In this qualitative study, the authors examined how care was enacted, understood, and valued by teachers and students in nine ninth-grade English language arts classrooms. Following two yearlong cohorts of teachers, the authors explored sociopolitical interpretations of care, specifically focusing on how care was an everyday, political phenomenon…

This article focuses on the unintended consequences of within-class ability grouping on primary students of mathematics. I review relevant research, including promising approaches to teaching in mixed ability settings. I then outline four ways in which these groupings are typically structured, discussing some of the issues that arise with each of…

Current policy in England, informed by a version of cognitive science, enforces an absolute distinction between experts and novices, or teachers and learners; from this binary, operating in tandem with regimes of performativity instantiated in a curriculum shaped by high-stakes testing, are derived particular forms of pedagogy and particular…

The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project-based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating)…

With the increasing use of robotics in education, this study examined the influence of educational robotics on K-12 students' creativity and problem-solving skills by using Meta-analysis on 20 typical studies published from 2011 to 2021. Subsequent results exhibited five major points: 1) The overall effect of educational robotics was at 0.821; 2)…

Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers…

There is sparse research on whether different dimensions of perceived support from teachers relate differentially to engagement among male and female students. Accordingly, the current study examined gender differences in links between perceived support from teachers (emotional support, structuring of learning activities, learning process support)…

This study explores the multilayered meanings of classroom seating order -- a crucial spatial element of school life -- and its influences on children's experiences. Drawing on fieldwork in a secondary school in northwest China, I ethnographically examine how school educators impose a hierarchy of seats in moral terms. My study shows that…

The aims of this study are to describe 'Self-running class' project which is meant to provide maximum participation of pupils, assist them to set the learning goals, choose and apply learning techniques, brush up their study skills, monitor their performance, evaluate their academic progress, and measure its effect on learner autonomy. For the…

The aim of this study is to explore how students' reports of proactive aggressiveness and mental health problems are associated with their perception of classroom interaction when controlling for socioeconomic status, gender and grade level. Classroom interaction is understood in terms of teachers' emotional support, monitoring and instructional…

With increasing ethnic and racial diversity in the classroom, understanding classroom dynamics and the use of space has become increasingly important. In particular, when theoretical perspectives, such as that offered by intergroup contact research, promotes the importance of contact between competing groups to improve relations. Adopting a…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006)…

This article provides an evaluation of the rationale for, and impact of, setting with English classes in the second year of secondary school in one Scottish authority. The Council's education department has a long-standing policy of mixed-ability classes in English for the first two years of secondary school (S2). A number of schools approached…