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English in Crisis: Can Outreach Help? In the summer of 2017, as teachers, academics and other members of the wider English community met at the 'Shared Futures' conference, Year 11s [...]

IT IS WIDELY UNDERSTOOD that there are vast differences in the quality of teachers: we've all had really good, really bad, and decidedly mediocre ones. Until recently, teachers were deemed [...]

This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) [...]

The purpose of this study was to determine students' communication in the college classroom through faculty-led methods of enhancing classroom participation. The students in this study perceived that faculty members work to engage them in various classroom activities and enhance their participation through discussions, debates, dialogue, group work, and presentations; students understood these methods as ways of increasing their learning and communication. Many students were also interested in those instructors that mainly focused on students' participation, which resulted in gaining desirable outcomes in terms of developing skills such as communication, intellectual curiosity, and critical thinking., Introduction Classroom communication is an important factor in developing students' learning in higher education institutions. According to Hubbel and Hubbel, 'education is significantly more than information transmission and skill building. [...]

For several historical and cultural reasons, the United States has long pursued a strategy of improving teaching by improving teachers. The rarely questioned logic underlying this choice says that by improving the right characteristics of teachers, they will teach more effectively. The authors expose the assumptions on which this logic is built, propose an alternative approach to improving teaching that engages teachers (and researchers) directly in the work of improving teaching, present some indirect evidence to support this approach, and examine the cultural traditions and beliefs that have kept the conventional approach in place for so long. Keywords school/teacher effectiveness, teacher education/development, teacher learning, The thesis of this article is that working directly on improving teaching--the methods used to interact with students about content--is the most productive option for improving classroom instruction. To support [...]

The sheer volume of information available today renders it impossible for everyone to know all there is to know on specific topics of interest. It is in fact becoming increasingly [...]

ABSTRACT In this research project, Gagne's nine instructional events were incorporated into the development of an interactive multimedia learning module which was then embedded into a student-centred learning learning environment [...]

The purpose of this study was to discover what variables or teacher descriptors yield classroom democracy and a willingness to engage in critical pedagogy. While teachers' gender or teaching experience [...]

As primary-grade teachers, we strive to provide balanced literacy program, which includes components such as read-aloud, guided reading, shared reading, and independent reading. Independent reading allows students to apply what [...]

Contemporary U.S. schools and professional reforms call for teachers to have greater disciplinary and pedagogical knowledge for teaching school subjects. Reform efforts leave unexamined the rules and standards of 'reason' that historically order school subjects. The notion of alchemy provides an analytic 'tool' to consider the processes of translation from disciplinary knowledge to teaching practices. It is argued that the intellectual tools of school pedagogies have little to do with the disciplinary fields. The psychological strategies for defining school subjects historically are strategies of governing who the child is and should be. There is an ironic quality to this alchemy of schooling subjects. Efforts to increase student participation may narrow the possibilities of reflection and action. An alternative style for thinking about the translation of disciplinary fields into the curriculum and 'methods' of school subjects is discussed, drawing on studies of science, technology, and mathematics. Keywords reforms of teacher education, school subject teaching, the politics of teacher education, Central to contemporary U.S. school and professional reforms are calls for teachers to have greater disciplinary and pedagogical knowledge for teaching school subjects such as physics, mathematics, history, and literacy [...]

Students equipped with the cell phones enter college classrooms daily. Realizing the impact of technology on fellow learners and faculty represents an area of concern. A pilot study was conducted [...]

Suggestions on how to support a classroom environment where students are comfortable in sharing their solution strategies for math problems are presented. To do this, math teachers should be problem solvers, support their students' learning needs, and to facilitate reflection.

Mainstream education studies have shown that teachers have a strong desire to control their work situation and maintain classroom autonomy. Issues of control and power are also prevalent in outdoor education, where the facilitator is put in a position of power, controlling the participants' learning experience. What follows is an examination of how order and instructions are used, on occasion, by facilitators in an outdoor setting to take control over the activity and achieve their own disciplinary goals. This paper was based on a PhD study conducted at a residential outdoor centre, involving primary school children, teachers and the centre staff. An ethnographic approach was adopted, using participant observation and semi-structured interviews to collect varied data. The findings revealed that the controlling approaches adopted by some facilitators interfered with the pupils' outdoor learning experience. This level of control appeared to have a great impact on the educational process to the extent that the desired learning outcomes were not attained. This has serious implications on the impact that teachers' and outdoor facilitators' approaches have on the pupils' outdoor learning experience, and more awareness is needed with regard to this impact., This paper examines how facilitators and teachers alike use power in an outdoor education setting to control the experience of the children taking part in outdoor activities. Particularly, it conducts [...]

Students appear to retain more information and learn better when course material engages them, but instructors of general education courses often face the task of teaching courses outside students' primary domain of interest. Established research indicates that visual cues can enhance engagement and recall. The research presented here assesses the degree to which simple visual images enhance student engagement in a lower-level, general education course. The project utilizes an experimental design involving two different sections of the same course. By exposing the sections to different visual presentations, and controlling for a variety of potentially confounding factors, the effects of simple visual images are isolated. Findings suggest that the use of simple visual images can enhance students' classroom experiences as well as more global impressions of the course. At the same time, the results indicate that the positive impact of such stimuli may not be immediately realized., College instructors across the nation often face the formidable task of engaging students in lower-level, general education courses outside students' primary domain of interest. Students in such classes typically have [...]

In early childhood settings, it is evident that routines play an important role in shaping the dynamics of the classroom, including learning environments. This article will highlight the importance of [...]

A critical task for communication educators is preparing students with the knowledge, skills, and attitudes for active and responsible participation within a rapidly changing global community. Given the complex nature [...]

In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both past and present efforts at reform. The purpose of this essay is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned. Keywords teaching, practice, teacher education, professional development, In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when learning the work of teaching is supposed to happen. Listening [...]

How an elementary mathematics teacher developed a strong mathematical environment is presented. The teacher developed the environment along with the fifth-graders who were left out when an oversized class was split into two. The improvement of the environment involved the physical design of a classroom, as well as the discussion of class expectations.

The article discusses about a classroom environment where in order to study fractions, a teacher pairs a weak student and a bright student to help each other in order to improve their mathematic by drawing from one's own strengths while observing the other's approach.

A school student who does not feel safe and valued will find it difficult to concentrate on academics or relationships with classmates. The teacher is responsible to notice the interactions between students and learn why something unusual has occured.

Classroom management has been shown to be the most common concern of both pre-service and experienced teachers (Gee, 2001; Johns, MacNaughton, & Karabinus, 1989; Smith, 2000; Weinstein, 1996; Weinstein & [...]

Abstract This paper identifies the challenges of teaching in the large classroom context and presents strategies that may be employed to address these concerns. We offer instructional suggestions and practical [...]

The Challenge Many adult basic education centers have and continue to face significant challenges in meeting the mandates established by the Americans with Disabilities Act. In the not too recent […]