Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral…

Background: To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it. Aims: To investigate how children's physiological response to a social and…

Four upper secondary school teachers in Iceland were asked to implement a silent video task, intended to support students' understanding of mathematical concepts, with their 17-18 years old students and to give feedback to the researcher developing the task. The task was challenging for teachers because it required them to make a short transition…

While traditional practices of critical reading, writing, dialogue, and discussion are no doubt essential inputs and outputs of higher education and a means of achieving critical thinking in college students, recent science and pedagogical innovation can help develop additional, unique methodologies that can have more immediate significance for…

This article reconceptualizes white teachers' notion of their Asian-American students' racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers' assumptions about their identity. This study provides an…

Background/Context: Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions--brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership (Sue et al., 2007). The majority of all…

Efforts to enhance the aesthetic impact of mathematics lessons must account for the role of teachers in shaping the unfolding mathematical content of their enacted lessons. In this paper, we draw from Dietiker (2015) to describe differences in the mathematical stories of the enacted lessons of two veteran teachers teaching the same lesson. We…

Proving that a given set is indeed a subgroup, one needs to show that it is non-empty, and closed under operation and inverses. This study focuses on the first condition, analysing students' responses to this task. Results suggest that there are three distinct problematic responses: the total absence of proving this condition, the problematic…

While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this…

In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over…

There has been a long history of research into errors and their role in the teaching and learning of mathematics. This research has led to a change to pedagogical recommendations from avoiding errors to explicitly using them in lessons. In this study, 22 mathematics lessons were video-recorded and transcribed. A conversation analytic (CA) approach…

South Africa has risen to the forefront of educational debates that claim schooling can promote social justice and social cohesion. By drawing on Freire's (1970) theory of critical pedagogy, this paper examines how South African teachers in rural and township schools encourage students to reflect critically upon their own lives and take action to…

To fully consider the potential of informational texts to serve as mentor texts in the elementary classroom, the authors propose an inquiry about the intersections among the author's intentions, instructional contexts, a teacher's approaches, and students' responses to informational texts when contemplating the roles these texts might serve. In…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group…