This study investigates the effectiveness of two pedagogical strategies--deliberation and debate--in fostering productive political discussions among high school students, with a focus on overcoming affective polarization. Paying attention to students' comfort, engagement, and willingness to participate, this study employs a mixed-method approach…

In language arts classrooms, dialogic teaching encourages diverse text interpretations, fostering discussions that enhance students' literacy skills like reasoning. However, adopting a dialogic stance poses challenges for both teachers and students. The study investigated the impact of a tailor-made dialogic intervention on a Chinese rural teacher…

Across the curriculum, the questions that teachers ask in class direct learners' attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four…

The authors of this article explain how two Veconlab class "experiments" can be used to clarify common points of confusion about the cost curves (sunk, marginal, and average). In each case, the experiment can be motivated, framed, or explained with environmental policy applications that are provided in the suggestions-for-discussion…

In this article, the authors describe how their NPD project aims to support bilingual classroom teachers' understanding and implementation of translanguaging as theory and practice. They share two practical tools they developed to help teachers approach formative assessment through a translanguaging lens. The first tool is a classroom conversation…

Mathematical understanding in early childhood lays the foundation for children's later academic achievement, yet little is known about individual differences in U.S. early childhood educators' mathematics instruction in preschool classrooms. The present study explored the range of intentional mathematics instruction occurring in early childhood…

Descriptions of expertise have focused on knowledge and characteristics of mathematics teacher educator (MTE) practice. To contribute to discussion of MTE expertise we share findings from a study of MTE discussion practice with prospective teachers (PTs) concerning pedagogy of teaching mathematics. Research on MTE discussion practices have shown…

With mounting polarization in the political arena and media sources, trust of one's neighbors and of teachers are facing increasing strain in the United States. Furthermore, teachers continue to struggle with how to teach high-quality, nuanced, social studies, especially in the elementary setting, where time and resources for social studies has…

Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations…

This study looked at the effectiveness of differentiated learning in enhancing students' mathematical outcomes by incorporating varied content, processes, and products. Employing a mixed-methods experimental design, the research hypothesized that differentiated instruction significantly influences students' performance in mathematics exams. The…

In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in…

Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This…

Despite its importance for students' learning, engaging students in dialogic discussions, especially about controversial, justice-oriented topics, can be difficult for U.S. teachers to enact due to current political constraints. In this study, we explore how three middle school teachers engaged their students in curriculum-embedded discussions on…

This paper explores the evolving role of trauma in history education, particularly within the context of the Council of Europe's vision of 'understanding the past as vital for a shared future'. The rise of memory studies and remembrance culture in Europe has shifted the focus from impersonal historical events to more personal microhistories and…

Given the potential impact of introductory science laboratories on postsecondary students' science learning, careful thinking is needed about how to support teaching assistants (TAs) to create opportunities for their students to reason about science. Research suggests that teachers are best positioned to improve their teaching practices when they…