topics discussed include why Inspiring Education, which led to work high school flexibility initiative, has had little impact at the classroom level, transformational change in Inspiring Education having historical roots in Alberta, and similarity of curriculum changes sought in Alberta in the late 1930s to the aspirations of Inspiring Education.

The article discusses several studies related to the education system in Alberta. Noted research include "Inspiring Action on Education," "A Great School for All-Transforming Education in Alberta" and "Renewing Alberta's Promise: A Great School for All." Also explored are issues on educational reform, development of student leadership and achievement testing program in the province.

An interview with Andy Hargreaves, educational theorist and the Thomas More Brennan Chair in the Lynch School of Education at Boston College, is presented. He discusses the Programme for International Student Assessment (PISA) tests for the education sector in Alberta. He also tackles the release of his book titled "Uplifting Leadership: How Organizations, Teams, and Communities Raise Performance."

The article looks at the aspects of educational policy development and the role of educational research. Focus is given on annual meeting of the American Educational Research Association (AERA) held in April, 2015, in which the theme was centered on educational policy development. Other topics discussed include educational research activity in Alberta, including on cyber-bullying and school improvement issues.

An interview with University of Alberta professor José da Costa is presented. He talks about the findings of their study on class size, which highlights the benefits of reducing class size in student learning. Da Costa offers his insights on the education system in Alberta, and on the merit of a claim regarding the need of the government to focus on quality teaching. He also offers his perspective on how to engage education partners and the public in a discussion about class size issue.

An interview with teacher education expert Ken Zeichner is presented. Topics include strengths of Alberta's teacher education programs such as completion of comprehensive university-based programs by teachers before serving as teachers of record in public schools; threat posed to teacher education programs in Alberta by global education reform movement (GERM); and developments made in teacher education in other jurisdictions.

The article discusses the Alberta government's policy on inclusion in schools that has become reminiscence of ancient educational palimpsests. It states that the schools concentrate on the commitment to the society to support learning in the inclusion foundation. Further, teachers in Alberta view student readiness to learn to continue to be one an area of concern. The factors making inclusion as a set of deliberate innovations driven by a commitment to the core value of equity are also tackled.

The article discusses education-related issues focusing on the education system in Alberta as compared to Finland and the role of teachers in developing the potential of students. It explores the lessons that Alberta may consider in terms of standardization in the education system to achieve what Finland has accomplished in educational development. It cites the need of school principals to trust their teachers and provide them time to create innovative courses for students.

The article discusses the survival of the Alberta Initiative for School Improvement (AISI) program since its inception in 1999. It mentions that one of the most serious dangers to AISI was the reduction of its funding. It states that risk taking and innovation of the program are affected by the government's accountability regime. It notes that the initiative's survival is a convincing testimony to the quality and resilience of educational leadership in Alberta.

The article presents a reprint of the article "What Alberta Can Learn From Finland," by Larry Booi J-C Couture, which appeared in the September 2011 issue of "Alberta Views" magazine. It focuses on the educational partnership between Alberta and Finland. It states that the partnership aimed at promoting real innovation in both educational systems. It also mentions that despite its strong educational system, Alberta still lacks improvements which the Finnish system have.

The article offers information about a study on the working lives of teachers. The study reveals that approximately one-third of parents in Alberta have hired a private tutor which is directly affecting the teacher's life style. It mentions that improper school and class management also affects teacher's life and according to the researchers, school improvement projects are very necessary to enhance the working status of a teacher. It also presents a figure depicting the work life of teachers.

The article focuses on curriculum renewal in Alberta announced by education minister David Eggen. It mentions the blueprint for the reform was developed by the Alberta Teachers' Association (ATA) and Alberta's new programs of study expected to offer opportunity to create instructional and educational spaces where students can realize their individual talents. It also mentions need for building a new model that makes existing model obsolete for bringing reform according to Buckminster Fuller.

The article discusses the transition of the education system in Alberta with focus on public assurance using spider approach and starfish approach. Topics covered include ways developed for assessing and reporting student and school success, the different aspects and benefits of spider organizations and different attributes of the starfish strategy. It discusses the use of the starfish approach in redesigning school performance reporting in Alberta.

The article presents a study of beginning teachers of Alberta Teachers' Association as of fall of 2011. It highlights the focus groups of the study which include participants that are no longer considered as beginning teachers, those who have taken on formal administration roles as assistant principals and those teachers experiencing chronic and persistent time pressures. The study reveals the unstable life of teachers in Alberta despite promised stability of the five-year labour agreement.

The article focuses on the teachers' role towards culture of ingenuity and creativity in Alberta schools. It outlines the fundamental truth that teacher's condition of practices are the learning environments of students. It also identifies the principal forces limiting the teacher's ability on innovation which involve the global education reform movement (GERM) and the increasing external expectations on economy growth and competitiveness of the people.

The article discusses the challenges in the effort to reform the K-12 education system in Alberta. The author talks about a study of digital reporting tools and software packages for classrooms used across the province which found many issues raised by teachers. He tackles the importance of structural changes in the transformation on the province's education system. He also provides some research updates from the Alberta Teachers Association (ATA) regarding the educational reform.

The article focuses on the development of educational research in Alberta. It explores the Alberta Teachers Association's (ATA) research on issues such as administrator's workload, educational accountability and special education. It also states the role of public education in research, which builds the capacity of learning and the future of educational research in the province.

The article highlights the Alberta Teachers Association's (ATA) collaborative research which is primarily concerned on the use of educational technology in Alberta. The research assumes that all material things used in education, including technologies, attract economic and political interests. It states that social and political forces play a role in using technology in Alberta schools. It determines that educators must analyze the proper implementation of educational technology in schools.

The article presents the results of an online survey conducted by the Alberta Teachers's Association with the assistance of two University of Alberta researchers aimed at assessing the teaching and learning conditions of substitute teachers in Alberta. It explores some of the issues raised by a substantial number of substitute teachers who responded to the survey. Among these include income, benefits, and relations with the school board.

The article reports on the Aboriginal money management and home ownership workshop created by Melba Sterling for the indigenous people in Alberta. This workshop covers topics related to money management including will preparation, estate planning and credit ratings and reports. It also states that Sterling is partnered by the Home Program workshop of Canada Mortgage & Housing Corp. (CMHC) that will provide realtor, lawyer and mortgage broker for the discussion in the program.

The article reports that the internship program Skills Link provides opportunities to aboriginal youth in Alberta to continue education. According to the Alberta government's website, the internship program helps youth facing barriers to employment obtain adequate knowledge and develop skills and work experience required. Chehala Leonard, student enrolled with the program, obtained her high school education throughout her internship.

The article reports that Albertan Métis are trying to ensure their traditional hunting and fishing rights through judicial process. Since the Stelmach government discontinued the agreement with the Métis, more than 20 people have been charged with harvesting violations in Alberta over the span of two years. According to Jean Teillet, legal representative for Métis Nation of Alberta, the provincial government never legalized the agreement.