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Can We Engage Students in Authentic Mathematical Activity While Embracing Critical Pedagogy? A Commentary on the Tensions between Disciplinary Activity and Critical Education
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Weber, Keith; Melhuish, Kathleen – Canadian Journal of Science, Mathematics and Technology Education, 2022
In this commentary, we explore tensions between engaging students in authentic disciplinary mathematical activity and insights from critical theorists who analyze equity in mathematics education. The tensions arise as engaging students in authentic mathematical activity usually involve having students adopt the language and norms of another…
Descriptors: Learner Engagement, Mathematics Activities, Critical Theory, Mathematics Education
Position Statement on Writing Instruction in School. Position Statements
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Calhoon-Dillahunt, Carolyn; Coppola, Shawna; Warrington, Amber; Yagelski, Robert P. – National Council of Teachers of English, 2022
How writing is conceptualized has consequences, especially in educational settings. Yet, despite decades of research and scholarship on writing, writing instruction, and writing assessment, misperceptions about writing and its purpose in schools persist. This position statement is directed primarily toward an external audience of school…
Descriptors: Writing Instruction, Educational Policy, School Administration, Writing Attitudes
Ofsted's Curriculum Research Review for Languages -- What Does This Mean for Language Teachers, Department Leaders, Curriculum Design and Professional Development?
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Koglbauer, René – Language Learning Journal, 2022
Ofsted's (2021) Curriculum research review for languages (OCRR) draws conclusion on what 'high-quality language education' may look like. This opinion piece problematises the status of these conclusions as 'features' or recommendations. Before delving into a selection of identified 'features' in more depth, the author highlights the complexity of…
Descriptors: National Curriculum, Faculty Development, Second Language Learning, Second Language Instruction