The neoliberal turn has driven attempts to marketize education, but how does marketization occur? In this article I draw on ethnographic and linguistic-ethnographic methods to investigate marketization through a microanalytic lens. My investigation focuses on a team of educational professionals, who participated in a workshop led by an…

As educators, our goal is to help our students be successful, but in order to accomplish this, we need to understand what factors contribute to student success. One factor, small-group active learning, has been correlated to improved academic outcomes; however, the magnitude of this improvement can vary across different courses, different types of…

Power relationships between undergraduates and academics are frequently overlooked. This article explores the construction of a 'traditional' power relationship between undergraduates and academics, through the theorisation of systemic and constitutive power and considers the prevalence of this dynamic within a higher education (HE) context. I…

This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not…

Teacher preparation programs in the US have addressed complex teaching practices, like mathematical discourse, by engaging preservice teachers in the practice of teaching. This qualitative study reports on the nature of conferences about the discourse between an elementary education preservice-inservice pair participating in a model that…

Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single event, passive approach to more collaborative and ongoing forms of professional learning.…

Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and…

The purpose of this explanatory case study was to elaborate on Desimone's professional development framework which holds that effective professional development should include five core features: content focus, active learning, coherence, duration, and collective participation. It did so by investigating the perceptions, professional learning, and…

In this article, I draw on my experience as an instrumental tutor with a music program inspired by and explicitly linked to El Sistema, to explore new perspectives on Sistema-based pedagogy and management. Detailed ethnographic description of an orchestral session provides a first-hand account of the program's pedagogy, which I then contextualize…

The nature of discourse within classrooms strongly predicts students' ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language…

The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The…

One of the problematic features of the "skills discourse" is the view that skills are decontextualized bits of knowledge and disposition. Instead, how skills such as communication are defined and used are shaped by cultural, political, and situational factors. In this article, we integrate theory from communication studies, critical…

The European discourse of multicultural education almost exclusively addresses the experiences of Western Europe. Countries in Eastern and Central Europe have experienced not only different ways of economic and political development in the 20th century, but also different constructs of social, especially ethnic diversity. In the CEE region the…

This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond…

Understanding the ways in which teachers make sense of what they do and why is critical to a broader understanding of pedagogy. Historically, teachers have been understood through the thematic and content analysis of their beliefs or philosophies. In this paper, we argue that discourse analysis (DA) involves a much finer-grained analysis of the…