Discipline inequities across racial, gender, and socioeconomic barriers are a constant in the United States, persisting long after the desegregation of schools in the last century. School divisions and schools across the United States have implemented restorative justice as an alternative to traditional punitive discipline as a potential remedy…

This research discuss and considers possible components in computer supported collaborative dynamic learning environment in mathematics classroom. The aim of the research is to observe the applicability of this environment to the courses and to determine its effect on student success. The research group consisted of 68 high school students and…

This article shares an approach specifically for fostering equitable small-group, student-to-student discourse (S[superscript 3]D). The S[superscript 3]D approach is a two-phase process focusing on implicit strategies. Phase 1 involves assessment of current small-group discourse through three lenses: group dynamics, discourse quality, and teacher…

Pedagogical strategies for nurturing group creativity in school mathematics have remained largely unexplored despite their significance. In this study, we explored the use of role playing in mathematical modeling activities for nurturing group creativity in a 9th-grade mathematics class in Korea. We described the theoretical bases and types of…

When studying abroad, international exchange students generally establish a new social network abroad. However, how international exchange students develop their social networks over time remains a blind spot in academic literature. In this article, we analyze the initial formation and development of such networks among six Dutch Erasmus+…

Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively…

Although a mass of studies has demonstrated the effectiveness of scaffolding through group-dynamic assessment (G-DA) in fostering English as a foreign language (EFL) learners' language skills and components, its contributions to developing psychological constructs, such as motivation, learning anxiety (LA), and willingness to communicate (WTC)…

When a new community forms, whether it is an elementary school class or a teacher inquiry group, co-constructing norms or community expectations is often one of the members' first tasks. The authors advocate that norms should be given to (rather than created by) a newly formed community to elevate the different needs, goals, and perspectives of…

We present the analysis of an episode of mathematical problem solving in a group, where data came from multiple advanced recorders, including multiple video cameras, Smartpen recorders, and mobile eye tracking glasses. Analysis focused on a particular group that was ineffective in their problem-solving process. Relying on the commognitive theory…

Purpose: Drawing on concepts from workplace diversity and cognitive evaluation theories (CETs), this study seeks to deepen our understanding of the link between transformational leadership and teachers' creative teaching in a more and more diverse campus. Design/methodology/approach: Survey data involving a total of 895 high school teachers across…

This paper draws on Bakhtin's ethico-ontological vision of dialogue to theorize "relational becoming" on a micro-level. To do so, it introduces three "ethical dimensions of dialogue" (responsibility, responsiveness, and capacitation) and develops the interrelated concepts of addressability and presencing as analytical lenses.…

Current policy in England, informed by a version of cognitive science, enforces an absolute distinction between experts and novices, or teachers and learners; from this binary, operating in tandem with regimes of performativity instantiated in a curriculum shaped by high-stakes testing, are derived particular forms of pedagogy and particular…

This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our…

New challenges in today's world have contributed to increased attention toward evaluating individuals' collaborative problem solving (CPS) skills. One difficulty with this work is identifying evidence of individuals' CPS capabilities, particularly when interacting in digital spaces. Often human-driven approaches are used but are limited in scale.…

Communication skills and dialogue are key competencies of the 21st century and a condition for successful implementation and personal development in general. This requires their formation to be the subject of purposeful educational activity. At the same time, their implementation in the learning process is a complex and difficult task, requiring a…