A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to…

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. A review of literature reveals that, formative assessment influences students' outcomes positively. Notably, teachers' perception is an important…

The purpose of this quantitative study was to explore if teachers' five social-emotional competencies (SECs) and years of experience predict their perceived ability to implement social-emotional learning (SEL) teaching practices in the classroom. The five SECs include self-awareness, self-management, social awareness, relationship skills, and…

As higher education transitions from an exclusivist to a more accessible endeavour, class sizes are continuously increasing, prompting academics to explore different strategies to facilitate quality learning. In this paper, we explore the current practices of Australian biochemistry and molecular biology academics to understand how academics cope…

This study was designed to examine Ghanaian teachers' knowledge and usage of the flipped classroom instructional strategy. A survey of 109 teachers who pursued a master's degree in education during the 2018/2019 academic year was used for the study. The instrument used for collecting data was a structured questionnaire. The result of the study was…

Understanding students' and teachers' representations of relevant learning is key to providing better learning programs. This article aims to show the various ways in which relevant learning is conceptualized in different community schools in Romania. First, it pays attention to differences and similarities in the students' and the teachers'…

Mathematics teachers' teaching beliefs play an important role in instructional practices and students' achievement. In China, transmissive teaching beliefs were prevalent before 2001. Since then, a student-centered concept has been advocated in the national curriculum reform; however, few studies have assessed contemporary Chinese mathematics…

The notion of learning dispositions has extended conceptions of learning in early childhood education to incorporate dimensions such as habits of mind and patterns of behaviour. This paper conceptualizes learning dispositions through a Chinese lens, and with conceptualizing this notion, explores associated pedagogical practices. The data are drawn…

In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle-income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner-centered…

While Science, Technology, Engineering, and Mathematics (STEM) education is essential in the high school curriculum, it often carries a reputation of being formidable and overwhelming. The resulting unease students often face inhibits their ability to learn effectively; thus it can be beneficial to integrate a more familiar approach to teach them…

This study reports on teachers' perspectives of the drivers and constraints of ICT integration into Mathematics Education in 50 private secondary schools in five cities in the Niger Delta region. The study employed a descriptive survey design to obtain the data. The sample or respondents for the study were two hundred mathematics teachers who were…

Students in the United States are not achieving in mathematics as indicated on the NAEP (2019) exams and other measurements of student achievement (NCES, 2019; OECD, 2019; O'Dwyer, et al., 2015). Mathematically gifted and promising students are especially impacted by this phenomenon, though it is not exactly known what factors contribute to…

In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought…

The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006).…

This qualitative case study examined the process of change in an experienced elementary teacher's belief structure during implementation of an inquiry-based science program. Difficulties generally associated with ascertaining beliefs were minimized by using Leatham's ("Journal of Mathematics Teacher Education," "9," 91-102…