This case study describes in detail the process of cocreating a self-reflection tool for inclusive classrooms in the context of a university-based innovation lab in Estonia named Proovikivi (https://proovikivi.ee/). The study, which follows an exploratory, interventional, and qualitative case study methodology, was implemented in three phases…

For Freudenthal, the practice of mathematics in the curriculum is not a set of predetermined theories, goals and means. On the contrary, it is always associated with positively understood phenomenological processes in mathematics, as the curriculum is often used in conjunction with the transformation or development of practice. For Freudenthal…

This research stems from my doctoral studies where I was examining the differences between teaching and learning in classes of different size. The more I read about issues relating to class size, the more I started to notice that the student voice was almost completely absent from the research. Perhaps this was understandable, as the vast majority…

This case describes an action research project using nonparticipant observation and focus group interviews aimed at analyzing an innovative experiential learning curriculum designed to develop empathy among Chinese Hong Kong learners. The project involved two classes of students selected by teachers with a range of academic capabilities. The…

Based on the work of E.M. Rogers regarding the diffusion of innovations (i.e. change), the study described in this case was designed and conducted to test the relationships of key psychological variables on the participants' (high school teachers) behavior regarding the degree of personal computer use. The merger of specific quantitative and…

This case study illustrates design and development research, an innovative-based option to commonly used survey or experimental research design. Educational researchers have for many years conducted research that include exploration of perceptions, measurement of learner's psychological traits, modelling educational attainment and case-based…

This case study offers an understanding of how school-university partnerships can support the development of collaborative inquiry approaches to improve student engagement. The case explores how teachers worked in collaboration with university researchers to develop and trial strategies for engaging students as active participants in their own…

As veteran educational researchers in case study and action research methods, we engaged in a design-based research project as an innovative approach for dealing with the complex practice of integrating science and literacy within elementary classrooms. We choose design-based research as both a theoretical "and" research framework as our…

This case study provides an account of one practical aspect of a 3-year-long learning analytics project, allowing readers to see how a researcher spread the idea of using learner data to improve the scholarship of teaching and learning in the course of research. The case sheds light on the particular challenges in using existing data stored in…

In a case study of the implementation of the Schools Council Integrated Science Project in one English school, it is hypothesized that pupil attitudes toward a curricular innovation greatly influence its success. (BW)

To explore the hypothesized dimensionality of teachers' attitudes toward educational innovations, nine rating scales were validated to measure general change-related values; innovation-specific attitudes and behavioral orientation; adoption of innovations; attitudinal commitment to adopted innovations; and ongoing participation in change-related…

A rating scale operationalized a model for the adoption and implementation of educational innovation. Phases were designated: creating a climate for change; analyzing antecedent conditions; generating alternatives; initiating change adoption; implementing change; and evaluating change outcomes. Principals' decision-making behavior was the best…

A survey of science and English teachers in 10 Scottish secondary schools indicated a complex relationship between a teacher's identity as a subject expert, subject department boundaries, and authority relationships. Teachers felt they had little influence on general school policies. (f=fiche numbers). (CP)