Higher education institutions strive to turn out graduates that are well-rounded, engaged, and civic-minded individuals no matter their discipline or major. The authors believe that more can be done to ensure that this goal is attained. To address this issue, two librarians designed a learner-centered course that embraced the uncertainty found in…

The wide range of learning needs in elementary and secondary general education classrooms presents both a challenge and an opportunity for general and special education teachers. It is critical for teacher self-efficacy and student success that teachers believe they are equipped with the knowledge and instructional strategies to plan and implement…

Adopting a sociocultural perspective, we construct a case study exploring how a middle school bilingual science teacher reflected and acted when engaged in dialogue, co-teaching, and a newly designed unit on plate tectonics. Sources of data include video of classroom interaction and audio recordings of daily debriefs between the bilingual science…

Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated…

Science classrooms continue to privilege narrow conceptions of science, and students of color are frequently identified by teachers as disengaged or uninterested in science--part of a deficit narrative socially constructed over time. In this design-based research study, I explored the development and implementation of culturally relevant and…

In this plática, we share how we have deployed the methodologies of critical reflexión and plática~testimonio/haki~shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of…

This must-have resource: (1) Provides gifted educators with methods and strategies for successful coplanning, coteaching, coaching, and collaboration; (2) Enables effective management of differentiation; (3) Increases educators' understanding of gifted students' needs; (4) Features the tools and "how-to" steps for facilitating and…

Authors conceptualize the notion of reflection as a higher psychological function from the perspective of cultural-historical psychology of Lev Vygotsky and discuss the development of teachers' reflective practice in the process of mastering and creating mediational means of reflective practice. In the current research literature the terms…

In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in…

According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers' teaching traditions. The overall aim of…

This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD) model over time and after teachers received a unique combination of additional GLAD training, coaching, and collaboration. Teachers who took part in this in this study had previously received an initial full-week, intensive GLAD training; however,…

In this article we discuss an interdisciplinary and collaborative four-year project, Taking Race Live, that explored lived experiences of race among students enrolled at an ethnically diverse university in England. Utilizing qualitative methods to evaluate the project each year, we draw on students' voices to address their experiences of race,…

The integration of co-teaching across disciplines in higher education is an approach that enhances the learning experience for both students and faculty. The process of examining material from the perspective of two disciplines contributes to critical thinking skills beyond traditional pedagogical approaches. This article presents a model for…

Effectively managing active learning classrooms (ALCs), particularly large ALCs, can present a variety of challenges for instructors. There is a rapidly growing body of research literature addressing the impact of ALCs on student engagement and learning, but fewer studies have focused on investigating instructional practices and instructors in…

Instructors from two different disciplines collaborated to teach a preservice teacher education course examining the concepts of language and culture with the expectation that mindfulness-based reflective practice could enhance comprehension of course content and provide introspection for transformation. Two questions were studied: how to promote…