This paper discusses the nature and characteristics of doctoral dissertation learning and the role of mentor in the dissertation stage. Doctoral level education requires a considerable degree of learner's independent thinking. While independence has been discussed as a personal trait or in relation to the socialization of doctoral education,…

The proliferation of "teacher-proof" scripts for lessons reveals a deep distrust of teachers' intuition and blatant ignorance of the essential humanistic elements underlying education. This model of standardization positions teachers as mere delivery agents of centrally planned curricula based on a hollow promise of effectiveness. We…

Classroom as organization (CAO) is an approach at the extreme end of an experiential learning intensity continuum. While proponents suggest they would never go back to a teacher-centered classroom, CAO has not become widely adopted since its initial description by Cohen. We argue this is, in part, because of shadow elements that may discourage…

Previous studies comparing teacher-centred (TC) and learner-centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to…

Thinking about students in terms of participation instead of "high" or "low" achievers is more than replacing one term with another; it encourages us to shift our focus to student activity as well as barriers to and supports for productive activity. It encourages us to create classroom spaces that draw on student strengths and…

This article is designed to facilitate guided teacher reflections about teaching-learning practices so that more educators recognize and appreciate that they already employ many constructivist strategies, techniques, and activities on a frequent basis. And, that the most appropriate consultants to help them become even more constructivist teachers…

This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students…

Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers' affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers'…

Background: South Africa's "Language-in-Education Policy" (LiEP) provides for bi/multilingual education, but schools are only supported to choose monolingual English language policies from Grade 4 and ignore the learners' home language or languages as resources for learning. Many teachers translanguage orally, using the learners' home…

We report on a study in which two primary school English Language teachers work with researchers to co-design a series of lessons to enhance student agency. 'Tinkering' through digital multimodal composing is used as a pedagogical approach. We reflect on the issues in balancing the student's agency with the teacher's role. Our study is guided by…

This study aimed to explore the pedagogical content knowledge (PCK) of preschool teachers. This multiple case study was conducted with the participation of two preschool teachers. In this way, two preschool teachers' PCK about science teaching was examined, and it was attempted to determine the underlying causes of their pedagogical…

This article presents a study that examined how teachers understand student-centred teaching and learning among a sample of in-service teachers in Kosovo, as it emerges as an independent state. In this study, 36 practicing teachers responded to a survey exploring how teachers understand and use contemporary and traditional teaching methodologies.…

This study centers on one early-career English language arts (ELA) teacher's development of his critical pedagogical discourses (CPD) within the contextual discourses of collaboration and data informed instruction. These contextual discourses circulated assumptions of teaching and learning that are privileged by the political ideologies of the…

This paper will discuss a Virtual Exchange (VE) between the University of Michigan (USA) and the High Institute of Technological Studies of Béja (Tunisia) that took place between October and December 2019. Students from Tunisia and USA were enrolled in two entrepreneurship courses in their respective universities and joined together to work in…

Educators around the world are recognizing that traditional ways of teaching are not meeting the needs of students in our rapidly changing world. How can we truly transform teaching to foster the skills and capacities our youth will need in the future? This article shares the steps being taken at Wildfire Education to address this challenge.