The past 15 years have seen a wealth of civic education initiatives. States have passed supportive laws, a blue-ribbon commission has identified best practices, and new programs are blossoming. Some emphasize knowing, and others emphasize doing; some are geared to academic learning about government and politics, while others emphasize…

This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers' self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers' TPACK…

Mathematical knowledge for teaching (MKT) measures have been widely adopted by researchers. Critics have debated the value of such measures and questioned the type of knowledge that these access. This article reports on a study where the challenges in measuring teachers' knowledge were illuminated through investigating relationships between the…

This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a…

This report describes and provides research and scholarly support for a core practice of teaching--eliciting student thinking (EST)--that is the target for a performance assessment contributing one component of the "ETS"® National Observational Teaching Examination (NOTE) assessment series. The purpose of this report is to review the…

This report reviews the scholarly and research evidence supporting the construct labeled modeling and explaining content (MEC), which is measured via a performance assessment in the "ETS"® National Observational Teaching Examination (NOTE) assessment series. This construct involves practices at the heart of teaching that deal with how…

This study is based on our belief that mathematics should be challenging in any classroom and that mathematical challenge is among the central factors that determine the quality of mathematics lessons. Choosing challenging mathematical problem for the students is central in teachers' work while their conception of mathematical challenge can…

Based on recent ethnographic research, this article explores young people's opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an…

When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and…

Pair programming is a strategy that grew out of industry and has shown promise for performance and retention in computer programming courses at universities and in industry. In this study, we examine whether pair programming is effective in K-12, what it is effective for, and how partners influence each other. We collected the data from 320 middle…

Since 1995, the population of English language learners (ELLs) in the United States has increased by an astonishing 57% (Maxwell 2009). Though ELLs come from many different backgrounds, they share the common challenge of learning English while responding to academic content demands. Part I of this two-part article provides key strategies every…

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University.…

Although there has been growing interest in problem-based learning (PBL) by professional entry-level therapy educators, its effectiveness is as yet unclear. Existing overviews of the field do not provide high-quality evidence in terms of the effectiveness or otherwise of PBL in professional therapy education. The purposes of this article is to…

This article explores why art education after modernism needs to engage with and assess two forms of knowledge. It distinguishes procedural knowledge or "knowing how" from declarative knowledge or 'knowing that", and argues that current classroom practice and more general thinking in art education in the UK confuses evidence of…

This submission contains the Proceedings of the 2010 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Simon Fraser University in Burnaby, British Columbia. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims…