This small study examines how one group (n = 59) of first-year undergraduate students developed their knowledge through co-construction using an online forum as a platform as part of a three-year Initial Teacher Training (ITT) programme. Professional dialogue at the online interface supported them to cope with the challenges they faced during…

In this study, we explored how major theoretical principles and concepts in the mediation strategies of Vygotsky's sociocultural theory are realized in an Arabic-Hebrew preschool in Israel. The aim of this study was to examine how teachers encourage children to use their second language (L2) during teacher-child conversations. In particular, as a…

The international trend to increase the cognitive achievement of early childhood children has generated a need for better understanding how concept formation occurs within play-based programs. Yet the theories of play for supporting early childhood professionals were originally not conceptualized with this need in mind. In this article, concepts…

The notion of the road map, advocated by Black, Wilson, and Yao (2011), and the associated minutiae of the construct map have several powerful features. At one level these notions assist the teacher to select and embody a suitable sequence of constructs within a specified curriculum. Whatever disparate sequenced pathways individual learners may…

Imagine an active happily engaged, communicative, curious group of four-year-old children investigating and discovering as they play together in an early childhood classroom. Imagine yet again, the teacher beckoning them to gather on the rug to listen to a story. What happens next? Are the children allowed to continue in this curiosity-seeking,…

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

The purpose of this project was to develop guidelines for teaching which would implement into the classroom some of what is known about learning. A booklet of suggestions was prepared in the first year of the project and a 30-hour training program to accompany the booklet was developed in the second year. During the second year of the project, the…

Traces influences on a university lecturer's choice of teaching method, drawing evidence from his private journal and the work journals of his students. Concludes that the theory-based use of experiential learning is hypocritical and may be promoting false theory. Proposes an alternative discovery approach in which students and lecturers are…

This review of research on the achievement/enjoyment relationship cites evidence from aptitude treatment interaction (ATI) studies suggesting that students tend to like the instructional method from which they learn the least. High ability students prefer more structured and directive methods, but learn best from more open and permissive…

Examines key psychological principles in contemporary theories of learning (constructivism) and highlights conceptual connections between them and aspects of critical thinking and epistemological maturity described by the reflective judgment model of adult intellectual development. Also describes an undergraduate psychology lesson that bridges…

Criticizes current theory in the GDR, which sees three stages in FL learning: acquisition, solidifying, automatizing. Steps 1 and 3 need modifying. This is shown in the threefold division of a class hour ("Development of oral practice through variation of a dialog"). (Text is in German.) (IFS/WGA)

In second language instruction, it is important to examine the learner's effort in carrying out classroom activities in order to relate teaching activities to learning theories. Any impact of a teaching activity on the learner's language development must result from what the learner does, not what the teacher does or intends for learner to do. The…

The readings compiled for this collection require that the reader have an acquaintance with the basic ideas in the field of educational psychology and a desire to read further and make direct contact with some original sources. The main selection criterion of the papers that are included was their coverage of classroom learning with particular…

An approach to teaching grammar concepts treats conceptualization as a process of sensitization, consisting of three stages: motivating the student to learn the concept, presenting the operating concept and the grammatical category in question, and consolidating and enriching the concept in the student's mind. (MSE)

Examines the linguistic, pedagogical, and political contexts of English teaching. (HTH)