In this article, Alfie Kohn discusses four questions about questioning--starting with questions that are more basic, and progressing to some that are "deeper and potentially more subversive of traditional schooling." He begins by considering what questions we should ask students, and encourages teachers to keep questions with…

Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in…

The article shall focus on the design of academic courses from a learning-centered approach, with an emphasis on the formulation of learning outcomes. Planning a course from a learning-centered approach helps create a dialogue between the academic faculty and students and creates congruence between learning outcomes (course goals) and instruction…

This illustrative case explicates how one teacher supports student critical thinking by personalizing instruction during Morning Meeting. Sought after learning outcomes outlined in Common Core Standards are met as he purposefully anchors learning in student contributions. Through classroom discourse analysis we show how this teacher decided in the…

The primary purpose of this study was to determine the curriculum orientations of pre-service teachers at a university in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The validated COI was administered to a sample of 259 pre-service teachers who…

Background: In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim: The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted…

Outlines the values and merits of interdisciplinary instruction. (Author/RK)

The author argues that, in "Emile," Rousseau does not present an educational system which glorifies the individual, but one which actively suppresses individuality in order to create perfect citizens for Rousseau's perfect society. He compares and contrasts Rousseau's educational design to that of B. F. Skinner. (SJL)

Competitive activities have always existed in physical education. However, according to this literature review, their value is not confirmed. When student learning is the goal, relying on competitively structured activities is contradictory and harmful. More important is the effective teaching of motor skills. (SM)

A general overview of desirable teacher characteristics includes: the use of individual teaching strategies, especially those that promote critical thinking skills; the ability to develop individualized and cooperative curricula; extensive subject-matter knowledge; and the ability to view and handle the dynamics of a classroom. (Author)

The article discusses the results of a study of the degree of individualized instruction available in five categories: student pacing, pretesting, remedial materials, optional units, and personalized instruction. (BP)

Ken Macrorie's "Uptaught" advocates a student-centered approach to writing which focuses too much attention on self analysis and exploration, and not enough attention on values beyond the self. (D D)

Explains considerations weighed during the development of a communications curriculum, particularly with regard to the conflict between a student-centered and a content-centered emphasis. (GW)

States that a rationale, the antithesis of mindlessness, is vitally needed in social studies education. Describes the characteristics of a Deweyian rationale for social studies and other characteristics that Dewey would have thought critical in a rationale. (Author/RK)

Remarks are made on learning objectives in teaching manuals for second language instruction. These issues are addressed: goals of communication, factors in the communicative situation, the intention behind the expression, focusing on the students, relating content to student experience, and the importance of these factors in learning objectives.…