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As is typical for edtech hype, the initial burst of enthusiasm for artificial intelligence in education focused on student-facing applications. Products like IXL, Zearn, and Khan Academy's chatbot Khanmigo could [...]

Australian students exhibit consistent challenges in learning Chinese characters, which inherently affect their Chinese literacy development in the long run. This article outlines a pedagogic intervention, which focuses on improving character recognition and vocabulary growth for students learning Chinese as a second language (L2). With a multiple baseline design (MBL), three grade 10 Chinese classes (n = 36) received a short-term differentiated intervention in the classroom setting. The students who were at lower tiers (n = 3) at the baseline were selected to examine the effectiveness of the intervention. The visual analysis of their data revealed a functional relation between the intervention and an increase in the participants' scores of morphological awareness on three tasks. The findings provide a beginning to the evidence base, necessary to design Chinese literacy interventions for non-Chinese background learners in the Australian context., Introduction The notion of language proficiency has often become synonymous with mastery of language skills in English. Students become 'literate' as they develop the knowledge, skills and dispositions to interpret [...]

Introduction Oral history has earned a well-deserved place in the academy, especially among professional historians. (1) This article grows out of an effort to wed the use of oral history [...]

Abstract Contemporary change has challenged educators to construct methods that develop knowledge for the times. This classroom action research case study investigated an innovative strategy created to inspire student insights [...]

The assessment done on experiential learning effectiveness in both classrooms and other settings using computer-based and human-based designs is analyzed. It is felt that due to lack of high-quality research, satisfactory results on effectiveness cannot be gauged.

An elementary school teacher describes how she introduced Reflective Fridays to her class. At the beginning of each Friday morning student are allowed time to reflect on and discuss what they have learned during the week. No new content is introduced on Fridays and time is allocated to special activities to stimulate reflective thought.

Off we go, bucket and net in hand, in search of tadpoles. Our hunt takes place at Cooper Elementary School. In the library media center, we use research skills to […]

Byline: Mike Kennedy Many classrooms have furniture and equipment that don't provide what children need. Marlynn Clayton, a former teacher and co-founder of the Northeast Foundation for Children in Greenfield, [...]

Student-centred university classrooms not only support student learning but also provide a forum in which to practise the skills of democratic participation, a particularly important set of skills for citizens [...]