The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when…

Assessment for Learning (AfL) is an established learning and teaching strategy. The authors identify issues with the effectiveness of its application in the classroom. Having noted a theoretical shift from teacher-generated to pupil-generated success criteria, the authors were keen to explore how this could be realised in practice. They developed…

Modelled Discussions About Science (MoDAS), where adults talk together about scientific ideas, procedures and applications, were devised to model and improve the quality of pupils' discussions. Two examples from one of the project schools are examined to see if these aims were fulfilled and to comment on examples of cognitive and social aspects of…

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken…

A models and modelling approach was adopted to investigate the educational potential of a science museum exhibition. It focused on patterns of relationship between the teaching models proposed by designers and students models in regard to four exhibits concerning astronomical cycles. Student's models were elicited by interviewing 21 pupils…

The studies described here are the first in a series of investigations of the teaching-learning process based on Kurt Lewin's B-P-E paradigm (learning outcomes are a result of the interactive effects of different kinds of students and different kinds of teaching approaches). (JA)

Both students and faculty in social work education find field instruction to be both rewarding and puzzling. Unquestionably, much of the genius of social work education has been an intermingling of conceptual and experiential learning. These eleven papers cover experiences in a variety of graduate and undergraduate social work field settings. It…