Aptitude-treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner-internal individual difference factors and learner-external contextual variables including instructional approach--variables that jointly determine L2 outcomes.…

The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to…

Drawing upon four years of research within a social design experiment, we focus on how teacher learning can be supported in designed environments that are organized around robust views of learning, culture, and equity. We illustrate both the possibility and difficulty of helping teachers disrupt the default teaching scripts that privilege…

Intermediate-grade teachers often express concerns about meeting the Common Core State Standards for Reading, primarily because of the emphasis on deep understanding of complex texts. No matter how difficult the text, if teachers demand little of the reading, student meaning making is not challenged. This article offers a tool for teachers to…

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

Contemporary curriculum demands the development of both problem solving skills and negotiative skills required for collaborative group work. Tasks are required that create the best possible conditions for students to develop both of these skill sets. Open-ended tasks have been shown to provide these conditions, but they also require the teacher to…

This chapter advocates for a more contemporary ecological neuropsychology approach, where brain-learner-environmental interactions are the focus of study, assessment, and evidence-based intervention.

The purpose of this study is to determine the views of 2nd year students at a university who received the Programming course designed in accordance with the Web-based Problem Solving Method about the said method (WBPSM). The views of 11 students selected from among the 29 students who had taken the course on a voluntary basis were elicited…

In traditional "face to face" lessons, during the time the teacher writes on a black or white board, the students are always behind the teacher. Sometimes, this happens even in the recorded lesson in videos. Most of the time during the lesson, the teacher shows to the students his back not his face. We do not think the term "face to…

Design principles for learning provide a framework for creating a collaborative culture, structures, and dispositions as part of an effective professional learning system to continuously inform and improve teaching and learning. Design principles engage teachers in continuous, accelerated, and sustained learning about instructional practices in…

Debates over online education versus old-school brick-and mortar, face-to-face instruction generally go in one of several directions, often at the same time. Advocates for online instruction might point to the freedom it provides the learner who can advance at his or her own pace, retrieving and reviewing materials, attending "lectures,"…

This year marks the fortieth anniversary of the publication of two landmark articles concerning the "good language learner". In the years since, vigorous debate has revolved around both theoretical issues (including definition, classification, theoretical foundation, and the relationship of strategies to successful learning) and…

In this brief article, I argue that recognition is the key virtue of a hospitable classroom. Whether we are discussing the relationship between the teacher and the student, the student and other students, the student and the subject of study, or the teacher and the subject of study, recognition is the building block to a classroom that welcomes…

Dominant and common-sense contemporary conceptions of practice tend to frame the emotional volatility of the classroom--most commonly explored in discussions about student behaviour--as a fundamental obstacle to teaching and learning. The "outstanding" classroom is both orderly and, paradoxically perhaps, characterised by its passionate,…

Is distance learning transformational? The author heard this question posed to a panel of faculty members during Distance Education Week activities. After reflecting upon her own students' reaction to her syllabus, her answer to the question changed from an initial, enthusiastic "yes" to a reflective "maybe," given the most favorable environment.…