This article discusses Experience First, Formalize Later (EFFL), an approach to teaching and learning that empowers students to build strong conceptual understanding of concepts, redefining how students experience mathematics class, and ultimately leading to more equitable learning opportunities. Traditional lecture-based models for mathematics…

At the core of the intractability of racism is the persistent cultivation of our collective ignorance of it. This book argues that this cultivated ignorance compels us to support a status quo that we abhor. We are stuck because we cannot imagine a world beyond racism. We are also stuck because engaging with issues of racism with others usually…

It may appear commonsensical that undergraduate dance majors, sharing a programmatic experience within a bounded space and time, might feel connected to others involved in that experience. However, the multi-faceted and dynamic considerations of who and what comprise this learning environment are often not holistically explored. To better identify…

Founded on the principles of place-based education, land-based learning collaboratively engages learners and community members in a four-step process of identification, understanding, intervention, and evaluation to enhance the sustainability of community-based agricultural systems. While scholars have provided the philosophical foundation for…

The modern college instructor in the United States faces several unique dilemmas due to students' increased access to information via the internet and social media, increased polarization across the nation, and increased unrest resulting in more experiences impacting mental health. As such, modern instructors are faced with the challenge of…

This study addressed the problem of identifying challenges and expectations when a school transitions from traditional education to personalized learning. The single case study used semi-structured interviews to discover the experiences and thoughts of ten teachers and staff members from a rural high school that transitioned. The school was in its…

Psychologist Wendy Ostroff explains why using dialogue in learning with elementary-age students is a win for everyone, especially for learning. Young students are inventive questioners and naturally divergent thinkers, and they are engaged and empowered by exercising their voices. Teachers will benefit from Ostroff's guidance about fitting…

This article reviews critical pedagogy challenges, opportunities, and limitations in paying attention to environmental issues and crises. Pre-disaster efforts in preventing and overcoming environmental damage and crime can be pursued through environmental education at all levels, from primary education to higher education. There is a need to…

The author, a fifth-grade teacher, describes how she reimagined the literary essay curriculum to amplify student identity, agency, and voice by creating a class podcast. Because of their similar structure and organization, teaching students literary analysis and interpretation through podcast writing offered entry into literary essays. The author…

From checklists, to processes, to models, information literacy (IL) instructors have sought to better teach students how to evaluate the information they encounter, increasingly through critical information literacy (CIL) pedagogies. CIL engages high-impact pedagogical practices as students direct their learning through dialogue and…

Over the last two decades, the growth and development of the fields of Dance Science and Pedagogy, as practice, research and area of study, has changed the landscape of 21st Century training and performance. The aim of this paper is to stimulate thinking and initiate dialogue between practitioners and academics in the exploration of new solutions…

Over the past decade, personalized learning has emerged as a major aim in the contemporary education systems of many countries. This qualitative case study examined middle school educators' perceptions of how their school's collective experimentation with Genius Hour supported the broader implementation of personalized learning. Teachers in the…

This chapter provides actionable strategies through the description of a crosswalk model explicitly connecting Universal Design for Learning, Culturally Responsive Pedagogy, and Mindset. The influences of Social Emotional Learning and Trauma Informed Practices are explored.

This article describes a teacher's journey into prison where she delivers university writing classes. The author explores techniques and strategies that foster empowerment in prison classrooms. Based on the author's experience and secondary research on critical pedagogy and transformative learning, she explores what it means to treat university…

Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this "other-determined" manner will be poorly equipped to navigate an adult world requiring that they act…