This paper contributes to the theorization of radical visible pedagogy by building upon Basil Bernstein's initial conceptualization and previous efforts to develop it. Alongside Bernstein's "classification" and "framing" we suggest that incorporating the concepts of "semantic gravity" and "semantic density"…

Although critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students' critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In…

Paul Natorp is better known as a key figure of Neo-Kantian epistemology than as a great educationist. This paper discusses the affinity for Natorp's theory of education in Japan in the first decades of the twentieth century. It presents an overview of Natorp's educational way of thinking and analyses the interest of Japanese educationists in the…

Critical reflection supports enactment of the social roles of care, like collaboration and advocacy. We require evidence that links critical teaching approaches to future critically reflective practice. We thus asked: does a theory-informed approach to teaching critical reflection influence "what" learners talk about (i.e. topics of…

Over 34 years since its conception, research in educational settings has found evidence for the effectiveness of the 5E Instructional Model. Indeed, several studies have reported evidence of a better conceptual understanding of scientific ideas and models, positive effects on general achievement in science, and positive attitudes toward science.…

The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods. The 75 most cited reviews on teaching methods listed in the Web of Science from 1980 to 2017 were analysed. Since our interest is the…

This publication was prepared as part of the Cedefop project The shift to learning outcomes: rhetoric or reality. The purpose of this research is to analyse the conceptual, structural and political factors influencing the transformation of intended learning outcomes into achieved learning outcomes. It is considered as a first step in a long-term…

The profession of social work emphasizes social justice in its service delivery, yet there is a paucity of literature on how to teach clinical practice from a social justice perspective. This qualitative study with Canadian social work educators (n=12) suggests the following ways in which educators taught clinical social work from a social justice…

Drawing on descriptions of research-into-practice initiatives, this article presents a new framework to aid understanding of how research findings influence educational practice at scale. The framework focuses upon five areas: trustworthiness of the findings and generalisability; implications and instructions for practice; support for…

Background: It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported…

This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self-determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at…

This article provides a theoretical and empirical argument in support of explicit language instruction. It proposes on theoretical grounds that certain features of a language are sufficiently complex and subtle that learners are unlikely to be able to decipher their full conceptual meaning on the basis of exposure alone. It further proposes that…

Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault's historicizing philosophical project. Meeting that…

This article explores the teaching of atmosphere for undergraduate geography students. Though many scholars have observed an "atmospheric turn" in the discipline, teaching atmosphere in human geography has received less attention. To this end, the article examines the design and delivery of a "floating workshop" that engaged…

As perspectives from the Russian psychologist Lev Vygotsky have made a substantial impact in the field of educational sciences, they have generated interest even in the field of religious education. To address some possible implications of Vygotskyan perspectives for religious education, this study focuses on Vygotsky's notion of symbolic…