A faculty development workshop, focused on incorporating universal learning strategies into developmental mathematics courses, was created and utilized in a developmental mathematics department at an open-enrollment, mid-western university to ascertain the best methods for dissemination of essential learning strategies to developmental math…

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern…

This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major…

As in other disciplines, 'gender mainstreaming' is becoming an increasingly important principle in Journalism. This implies bringing gender equality into the mainstream of the media industry, by means of an adjustment of the educational issues and the practice related to this profession, which is influential in society. In light of the gap…

This article reports on results from a multi-case study on the implementation of Content and Language Integrated Learning (CLIL) in bilingual elementary schools in a monolingual region of Spain (Cantabria) by examining four school teachers' CLIL instructional practices to teach content in a foreign language (English). The study examined whether…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…

This mixed methods research studied the effect of the Journey Method with Google Maps, a memorization strategy for memorizing informational text, on the recallability levels in high school biology students at an urban high school in Paterson, New Jersey. This memorization technique was based on an ancient memorization strategy, called the method…

The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical…

In this paper, we present the results of an experimental sequence of classroom activities on geometric transformations, proposed to high-school students. The activity is based on the use of a dynamic geometry system. Planned by a group of four people, two university professors and two research teachers, the activity has been elaborated together…

Based on Bailey's washback model, in respect of participants, process and products, the present empirical study was conducted to find the actual washback effects of the internet-based College English Test Band 4 (IB CET-4). The methods adopted are questionnaires, class observation, interview and the analysis of both the CET-4 teaching and testing…

This interview study examined the perceptions and beliefs about cognitive strategy instruction of 31 classroom teachers of underachieving students and 9 strategy researchers. Teachers and researchers generally agreed about components of strategy instruction and when to teach them; one difference was the tendency of researchers to relegate each…

Describes a college psychology course titled "The Power of Myth," which is interdisciplinary and uses collaborative learning techniques. Maintains that students reported increased curiosity about the world and improved abilities to work in groups. (CFR)

Describes the application of a teaching model to the teaching of a science course entitled Changes in Matter. Discusses the teaching sequence and the outcomes of the unit in terms of students' conceptual development. Concludes that the approach requires a conceptual, methodological, and attitudinal change for teachers and students. (DDR)

Notes that there is a rich literature within social studies education promoting the teaching of controversial issues. Observes that, despite this, teachers continue to be cautious, only giving controversies a token nod in curricula. Suggests four reasons why controversial content continues to be difficult for teachers to implement. (DSK)

Investigated the cognitive engagement of students in grades 4-6 who received science lessons that varied in the level of cognitive content, procedural complexity, and social organization. The variables did not significantly affect student involvement. Cognitive engagement was similar for tasks judged as low and high in difficulty. (SKC)