Student outcomes of inquiry-based teaching and learning were explored through student-report. Participants were six teachers and their 181 students in grades 9 through 12. Classes were categorized by level of inquiry (least, middle, and most). A student-administered questionnaire assessed the extent to which the three groups experienced 23…

Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic.…

Addressing the direction of high school mathematics in the 21st century, this resource builds on the ideas of NCTM's Principles and Standards for School Mathematics and focuses on how high school mathematics can better prepare students for future success. Reasoning and sense making are at the heart of the high school curriculum. Discover the…

During the past three years, the author's administrative team at Milken Community High School in Los Angeles, a 7-12 school where the author is the middle school principal, has been discussing assessment. They decided that they wanted assessment to tell students what they did or did not do and enable them to self-adjust. To accomplish this, the…

"The MetLife Survey of the American Teacher: Collaborating for Student Success (2009)" was conducted by Harris Interactive and is twenty-sixth in a series sponsored by MetLife since 1984 to give voice to those closest to the classroom. This "MetLife Survey" examines the views of teachers, principals and students about respective roles and…

Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…

An apparently simple self-study that consisted of a longitudinal review of Grade 12 students' self-reflections from the past five years triggered a personally profound struggle about past classroom practices and surfaced a host of assumptions about teaching and learning. This research challenged the author to enact personal and professional values…