In recent decades, history and education scholars in the Western world have argued for a constructivist approach to disciplinary thinking in the teaching and learning of History, known as "historical thinking". Yet, there has been little classroom-based empirical research exploring how teachers engage with historical thinking theory,…

This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these…

The data featured in this article were gathered during a classroom-based research project with Grade 2 (six- and seven-year-old) children. The overall purposes of the study included exploration of how the development of young children's understanding of elements of visual art and design would affect their comprehension, interpretation, and…

Experiential education and service-learning are "buzz words" within many educational circles. The purpose of this study was to explore students' (N=18) and professor experiences with/in a student-directed experiential education elective course, with a particular focus on a service-learning initiative. Stephen Brookfield's critical…

A large amount of research existed in the field of technology in the classroom; however, almost all was focused on the impact of desktop computers and the infamous "school computer room". However, the activities in a classroom represent a multitude of behaviours and interventions, including personal dynamics, classroom management and…

A visual and theatrical exercise anchored in the Grades 11 and 12 Ontario Curriculum for Media Arts and Interdisciplinary Studies was enacted and recorded as individual experiences of each participant. The event was re-mastered in a graphic representation that depicts the forces, pushes and pulls of curriculum and students' needs which educators…

The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom observations and documents. The following categories were…

Although numerous writers have identified a different set of skills needed for employment in New Times, little analytic attention has been paid to how educational assessment policies contribute to envisioning such future citizens. This case study illustrates how Nova Scotia classroom assessment policy for Grades 7-9 English classes envisions young…

In this paper we examine the ultimatum game's income distribution and efficiency implications and modify the game to investigate the impact of re-distributional policies imposed on the parties.

This article responds to calls that have been made for research into how teachers incorporate new assessment ideas into their practice. We draw on a large-scale study that examined the implementation of reform in mathematics in grades 7-10 in Ontario, Canada. We present teacher questionnaire data, and focus on data gathered from case studies for…

Emphasizes the importance of teacher investigations of language in the classroom by reviewing the work of practicing teachers working in a graduate course. (RL)

Discusses redirecting research on teaching from an emphasis on how classrooms function to why they function in particular ways, based on a reformulation of the concept of "paradigm" as applied to teaching. Suggests two strategic areas for investigation of functional paradigms. Addresses the issue of perpetuating established paradigms.…

It is contended that Conceptual Systems Theory (CST) provides a useful theoretical and operational framework within which to investigate student-environment interactions in the classroom. (Author/GK)

Reports on student evaluation practices among 36 teachers in an Ontario (Canada) high school. Suggests that teachers may avoid ready-made evaluation instruments because of the multiple foci of their evaluations: student achievement, feedback to teachers on their own performance, and school policy about consistency in grading. (SV)

In 24 third and sixth grade classrooms, 78 percent of instructional time involved quiet work or teacher talking, whereas 1 percent involved brainstorming, discussion, oral problem solving, and role playing combined. Talk structures were affected by subject and teacher sex but not by grade or teacher experience. Contains 71 references. (Author/SV)