By participating in asynchronous course discussion forums, students can work together to refine their ideas and construct knowledge collaboratively. Typically, some messages simply repeat or paraphrase course content, while others bring in new material, demonstrate reasoning, integrate concepts, and develop solutions. Through the messages they…

Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We…

It has become increasingly apparent that incorporating international stories into the classroom is beneficial for young students. The stories provide vicarious experiences from different countries that help nurture a more tolerant and accepting generation of students. Through reading these stories students gain empathy and understanding for other…

Ambiguity in discourse is pervasive, yet mechanisms of production and processing suggest that it tends to be compensated in context. The present study sets out to analyze the combination of discourse markers (such as "but" or "moreover") with other discourse signals (such as semantic relations or punctuation marks) across three…

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or…

A growing body of literature focused on the pedagogical relationship between information literacy (IL) and metacognition suggests that facilitating learners' reflections promotes IL learning. However, activating and assessing this relationship is difficult. This article describes a constructivist activity that models for students how to practice…

The importance of argumentative writing has long been recognized. However, many foreign language learners struggle to make effective argumentation and use appropriate language in argumentative writing. In this study, we proposed a blended learning design to address students' problems with argumentation and language use in argumentative writing…

There are few studies devoted to analyze the relationships between the structure of the social network and performance in the online learning process as group. In this study, the Community of Inquiry (CoI) model is used as an analytical framework, along with quantitative content analysis and social network analysis, in order to identify the effect…

As part of our longitudinal study of TESOL instructors' engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group…

In this article, the authors discuss polyvocality, which is the equitable presence of multiple voices engaging in a humanizing dialogue, to facilitate literacy growth, nurture relationships, and build students' confidence in K-12 classrooms. Making classroom talk an integral component of small- and whole-group discussions allows students to hone…

The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from…

The gaps in graduation and retention rates between ethnic and gender groups continue to be a foremost area of focus at Borough of Manhattan Community College (BMCC), The City University of New York (CUNY). Equity and inclusion is also a critical concern as it relates to faculty and staff. At BMCC, a college-wide initiative, Designing for Success,…

This study examines a Pre-K-first grade full-time synchronous remote track in a Jewish day school. In the fall of 2020, Hassenfeld (Fifth Author) remotely taught biblical literature to Pre-K-first grade students. Through our analysis of two months of classroom transcripts, we sought to understand, first, the nature of student-to-student text…

Past MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews…

What do MPA students value in online education and what do they think would improve online learning experiences in an MPA program? Ironically, few studies have tried to derive more than a couple of factors in a single study. Integrating the key concepts from across the literature, the perceptions about an array of quality factors were identified…