Using Critical Design (CD) and Participatory Design (PD) as analytical and normative vantage points, this contribution reflects on how characteristics of both approaches can be useful for a reflective and inclusive engagement with educational technology in school development processes. Illustrating initial empirical findings from the research…

This study reports on an early career Year 2 teacher's reflections of enacting specifically structured resource materials and her practice change when participating in a mathematics professional learning project. A qualitative case study was designed to examine the reflections of a teacher's pre-service and in-service teaching experiences. Data…

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential,…

The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…

In Part 1 of their article, Erin Host, Emily Baynham and Heather McMaster use a combination of digital technology and concrete materials to explore the concept of "corners". They provide a practical, easy to follow sequence of activities that builds on students' understandings. [For "Using Digital Technology to See Angles from…

As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program…

This article reports an investigation of trainee teachers' experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience…

Online collaborative learning allows discussion to occur at greater depth where knowledge can be constructed remotely. However students were found to construct knowledge at low-level where they discussed by sharing and comparing opinions; those are inadequate for new knowledge creation. As such, this research attempted to investigate the students'…

Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…

In this paper, the five interlocking de Bono LAMS sequences are introduced as a new form of generic template designs. This transdisciplinary knowledge-mobilising strategy is based on Edward de Bono's attention-directing ideas and thinking skills, commonly known as the CoRT tools. The development of the de Bono LAMS sequence series is an important…

This paper reports on a year-long citizen science project that focused on improving learning for students identified as most at risk of not succeeding at school. This project was one element of a broader university-based aspirations Initiative which aimed to engage students from low socio-economic schools in rigorous learning in order to increase…

Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed…

This article addresses the development of a conceptual model of fieldwork practice and the creation of an associated set of skills for the geosciences. The set of eight generic and seventeen specific skills is applied in two international field courses to demonstrate the utility of such a skills-centered model across a broad range of venues,…

Let's stop saying sorry for the Empire! Thus Mastin and Wallace introduce one of their lessons on interpretations of the British Empire. They develop Gary Howells's ideas from the previous edition of "Teaching History" to demonstrate exactly what we might get our students to do with interpretations of the past. They produce an enquiry…

In the last edition of "Teaching History", Maria Osowiecki described in detail the fourth lesson in a five-lesson enquiry entitled: What was remarkable about the Renaissance? She also shared her resources for two lively, interactive activities--the Renaissance Party and a balloon debate. Here she complements that piece with a full…