This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students…

Background: The theory and practice divide is a persistent conundrum in teacher education. Moreover, foundation phase literacy teacher education is no exception because such graduates are expected to acquire knowledge and skills to address the challenges of the classroom. Objectives: This article focuses on the application of an integrated…