This collaborative action research study examined the development of critical thinking when the See, Think, Wonder thinking routine was implemented in a preschool classroom. One preschool teacher undertook this research with 13 preschoolers (aged 3-4 years). The thinking routine was conducted as an in-depth group discussion during circle time. The data collection for the research included field notes, vignettes and document analysis. The results indicated that the routine promoted critical thinking skills in preschool aged children.

The article uses action research techniques to explore a recycling initiative to assist teachers to acquire and use instructional materials to improve practice in the mathematics classroom. It shares aspects of my researchjourney into the 'World of Waste' accompanied by my team of pre-service and in-service teacher-participants, in search of mathematics resources. It brings into focus the physical and human resource treasures we unearthed amidst challenges and triumphs, with the Recycling and Resource Centre for Mathematics emerging as a significant find near the end of the journey.

This paper presents a two-phased, job-embedded, teacher professional development model (TPD) which employs action research and on-the-job professional support. The model is a response to evaluative research evidence which shows that in spite of their pre-service and in- service training, primary teachers’ traditional perspectives of science education persisted as a barrier to effective implementation of primary science curricula reform. The TPD differs from the Cascade model which is widely used in teacher training. That model transmits teacher learning.