This paper takes an institutional perspective on the topic of sustainability in order to analyse how this "idea" enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of…

There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and…

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed…

This paper presents a two part analysis of social justice programs (SJPs) at state universities in the United States of America (USA). Two main questions are addressed: firstly, in Part I, "What might it take to develop a social justice program at the University of Texas at El Paso (UTEP)?" and secondly, in Part II, "Why do some universities have…

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource "Aula Virtual de Espanol" (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the…

The Ohio Department of Education created Early Learning Content Standards in 2004 for children aged three to five grounded in research in the content areas of math, science, social studies and English/Language Arts. This mixed method study was designed to examine the perceptions of preschool teachers as they aligned the early learning content…

This multiple case study examined the efforts of six elementary school teachers in their implementation of new instructional strategies in their fifth grade social studies classrooms following their participation in a weeklong Summer Institute focusing on American history. The study was guided by one grand tour question and one sub-tour question.…

In 2010-11, the Literacy Design Collaborative (LDC) framework was piloted in six districts, a teacher network, and a network of schools. In most cases, school districts applied for and received grants to implement LDC; in others, regional intermediaries served as the grantee and as primary organizer of the work; and, in still others, national…