Materials development is increasingly recognized as a valuable venue for narrowing the research-practice gap. This qualitative case study explores how four middle school teachers and three university researchers collaborated in a community of practice (CoP) to write textbooks by highlighting the interplay between their collaborative relationships…

In the Hungarian "Guided Discovery" approach to teaching mathematics, teachers' planning work plays a crucial role. Teachers following the approach develop teaching trajectories based on "series of problems". This work includes the choice, creation, transformation, organization and networking of problems with regard to various…

While there are a variety of reasons for implementing English medium instruction (EMI) at higher-education institutions (HEIs) worldwide, this decision is often made without consideration of its potential impact on student learning. Federal HEIs in the United Arab Emirates (UAE) are no exception. With English language admission standards at…

In this paper, we explore how co-design creates opportunities to learn practical design knowledge related to clarifying and balancing goals for a particular class of design contexts: developing materials that meet ambitious, externally defined disciplinary learning goals that also connect to the interests and priorities of students from…

The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized…