Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more…

Quality civic education is often understood as involving discussions of controversial social and political issues, a task made more difficult for teachers amidst the kind of political polarization that characterizes the current political climate. This study explores high school social studies teachers' thinking and sensemaking related to…

The goal of this research study was to find what makes groupwork to be successful. We asked faculty why they give groupwork assignments to their students and what their opinions about the best practices in creating effective groupwork environment for their students are. It was also intended to compare instructors' opinions with research findings…

This article illustrates the challenges of teaching curriculum within the guidelines of No Child Left Behind. Nine school teachers write and speak about their experiences, what influences their curriculum choices, and how they attempt to incorporate social studies in the elementary classroom. The teachers completed a background survey, wrote about…

In March 2009, a faculty member and four political science students led a forum entitled "Wikis in the Classroom: Student and Faculty Perspective." The discussion centered on a number of benefits and concerns with the use of wikis as an instructional tool within the classroom. Based on student and faculty feedback, this article expands on four…

The issue of improving educational outcomes for children and youth in foster care is receiving some long-overdue attention, but the voices of classroom teachers have not been prominent in the discussions so far. To help fill this gap, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six…

The issue of improving educational outcomes for children and youth in foster care is receiving some long-overdue attention, but the voices of classroom teachers have not been prominent in the discussions so far. To help fill this gap, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six…

In the fall of 2009, a team from the Center for the Future of Teaching and Learning and funded by the Stuart Foundation convened six discussion groups to explore how teachers and foster children and youth interact in the classroom to improve educational outcomes. The discussion group sessions were held in three California counties--Fresno, Orange,…