Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review,…

This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through 2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use; (2) factors influencing L1 and second language…

Use of learning management systems is prevalent across the continuum of education formats (online, blended, face-to-face). Specific asynchronous tools such as the discussion board are effective for student-instructor and student-student communication [Calderon, Ginsberg, and Ciabocchi (2012); Jorczak, R. L., & Dupuis, D. N. (2014). Differences…

Purpose: Founded in sociocultural theories of learning, the authors argue that engaging learners in collaborative knowledge building is critical. When responding to others' ideas, research shows that learners in online settings more frequently focus on surface-level aspects of colleagues' contributions -- sharing, comparing and praising -- rather…

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the guidance document "Improving Mathematics in Key Stages Two and Three" (Education Endowment Foundation, 2017). The review draws on a substantial parallel study by the same research team, funded by the Nuffield Foundation, which…

This systematic review establishes a comprehensive understanding of research trends and the findings of current studies that focus on small-group communication in post-secondary online courses. The review includes 18 journal articles which are categorised and summarised on the basis of their common themes. This review finds that a majority of the…

This paper offers a small group discussion model as a viable alternative for facilitating critical thinking. The paper first review literature discussing what critical thinking is and whether it can be taught. After defining critical thinking as an active process which involves constructing arguments, the paper concludes that an optimally…

This study explored how asynchronous discussion supported by a Web-based learning system facilitated collaborative learning. The participants in this study consisted of the instructor, facilitators, and the students in a master's level course at a university in the south. Different sources of evidence were used in the study (individual/group…

Discusses questioning techniques and lists 10 mutuality-enhancing devices, including hinting, simplifying, and making use of hesitations and pauses. (DF)

Within the field of composition, classical rhetoric was re-discovered in the early 1960s; that interest has been for the most part confined to the first three of the five parts of classical rhetoric--invention, arrangement, and style--with memory and delivery being ignored or, at least, neglected. Recent interest in "the speaking-writing…

Reviews traditional functions of interaction in computer-based instruction (CBI); describes quantitative and qualitative perspectives on interaction strategies; discusses design-centered and learner-centered interaction; and presents methods for promoting cognitive engagement via mathemagenic and generative interaction strategies, including…

Research addressing the use of small, semi-independent, task-centered student groups ("syndicates") as a classroom technique in higher education is reviewed. Focus is on the promotion of higher-order cognitive skills through the use of such groups. Related concerns include student achievement, group relations, and teacher style. (Author/JMD)

This paper discusses ideas for teachers to increase successful comprehension of their questions by language delayed students. Three kinds of questioning techniques are described. Most often used by teachers are "WH-words" (e.g., who, what, how). Noun-verb reversal (e.g., Can you come to the group?) follows in amount of usage. The least used…

Presents arguments to researching response to poetry that attempts to track the process as it occurs. Describes procedures designed to ensure that the responses that are recorded come close to representing the process by which adolescent readers go about making sense of a poem. (EL)

Calls for the unification of mathematics education research have been made from many pedagogic perspectives, particularly with respect to the need for raising dynamic models that bridge the learning-teaching gap and that portray the ways that the meanings of specific mathematical procedures and concepts are constructed within individual…