Noticing students' mathematical thinking is foundational to responsive teaching. However, it is cognitively demanding because teachers must attend to important details in students' strategies, interpret their understandings, and decide on next steps--all in the moment. This article introduces the Big Ideas of Measurement (BIM), a research-based…

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic…

While society's demand for creativity is echoed across the world, teachers in higher education often struggle to support students' development of creative competencies. This transdisciplinary systematic literature review of 58 peer-reviewed empirical studies provides a comprehensive overview of creativity-fostering teacher behaviors identified…

Building on the framework presented in the best-selling "Creating Cultures of Thinking," Ron Ritchhart's new book, "Cultures of Thinking in Action," takes the next step in helping readers not only understand how a culture of thinking looks and feels, but also how to create it for themselves and their learners. Arguing that no…

An increasing body of work has found higher education to be a challenging and stressful environment. Meanwhile, research on workaholism, characterised by an uncontrollable urge to work excessively, has been gaining momentum. However, few studies have explored its impact within higher education. This study addressed this gap by conducting 27…

The emotional stance of the instructor in an educational video can influence the learning process. For this reason, we checked the first link of the cognitive-affective model of e-learning, namely, whether learners can recognize emotions that an instructor expresses only with their voice. Since English is not the native language for many learners…

Purpose: This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.…

This study explored how Black students attending an urban high school described Math and English teachers' strategies that elicit emotional, behavioral, and cognitive engagement in the classroom. A qualitative descriptive study utilizing a thematic analysis methodology, with a purposeful sample consisting of six Black students from an urban high…

This study was designed to examine teachers' self-efficacy as a potential mediator to understand the relations between innovative school climate and implementation of cognitive activation strategies during instructional practice. The data of this study are derived from the 2018 Teaching and Learning International Survey (TALIS) conducted by the…

Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using…

Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile…

The instructor's eye gaze can serve as an important social cue in video lectures. The current study used two sets of three-level meta-analyses to explore the effects of the instructor's guided gaze or the instructor's direct gaze on learning outcomes, fixation time, perception of parasocial interaction, and cognitive load. A total of eight…

This study examined the spontaneous teacher-student interactions that occurred in three graduate student instructors' [GSIs] precalculus classrooms. We classified these interactions relative to these instructors' actions to make sense of and use student thinking to inform their in-the-moment interactions with students. Our characterizations of…

This article reports on an exploratory study of the shifts of teachers' interactions with boys from their first to their second year of using cognitively guided instruction (CGI) in their math instruction. Interaction analysis was used to analyze 22 videos, two per each of 11 teachers, who applied CGI instruction in their classrooms (a) after…

This article reports on an exploratory study of the shifts of teachers' interactions with boys from their first to their second year of using cognitively guided instruction (CGI) in their math instruction. Interaction analysis was used to analyze 22 videos, two per each of 11 teachers, who applied CGI instruction in their classrooms (a) after…