Though reports of pedagogic materials production point to the range of compromises authors make when writing language teaching textbooks, many accounts are retrospective in nature. This study sought to expand the research perspective by interrogating writing episodes via qualitative content analysis to discover how two expert ELT (English language…

Question-asking is essential for being, knowing and learning. However, classroom research has confirmed that students do not ask questions spontaneously and teachers ask the most questions, mainly low-level ones. The purpose of this qualitative case-study is to investigate question-asking during problem-based learning (PBL) tutorials, a subject…

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students' actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers' online discussions of…

This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were…

This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the…

Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply…

A content analysis was conducted of think-aloud protocols of a teacher who used the Mathematics Assessment Questionnaire (MAQ) to explore the mathematical dispositions of her students. The teacher used the MAQ four times over a 2-year period with geometry students at various levels. On the first occasion, the teacher used a direct instruction…

Which pedagogical processes and practices that target the recognition, value and sharing of world views in teaching and learning can be identified as strategies for learning to live together in an Australian multicultural classroom? The question is addressed by this paper, which presents two discrete but complementary pedagogical models that…