The study aimed to identify the reality of the employment of educational electronic games from the point of view of elementary school teachers in the Kingdom of Saudi Arabia. The researchers used the descriptive approach; a questionnaire was used to collect the data needed for the research after verifying its validity and reliability. The study…

This study examines challenges faced by middle-level social studies teachers in West Gojjam, Ethiopia, while implementing the Constructivist Teaching and Learning Approach (CTLAT). 178 social studies teachers were randomly selected and eight were chosen using maximum variation sampling based on characteristics such as teaching experience, female…

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A's, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs…

In this qualitative case study, we explored student and teachers' experiences with the implementation of personalized learning in a rural Kentucky school district. Students revealed differences among teachers implementing personalized learning. Student engagement depended on their teachers' willingness to adapt their instruction and learning…

Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to "disturb the waters" through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions…

As an urban middle school begins to implement the International Baccalaureate Middle Years Program, this study explores the process of experiencing a curricular change from the perspective of the teachers and students themselves. Through the use of a mixed methods approach, key administrators, teachers, and students were interviewed in the first…

As public schools strive to provide all students access to and success with the general curriculum, potentially leading them to postsecondary educational opportunities that prepare them for fulfilling and engaging careers, recent federal legislation clearly reflects the need to ensure that all students are supported in achieving rigorous…

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

This paper presents findings from a large-scale study which explored the socio-political impact of teaching and learning in virtual worlds on UK higher education. Three key themes emerged with regard to constructing curricula for virtual world teaching and learning, namely designing courses, framing practice and locating specific student needs.…

This dissertation details the experiences of eight teachers who use Whole Brain Teaching (WBT) in their classrooms. Teachers were asked questions regarding factors that impeded the implementation of WBT, administrators' perceptions prior and after the implementation of WBT, and students' reactions to the implementation of WBT. Since teachers…

The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social emotional curriculum. Results revealed that teachers' psychological experiences…