Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately…

There is a general consensus that both conceptual and procedural knowledge are essential for students' mathematical development. A common argument is that differences in mathematical performance are caused by differences in conceptual and procedural knowledge. Therefore, it is important to investigate to what extent such differences in conceptual…

The present study is about sensitive issues in history teaching that have probably been experienced by most teachers in the field. We conducted a questionnaire study in Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and The Netherlands to assess which issues were experienced as sensitive in class, what the reasons were…

Recent research has reported professional agreement among foreign language (L2) teachers with respect to the beliefs and behaviors associated with effective L2 teaching. While such research may contribute to an emerging professional consensus, it must be acknowledged that the participating teachers in the related studies were all living and…

The study reported in this article draws upon data collected for the programme "Increasing the Efficiency of Mathematics and Science instruction" (SINUS-Transfer), a professional development project in Germany. This programme's approach requires teachers to improve their teaching in a cooperative manner and with regard to pedagogical…

Surveys various forms of Individualized Instruction (II) at German universities, describes the development of an II program at the University of Koln, and reports the results of a project in which II was transferred to several other universities. (CS)