Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial…

Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills…

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students' differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a…

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the…

Examples that teachers choose and use are fundamental to what mathematics is taught and learned, and what opportunities for learning are created in mathematics classrooms. This qualitative multiple case study, using Sfard's commognitive theory, draws attention to mathematics teachers' classroom practices during functions lessons which is…

There is a significant body of evidence indicating that accounting undergraduate students adopt an instrumentalist approach to learning. This paper describes an instructional project that develops an activity designed to encourage these skills on a final year management accounting course. The activity uses communicative learning pedagogies,…

Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students' content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with…

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner's knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced…

As educators learn about new tools to utilise in their classrooms, there can be questions and ambiguity that accompany the new information; yet they are not always given time or support to address their questions. Acknowledging and embracing the uncertainties that teachers inevitably face when learning about new instructional approaches can help…

Background and Context: Computational Thinking (CT) is a skill all students should learn. This requires using inclusive approaches to teach CT to a wide spectrum of students. However, strategies for teaching CT to students with exceptionalities are not well studied. Objective: This study draws on lessons learned in two fourth-grade classrooms --…

The relationship between teaching and learning is a most central issue in education research, but it is yet to be fully understood. Variation Theory provides an explanatory account for teaching and learning and offers a specific view on what it means to learn: to discriminate and to discern critical aspects of the object of learning. This paper…

This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions…

How do teachers and students create classroom environments in which mathematical errors are regarded as important opportunities for learning? What norms support students in learning from their errors, and how to these norms develop in a classroom community? This dissertation addresses these questions through a longitudinal case study investigating…

The present study aims to explore an embodied approach to students' deep learning; specifically, how deep learning is interactively achieved through teachers' languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor's embodied and multimodal…

A longstanding aim of education efforts to position students as knowledge constructors so they are engaged in the building and shaping their learning environment. Current education reforms situate student sense making around authentic science inquiries where students are engaged in the practices of science. In the science classroom, this means…