This report discusses the potential of games to support learning, and what innovative game-based (or "gameful") learning and teaching practices can look like in a range of New Zealand school settings. Over 2 years, we undertook fieldwork in 14 schools, interviewed 21 teachers and more than 100 students ranging from Year 3 to Year 13. We…

For adolescents who struggle with reading, a lack of confidence and reluctance to read in content areas such as history/social science presents challenges to learning. More specifically, difficulties with text comprehension and analysis limit content knowledge acquisition and self-expression, which can impact academic success. Therefore, it is…

In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English,…

Three short articles highlight tips for teaching in the English-as-a-Second-Language classroom, including cooperative learning strategies, a listening comprehension activity, and ideas on why detail is essential for clarity in writing. (CK)

The purpose of this action research project is to improve student social skills through the use of cooperative learning, in order to develop a positive classroom environment that is conducive to learning. The action research project will involve approximately 95 students, 95 parents, and 200 teachers. It is the intent of the teacher researchers to…

A study at Hawaii Pacific University investigated the use of collaborative peer feedback to improve student performance in an intermediate English-as-a-Second-Language (ESL) writing course. Subjects were 53 students of widely varying language backgrounds in three class sections. Each section received differential preparation for peer feedback: (1)…

Maintains that group work is an integral part of the California History-Social Science Framework's three central goals. Reviews research studies on the effectiveness of small group instruction. Discusses teacher role, factors that affect interaction, student characteristics, and teaching methods associated with effective group instruction. (CFR)

According to Corman (1995), theory and practice are two sides of the same coin. Each is essential for effective function in organizational contexts and effective teaching in organizational communication courses. However, the classroom experience can benefit from increased efforts to provide students with activities that allow them to apply theory…

The purpose of this study was to create the portrait of a teacher educator implementing the case study method to determine what knowledge helps a teacher educator facilitate a case study discussion and what dilemmas teacher educators may encounter when teaching a case. Two portraits titled "Dealing With Discipline and Classroom Management…

This volume of 30 one- to two-page abstracts from 1993 highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include: (1) role-playing to encourage critical thinking; (2) team learning techniques to cultivate business skills; (3) librarian-instructor partnerships to create…

This collection of techniques used in adult English-as-a-Second-Language instruction consists of practices that complement or supplement regular instruction. These techniques have been contributed by classroom teachers, and are categorized by language proficiency level (beginning, intermediate, and advanced). The activities focus on: vocabulary…

Capstones are culminating experiences in which students synthesize subject-matter knowledge they have acquired, integrate cross-disciplinary knowledge, and connect theory and application in preparation for entry into a career. Capstone courses should be both a synthesis and a bridge to students' future after graduation. In career and technical…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…