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Teachers have used projects in children's education for over a century. More recently, project management knowledge and skills have become essential when students manage technological solutions from inception to presentation. This paper presents the first scoping literature review on teaching project management to primary school students. A total of 33 publications between 2000 and 2022 were analysed and presented both descriptively and thematically. While the review did not identify any empirical studies of teaching project management to primary school students, it did reveal several examples of suggested teaching approaches, project management activity, and common elements associated with project management. The review concludes with a recommendation for researchers, educators, and project management practitioners to build upon this research by exploring the effectiveness of comprehensive approaches to teaching project management to primary school students. This paper represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century. [ABSTRACT FROM AUTHOR]

Our research aims to examine the effectiveness of introducing social robots as educational technology within authentic classroom activities without modifying them to be designed for a robot. We chose as test subject the fifth‐grade curricular topic “The role of technology and its impact on society”, meeting the critical stage of moral development students aged of 11–12. The study, with both experimental (EG) and control groups (CG), will be conducted over 6 weeks. This study will examine the impact of robot‐supported lessons with post‐participation testing on learning outcomes and examine students' perception of the robot in the classroom as a potential correlation with academic performance. The form of the study will be a between‐group non‐randomised controlled experiment. Control and experimental groups will be matched concerning gender, mastery of technology and previous knowledge and understanding of the curricular topic in focus. The instructional design of process‐outcome strategies will incorporate all of Bloom's taxonomic levels. In the review of related studies, we identified gaps in social robot‐supported lessons within the regular curriculum between‐group experiment. Based on a review of related research showing more focus on robot performance in the classroom from technical‐interaction aspects we want to convey from pedagogical starting point. The robot's placement in the pedagogical process will be considered an integral part of the teacher's technical environment. We will use the pre‐participation test to establish whether there is the initial equivalence between EG and CG in terms of gender, mastery of technology, and previous knowledge and understanding of the curricular topic under examination. [ABSTRACT FROM AUTHOR]

The 26th annual Teaching Pre-Conference organized by the Advertising Division of the Association for Education in Journalism and Mass Communication focused on the topic of innovating data storytelling and visualization with AI and ChatGPT. Five prominent speakers from leading media companies and universities shared insights with advertising educators, covering the application, impact, and challenges of generative artificial intelligence (AI) in the advertising industry. The five panels also delved into effective ways of integrating generative AI tools into the classroom. Three key trends that arise from the panel presentations are discussed below. Relevant advertising AI tools and class activities are also shared in the report. [ABSTRACT FROM AUTHOR]

This paper aims to provide instructors with a hands-on engaging and experiential class activity designed to teach undergraduate and graduate students about different organizational structures in management courses. Through this exercise, students will be able to self-identify the challenges and strengths of working under contrasting organizational structures. Split into two (or four) teams, students construct origami animals based on their team's organizational structure, using both mechanistic and organic structures to create a zoo based on a set of instructions and boundary conditions. Materials required include origami paper, markers, printed instructions, origami animal instructions, and role title cards for each student. The exercise takes approximately 30–45 min, including debriefing discussion. All materials/instructions needed are included with this paper (except origami paper and markers). Through this exercise, students internalize the challenges and strengths of working in organizations with contrasting structures. The debrief discussion will help solidify student understanding of what the day to day experience of working in different organizational structures might look like, the pros and cons of different structures, and what type of employees or industries might thrive under different structures. This paper is being submitted for the "Special Issue Call for Papers: Modern Day Experiential Exercises." This activity allows students to draw their own conclusions about organizational structure and to engage in a fruitful discussion about what working at different types of organizations looks like on a day-to-day basis. This activity allows students to strengthen their skills in communication, teamwork, and leadership by having them work in teams to complete a challenging, competitive task. While teaching organizational structure in management courses has traditionally been limited to traditional forms of instruction such as lecturing and reviewing different organizational charts, this activity gives students a fun competitive in-class activity in which they practice working as a part of contrasting organizational structures to see what type of structure they might thrive in. [ABSTRACT FROM AUTHOR]

This article is part of the study developed to analyze teaching and research as an inseparable binomial in the university scenario, especially in the development of the law career. It was assumed with a positivist approach, a descriptive research, with non-experimental, transversal and field design, considering as population 20 professors and 82 students from 3 universities of Maracaibo, applying the survey as well as the interview with a questionnaire. Data were analyzed with frequency distribution. The results reflected that teachers do not use didactic strategies that stimulate research during teaching to solve problems and contribute to the well-being of the collective, they not invite students to participate in events where scientific knowledge is disseminated so it is concluded that law professors make little use of research concentrating their activities to master classes referring to doctrines and the legal system without taking into consideration the need to develop relationship between theory and practice, then, knowledge remains on paper, in the word and does not go to action, to change, therefore, it is necessary to transform educational action and fulfill the three fundamental functions of Higher Education: teaching, research and extension. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study talked about interaction patterns in EFL teaching and learning context which aims to explore types of interaction patterns implemented by the teachers, problems faced and solutions done to solve the problems. The problem in this study was formulated into three namely; 1) what types of interaction patterns do the teachers use in teaching English?, 2) What are the problems faced by teachers in applying interaction patterns in teaching English, and 3) How do the teachers solve the problems in implementing interaction patterns in teaching English?. The research in this study was in a form of qualitative descriptive research. This study conducted research toward three qualified teachers at Language Development Center of IAIN Padangsidimpuan together with the students who study English with them. The instruments used were observation and interview. This study found that there were some interaction patterns applied by the teachers in teaching English. They were group work, full class interaction, close ended teachers questioning, open ended teachers questioning, individual work, choral responses, and students initiate and teachers answer. From these interaction patterns, there are two patterns dominantly used by the teachers i.e. group work and full class interaction. Related to the problems of implementing interaction patterns, this study found that teachers got difficulty in monitoring students' group work and students' full class activity. [ABSTRACT FROM AUTHOR]

The author reflects on their early teaching experiences and the significance of creating a vibrant classroom atmosphere that encourages full participation. Topics include the nature of classroom quietness, the challenges of implementing disciplinary literacy across diverse texts, and the importance of questioning the relevance and engagement of those texts for students.

This article focuses on the theory of multiple intelligences by Howard Gardner (1983) and his contributions to the teaching of the Spanish foreign language to children (ELEN). From this theory, learning can be more complete if the different intelligence profiles of the students are considered instead of denying them or offering a teaching focused on one or two intelligences that may not be the most frequent in the group/class. The justification for using classroom activities and practices inspired by this theory lies in the complexity of the process of teaching/learning foreign languages, which requires the stimulation. not only of intelligence, but of all intelligences in favor of a more complete and experiential learning. To promote the practical application of this theory, didactic keys are offered from the framework of each of the multiple intelligences. The article concludes with a recap on the relevance of including activities and practices in the ELEN classroom so that all children could learn in the way that is most effective for them, and that is present in a class that contemplates multiple intelligences. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporaneity is characterized by speed and lack of time to read. This peculiarity seems to be the cause of the students' little dedication to reading classical texts, which are known to promote a humanizing experience. In this study, we evaluate the use of the book One Hundred Years Of Solitude as an integrating axis of areas of knowledge in an interdisciplinary school project. The project was proposed to teachers of a public school in the state of Rio de Janeiro so, it was adjusted by them to suit the needs in class. The intervention was evaluated through content analysis of essays produced by students and questionnaires applied to teachers. This integrated project provided the student/reader the distancefrom immediate reality, the exercise of imagination, the expansion of understanding and world view. Students and teachers reported that the intervention promoted the integration of subject contents and the encouragement to reading classical works. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

TeachersPayTeachers.com (TpT) has emerged as an alternative to traditional curricular publishing houses; however, the critical investigation into this for-profit platform is limited. The aggregate content offered and downloaded from the platform through 2019 was Web-scraped, enabling us to construct a content model of TpT and provide descriptive results regarding the interactions between content, technology, and users/usage on TpT. We find TpT's content model implicitly redefines what constitutes an education, elevating holiday activities and classroom decor to the same level as established curriculum. In terms of content, learning standards were largely absent and user ratings were uniformly high, casting doubt upon the validity of these technological features. 87.9% of resources were under $5, however, many small sales add up across users, indicating the platform extracts significant value from educators and schools. We discuss how the online educational marketplace phenomenon stands to impact the future of curriculum production and the teaching profession. [ABSTRACT FROM AUTHOR]

Background: A cluster randomized controlled trial was conducted to assess the effectiveness of the Active Classrooms intervention, which integrates movement into academic lessons, on the moderate-to-vigorous physical activity levels (MVPA) of primary school children during class-time and throughout the school day. Methods: Ten classroom teachers and their students aged 8 to 12 years were recruited and randomized into the Active Classrooms intervention group (n = 131students, n = 5teachers) or a delayed-treatment controlled group (n = 117students, n = 5teachers). The intervention group participated in active academic lessons taught by the classroom teacher over an 8 week period. Accelerometers were used to gather physical activity data at baseline, postintervention and at 4 months follow-up. Teachers completed a questionnaire to evaluate the program. Results: A significant difference for change in daily class time MVPA levels was identified between the treatment (n = 95) and control (n = 91) groups from pre- to postintervention (P < .001) and this difference was maintained at follow-up (P < .001). No significant difference emerged between the treatment and control groups for change in school day MVPA levels from pre- to postintervention (P = .52) or follow-up (P = .09). Teachers reported that they were highly satisfied with the program. Conclusions: Movement integration has the potential to improve physical activity levels of primary school children in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching and learning activities in a classroom setting have been enhanced in current times where more participatory approaches are followed from pre-primary to tertiary level of education. While thinking participatory approaches, innovative approaches are always essential to be device so that maximum can be derived from classroom activities. The approaches may vary from different aspects but the objectives are mostly to garner focus, creativity, concentration and participation in the classroom activities which will enhance the overall grasp of the teaching and learning activities. This study through the primary sources is intended towards exploring three innovative approaches in classroom activities with the assessment of the same at the end of the semester (i.e. Syllabus). The qualitative data obtained through survey questionnaires shows that the three innovative approaches in the form of meditation, review and question- and-answer sessions show that there is promising potential in the enhancement of focus, concentration, creativity and participation in students. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Most teachers are concerned about the teaching of vocabulary. However, it is much more effective to focus on the ways in which vocabulary can be learned. This article looks at the jobs of the teacher, which include, in order of importance, (1) designing a balanced course, (2) organizing classroom work and homework, (3) training the learners in how to learn, (4) testing, and (5) teaching vocabulary. These jobs apply to the learning of vocabulary through independent study and learning through language use. There is a brief description of the author's ideal vocabulary learning program, which includes a balance of learning opportunities. [ABSTRACT FROM AUTHOR]

This article aims to delve into the role of boredom on students' engagement which has always attracted attention in that it is one of the most common academic feelings felt by students that causes them to feel more or less enthusiastic to engage in class activities, and there is a growing increase in such feelings among adolescents; therefore, its various dimensions should be taken into consideration. First and foremost, a variety of definitions from different points of view have been proposed. Then, with a focus on the distinction between state boredom and trait boredom which is one of the most radical classifications of boredom it has been continued. Following that, the antecedents of boredom are additionally taken into consideration along with the role of boredom in students' engagement that necessitates a few changes in the curriculum of schools. Moreover, some coping strategies on how to overcome boredom have been featured. Finally, in the discussion part, the emphasis of the points, which have been mentioned above, in the learning context for both teachers and students has been discussed, and new suggestions for further studies have been proposed. [ABSTRACT FROM AUTHOR]

The focus of this paper is learning the language of data science and statistics through the use of simple classroom activities. Many terms in statistics are known to be lexically ambiguous, having one meaning in general English conversation and another, more technical, meaning in statistical English. The main aim is to investigate whether the classroom‐ready interventions proposed are perceived by students to be fun and helpful. A secondary aim is to measure students' ability to correctly define lexically ambiguous words at the start and end of the semester, and seek evidence of an association between the interventions and lexical disambiguation. Three types of interventions are studied: crosswords, gap‐fill exercises and a sorting exercise. The results from student evaluations of the activities show that, in general, students found the activities helpful and fun. There was also some moderate evidence of an improvement in disambiguation for statistical terms including significant, control and relationship. [ABSTRACT FROM AUTHOR]

The article describes lesson studies method of school teaching and school development, which was originated in Japan. It discusses framework conditions and processes, provides an overview of the current state of research and suggests how lesson studies can also gain a foothold in German-speaking countries.

The article offers a cluster analysis of primary schools as part of the research and school development federal-state project "Performance Makes School." It mentions that the project promote high-performing pupils with 135 primary schools in Germany investigates school framework conditions that are conducive to the cooperation of teachers in lesson study processes.

The article describes lesson studies method of school teaching and school development, which was originated in Japan. It discusses framework conditions and processes, provides an overview of the current state of research and suggests how lesson studies can also gain a foothold in German-speaking countries.

Teaching is a difficult task. It requires a leader teacher to build an effective classroom environment. To be an efficient teacher in class, it requires him to create efficient teaching strategies which consider successful ingredients to improve the goodness of education. Successful teaching builds a rational thinking for competent based innovative education. Cognitive activation strategy is one of 21st century teaching strategies which stimulate the process of learning opportunities for students to be educated. This strategy generates successful learning environment where students can grasp a range of meanings. It determines what is happened in high –goodness teaching to prepare teachers innovate this strategy. In addition, teachers can plan for improving the quality of education to guarantee students successful achievement and attain their aims. A good teacher tries to take many roles and presents effective strategies to students to enable them participating in classroom activities and practices. A proficient teacher applies felicitous strategy with learners through sets of intellectual processes thus teaching is considered as processes where one person mediates between another person and the substance of this world to facilitate learning. This is one of the innovative trends of teacher roles. The present study aims at finding out the effect of CA strategy on Iraqi EFL university students' achievement in writing skill at one of Baghdad private university, namely Al-Sadiq in the academic year 2019/2020.The population of the study were 2nd year college students, male and female, and samples (80 students) were selected as two classes for the experimental groups and one for the control group. The study used quasi-experimental design. Data collection method was taken through testing the students to write wellorganized paragraphs in English according to teacher selected topics. The results showed that EFL students face difficulties and commit errors in writing paragraphs in English. Moreover, they need more training on the mechanics of writing to get rid these problems. [ABSTRACT FROM AUTHOR]

Students often view their role as that of a replicator, rather than a creator, of mathematical arguments. We aimed to engage our students more fully in the creation process, helping them to see themselves as legitimate proof creators. In this paper, we describe an instructional activity (i.e., the "group proof activity") that is purposefully designed to support students' development as creative provers. We demonstrate how one group's attempt at constructing a group proof allowed the group members to build on one another's individual ideas to improve their strategies for proving and to address important misconceptions in their original work. The case highlights how the group proof activity supports a classroom environment where student ideas drive the discussion while also allowing for important mathematical ideas related to proof to become the central focus of a group's learning. [ABSTRACT FROM AUTHOR]

This paper presents a novel method for introductory teaching of the sample linear correlation coefficient from a bivariate dataset. Linear correlation is typically included in curriculums at the secondary and introductory tertiary levels of education. The method discussed herein can be used by educators in elementary courses at either of these levels. We explain how scatterplots with the addition of contour plots can be used to teach the strength and direction of linear relationship between two variables; and demonstrate the production of contour plots using statistical computing software. Finally, we show how this innovative method could be included in classroom activities. [ABSTRACT FROM AUTHOR]

As social-emotional learning (SEL) initiatives are being adopted by many states and school districts, many music teachers have been actively and successfully integrating SEL into their elementary general music curriculum. Whether teaching in person or remotely music educators can create an environment conducive to SEL by practicing mindfulness, building relationships with and between students, encouraging family music engagement, and engaging in inclusive music activities. In this column, you will find resources and ideas about SEL, discover how it looks and functions in the music classroom (virtual or not), and hear from music educators who currently incorporate SEL in their teaching. [ABSTRACT FROM AUTHOR]

The article focuses, conversational teaching and learning is stimulating and cognitively engaging for both learners and teacher. This claim may seem remote from your reality and somewhat divorced from the practicalities of the classroom. To offer you insights on how you might implement this approach, this article describes working examples of conversational teaching and learning.

Best practices in statistics and data science courses include the use of real and relevant data as well as teaching the entire data science cycle starting with importing data. A rich source of real and current data is the web, where data are often presented and stored in a structure that needs some wrangling and transforming before they can be ready for analysis. The web is a resource students naturally turn to for finding data for data analysis projects, but without formal instruction on how to get that data into a structured format, they often resort to copy-pasting or manual entry into a spreadsheet, which are both time consuming and error-prone. Teaching web scraping provides an opportunity to bring such data into the curriculum in an effective and efficient way. In this article, we explain how web scraping works and how it can be implemented in a pedagogically sound and technically executable way at various levels of statistics and data science curricula. We provide classroom activities where we connect this modern computing technique with traditional statistical topics. Finally, we share the opportunities web scraping brings to the classrooms as well as the challenges to instructors and tips for avoiding them. [ABSTRACT FROM AUTHOR]

How can online modules be used to teach undergraduate students or pre-service teachers the principles of Developmentally Appropriate Practices (DAP) for guiding young children's behavior? To examine this overarching question, this study developed online modules with video teaching components, and conducted both formative and summative evaluations with students and instructors using ongoing assessments and online surveys. The results of these evaluations revealed that both students and instructors were very satisfied with the implementation of these modules. Modules helped students with their learning, encouraged them to think critically, and allowed them to apply their learning and teaching strategies to real life. Instructors appreciated the real-life examples and teacher videos, as these resources made teaching difficult topics more manageable and applicable. Both students and instructors expressed their desire to have more modules incorporated into the coursework, despite occasional "technical glitches" they may have experienced while watching videos within the module. In conclusion, the researchers reflect on the findings of the study, draw implications for use of this type of online tool as a resource to enhance classroom teaching and student learning, and suggest ideas for future research. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This longitudinal ethnographic case study examines, from a sociocultural perspective, how a White female English as a second language teacher of immigrant adolescents enacted agency toward culturally sustaining pedagogy in her classroom, school, and community. The teacher demonstrated her agency in her personal and professional spaces by (a) re-contextualizing curriculum and instruction with students, (b) engaging in daily conversations with students, (c) recruiting community members to participate in class, (d) constructing an ELL teacher community, (e) visiting students' homes and involving herself in refugee communities, and (f) performing community services with students. This study provides significant implications about how teachers, who will be working in classrooms and schools and encountering deficit discourses about immigrant students and standardization forces, can create agentive pedagogical spaces where the linguistic, cultural, and community resources of immigrant students are identified, understood, centered, and can connect those resources with classroom and community practices. [ABSTRACT FROM AUTHOR]

This research paper examines a professor 's pedagogical adjustments over two semesters teaching a course that included a project in the university makerspace. This research used both qualitative and quantitative methods and was guided by the following research question: • What is the professor experience across two semesters teaching a course that incorporates a project in the makerspace? Observations of class presentations andfinal projects demonstrated a difference in project quality from the first semester to the second semester. Findings include that familiarity with the makerspace, prior experience with an open-ended project, and peer support for students seemed to produce superior student engagement and output without vast pedagogical shifts. [ABSTRACT FROM AUTHOR]

The synergy, or lack thereof, between large‐scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large‐scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large‐scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large‐scale assessment results at classroom levels. [ABSTRACT FROM AUTHOR]

With the increasingly frequent international exchanges and cooperation, bilingualism and multilingualism have become a common social phenomenon. Along with this social trend, sociolinguistics, was once regarded as a marginal and small branch of linguistic research, which has been paid a growing number of attention from linguists and scholars in this field in recent years. Code switching is a central topic in sociolinguistics. In the past few decades, a large number of scholars have done a lot of research about code switching from articles, journals and books. Although many achievements have been made in code conversion in recent years, little work has been done in teaching Chinese as a foreign language. With the rapid development and immaturity of teaching Chinese as a foreign language, it is only in a marginal position in teaching methods and foreign language teaching research system. Based on linguistic theory, this paper analyzes the causes and functions of code switching in foreign Chinese teachers' classroom teaching by observing the phenomenon of code switching in foreign Chinese teachers' classroom teaching and conducting follow-up interviews with teachers and students after class. The results show that teachers can help students to accept new knowledge more effectively and they highlight the key points and difficulties in class, so teachers play an important role in improving the teaching quality. In addition, the conclusion reflects the actual situation of teaching Chinese as a foreign language to a certain extent, and provides a reference for improving the teaching ability and classroom teaching effect of foreign Chinese teachers. [ABSTRACT FROM AUTHOR]

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as "reflection-in-action, being reflective in their post-teaching referred to as "reflection-on-action, " and being reflective in their future improvement planning known as "reflection-for-action." The practitioners' reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students' learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice. [ABSTRACT FROM AUTHOR]

Engineers and scientists have a key role to play in the creation and implementation of government policy. Policymakers need access to the technical expertise that is critical to our national progress and security; however, this need is often overlooked by engineering students, faculty, and professionals. Even though a substantial fraction of scientists and engineers end up pursuing jobs in government, engineering curricula do not usually provide any background in policy and for many, the policy-making process remains a black box. The good news is that there are some simple ways to make it more accessible and to encourage increased involvement. In this paper, we provide a brief overview of the federal policy-making process and present a collection of classroom learning activities that link policy-making and implementation to science and engineering. These can easily be added to existing courses without wholesale curricular changes. We also suggest professional development activities for engineers at all stages of their careers and discuss ways for engineers to become involved in the policy process. Introducing learning and career development activities focused on science and engineering policy will better prepare engineers to provide needed technical expertise to policymakers. It may also encourage engineers to consider careers in local, state, and federal government. [ABSTRACT FROM AUTHOR]

The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers' Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative themes. Results suggested more ways to authentically involve candidates in understanding and implementing classroom management practices to enhance sense of self-efficacy should be included in teacher preparation programs and courses on classroom management. [ABSTRACT FROM AUTHOR]

Purpose: In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages? Design/methodology/approach: The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour's three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations. Findings: In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility. Research limitations/implications: The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms. Practical implications: The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms. Social implications: The authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students' movements in further associations with each other both in class and outside the walls of their school. Originality/value: In this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed. [ABSTRACT FROM AUTHOR]

The article focuses on the TRAILS, a peer-reviewed digital teaching resources library developed by the American Sociological Association (ASA), is an innovative educational tool that provides sociology teachers with access to thousands of teaching resources. It mentions the types of resources that can be found on TRAILS include assignments, class activities, and assessments; and the website offers many useful features, such as a searchable database of peer-reviewed teaching resources.

This article aims to present the results of a research on the use of comic books in the teaching of philosophy of education. Initially, the study focuses on the brief description of the constituent elements of children's comics and their relevance to the educational field. Then, from the description of some experiments carried out in the classroom, we present some possibilities of using the comic books from Turma do Xaxado, by Antonio Cedraz and Calvin and Hobbes, by Bill Watterson for teaching of philosophy of education. The theoretical framework is based on authors such as: Watterson (1994; 2011), Freire (2003), Cedraz (2006), Santos (2006), Pagni; Silva (2007), Vergueiro (2007; 2009), Esteban (2010), Gallo (2012), Mazur; Danner (2014), among others. Finally, we argue that teaching philosophy of education can benefit greatly from the multiplicity of practical resources and critical elements found in the field of comic books for the socialization of experiences and knowledge. [ABSTRACT FROM AUTHOR]

Scientific statistical working in a team is a special challenge for students in high schools, especially with a civic statistical problem. Ideally, they are following the PPDAC cycle: they formulate a problem together, plan an investigation, collect the data, use software to analyze the data, and formulate results in a seminar paper. This article is written jointly by a student and a computer science teacher involved in the project, offering insights from both perspectives. [ABSTRACT FROM AUTHOR]

Naming is both a descriptive and conceptual act. The names researchers use when describing kinds of teachers, students, and classrooms have the power to shape how they see and understand actors within various educational contexts. In this article, I analyze naming practices related to teachers who move among and between virtual and face-to-face teaching spaces, and finding no clear name for this sort of teaching practice, I propose the term sojourner teacher. [ABSTRACT FROM AUTHOR]

This essay is an invitation to consider a paradigm shift in the academy, one that allows and encourages us to bring our whole selves into our teaching and professional lives. I describe a set of values that permits and encourages the expression of a rigorously examined inner self in harmony with the traditional expression of our scholarly selves in our curricula and classrooms. Drawing from lessons that have defined my aspirations as a teacher, I challenge honors educators to lead the way in courageously examining our pedagogical approaches and to teach from our hearts. [ABSTRACT FROM AUTHOR]

Purpose - Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve. Design/methodology/approach - This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve. Findings - The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education. Originality/value - This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching. [ABSTRACT FROM AUTHOR]

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