The aim of this study was to compare students' and teachers' perceptions of two differently organized learning environments, i.e. teacher- versus student-centred activities. Specifically, we considered their views on the dimensions of student agency, responsibility and context equity. The study was held on a sample of 26 teachers and 397 middle…

At the start of this new school year, most educators' attention will be split between attending to students' social and developmental well-being and overcoming pandemic-driven lack of engagement in learning. When these two goals are addressed in tandem, students can be exposed to new challenges and experiences. This article explores how a…

Teaching, learning and motivation are the major concerns for educators. In this article we approach these issues from a Foucauldian power and governance perspective in order to understand that attention is drawn to certain knowledge and values and not others that would be equally possible in a teaching practice. The approach suggests that the…

This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking…

Student Service Learning (SSL) provides students the opportunity to actively participate in the community and build the skills they need to be successful students and citizens. This booklet provides information about the Maryland State Department of Education SSL graduation mandate. Completing 75 SSL hours is a requirement for high school…

Ensuring that university graduates are ready for their professional futures is a complex undertaking that includes, but is not limited to, the development of their professional knowledge and skills, and the provision of empowering learning experiences established through their own contributions. One way to draw these complex processes together for…

This article reports on an ethnographic analysis of students who play chess at a mixed comprehensive school in England. The authors explore how children learn when playing chess and speculate about how the appeal of the game could be used by secondary teachers to improve English lessons.

In order to be successful in problem-or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the…

How teaching and learning takes place in classrooms can be easily seen by the way classrooms are set up: Students' desks and chairs are arranged in rolls while teachers' desks are up front. Yet, why must teachers be the ones who lecture, why can't it be students? Would it be better or worse when teachers are the receivers and the students are the…

With the advent of communicative language teaching in East Asia, the idea of learner autonomy has become a topic of discussion and a goal among language teachers. The idea of autonomy raises important questions that need to be further explored, particularly in terms of students taking responsibility for learning. While examining the English…

Expands the description of the teaching-learning process to a teaching-studying-learning process that emphasizes the active role of the student. Suggests that interaction is the central concept in this process and considers direct and indirect interaction. (SLD)

Successful online learning requires a reconstruction of the roles, responsibilities, and practices of online instructors and their online students. It is essential to understand the dynamics of a range of online learning environments, the perceptions and pre-conceptions that exist, and how best to utilize the potential of current technology to…

To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Aspects to be considered in planning to teach student rights and responsibilities in the business law course are discussed. Topics that might be included (e.g., the right to public education, freedom of expression, student publications, dress codes, patriotism and religion, search and seizure) are suggested for adding relevance to the course. (TA)

Argues that teachers should lead their students to a broader study of people and their needs. Offers strategies that can be used in social studies classes to help students become aware of crisis situations and how to deal with them. (FL)