For the past ten years, the author has been teaching a dual credit college first-year writing course to seniors in high school. In this article, the author presents a framework for writing instruction and evaluation that centers on students responding to current topics and issues through digital writing for an authentic audience.

The authors describe the development, execution, and assessment of a one-month study abroad course in London, England. Course learning objectives are discussed, linked to specific assignments, and evaluated using multiple methods. The authors highlight two team-based assignments on expertise development related to (1) navigating the London…

Faculty eager to transform their teaching often have a difficult time understanding the learning literature and then integrating it into their teaching, in part because neuroeducation concepts such as constructivism, transfer, misconceptions, and metacognition are not part of their existing knowledge. Examples of these concepts in the literature…

Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…

In this article, the concepts of self-regulated learning, learning strategies and metacognition are outlined theoretically and exemplified practically. The teachers and the students presented in the article are taking part in a research and development (R&D) work project. The focus of the article is on how the teachers implement learning…