In Saskatchewan, teachers are guided by educational policy that envisions placing Indigenous knowledge systems, cultures, and languages at the foundation of their structures, policies, and curricula. However, Non-Indigenous teachers in Canada remain uncertain about how to integrate Indigenous knowledge and teaching methods into their classrooms…

The classroom can become the primary source to introduce students to the processes that promote opportunities for self-differentiation or personal intellectual challenges. A missing component in some differentiated experiences is the need to provide gifted students with opportunities to gain the independence that fosters their abilities to assume…

"Teach with Confidence" aims to inspire new teachers to trust their ability to reflect and grow and have an improved sense of their own agency in managing dissonance. The exploration of domains weaves in stories and research from practitioners and scholars to show how beliefs, knowledge, and skills in building relationships are critical…

This book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum…

With the turmoil and conflict that has been present in recent times, it is imperative that new methods of teaching are explored in order to produce emotionally secure and connected individuals. Social-emotional learning and whole learner education has emerged as a strategy to ensure that students are actively engaged in learning, the school, and…

A feature of language teaching in recent decades has been the development of process-oriented approaches. This orientation towards processes encourages us to facilitate learner choice and individual development. However, it is challenged by the current educational climate, which prioritizes accountability and assessment. In this situation, a new…

A core question of teacher education--"What can I do?"--plagues courses on race in particular ways. Teachers struggle for "concrete" applications of "theoretical" ideas about race, question the potential for "everyday" activity to dismantle inequality "structures," and wrestle with the need for both professional and personal development on racial…

The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when "childhood" recedes and "adulthood" beckons, the inequalities between individual children can widen,…

This article reports on the initial findings of research carried out with a cohort of science teachers engaged in a professional development course at a northwest England university. The aim was to investigate how professional development was perceived by participants and explore the experiences of those who undertook the course. Results suggest…

Indicates that bibliotherapy can be combined with puppetry techniques to help children resolve developmental problems. Suggests that additional benefits may include appreciation for children's literature as well as increased knowledge of story structures, enhanced language fluency, and increased vocabulary. (Author/KS)

This article examines ways in which intuitive understandings may help teachers in developing the thinking of pupils with autism. The article suggests that, by working toward students' development of an autobiographical memory, it may be possible for them to establish an awareness of their own role as a problem solver. (JDD)

This paper describes an innovative approach to teaching a college course on self-management/self-control. Following a brief background statement on the history and applications of self-management, as well as the deficits of traditional self-management instruction, multimodal therapy (Lazarus, 1976, 1981) is discussed as the conceptual framework…

This article presents a model of a pretechnical curriculum, which has as its focus the self-empowerment of the individual, and describes how this curriculum could be implemented in the schools. Discusses the three curriculum categories: generalizable skills, transition skills, and problem-solving skills. (CT)

The six stages of citizenship development through which a child passes from the time of birth are discussed, and the teaching methods and curriculum for citizenship education that are appropriate at the various levels are described. (RM)

Developmental assessment is the process of monitoring a student's progress through an area of learning so that decisions can be made about the best way to facilitate further learning. The unique feature of developmental assessment is its use of a progress map. The progress map, or continuum, describes the development in an area of learning and so…