We describe two metaphors that we hope can be used to better understand the contemporary mathematics curriculum context in U.S. middle schools, to see how this new context is both similar to and different from prior curriculum contexts. We explain the role and positioning of middle school mathematics curriculum materials over the last century or…

This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge…

The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in response to learners' errors on English as a foreign language (EFL) learners' English wh-question development over three treatment sessions. Sixty-eight EFL learners were assigned randomly to one of two experimental conditions that received either…

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst…

Administrators and teachers are concerned that English Language Learners (ELLs) in an urban elementary school in a southern part of the United States are not meeting required state standards in reading. Teachers have indicated that they do not always know how to differentiate instruction for ELLs. The purpose of this qualitative case study was to…

This article exposes surprisingly close historical parallels in the development of Intelligent Tutoring Systems (ITS) based on biologically inspired ACT-R theories and dynamically adaptive tutoring systems based on operationally defined cognitive constructs that serve as a foundation for the Structural Leaning theory (SLT). The article begins with…

Pictorial representations can play a pivotal role in both printed and digital learning material. Although there has been extensive research on cognitive techniques and strategies for learning from text, the same cannot be said for static and dynamic pictorial representations. In this paper we propose a systematic characterization of cognitive…

People are familiar with the Greek concept of "chronos", or chronological time, of which there is not enough. Perhaps everyone should embrace the other Greek concept of time: "kairos," or the "right time," the time when something remarkable is about to happen. The author believes that now is the right time for higher…

The multitude of philosophies that currently exists in workforce education in China makes it difficult to decide on a singular theoretical foundation. Therefore, it seems most prudent to begin with those theories that align with Confucian values as well as include humanistic, pragmatist, behaviorist, and other elements. Such a theoretical base,…

Although the notion of transformative learning points to a desirable destination for educational endeavors, the difficulty in the journey is often neglected. Our intention is to map the experiential micro-processes involved in transformative learning such that the phenomenon is illuminated from a first-person rather than third-person point of…

Indigenous Studies can be both exciting and challenging for teachers and students. This article will examine how an existing learning theory can be harnessed to help teachers better understand these challenges and manage some frequently seen student behaviours. Much of the discussion in Indigenous Studies pedagogy to date has focused on the…

An iterative unpacking strategy consists of sequencing empirically-based theoretical developments so that at each step of theorizing one theory serves as an overarching conceptual framework, in which another theory, either existing or emerging, is embedded in order to elaborate on the chosen element(s) of the overarching theory. The strategy is…

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in "Educational Studies in Mathematics" 69:77-79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the…

In this paper, I explore the role of knowledge in the curriculum through a discussion of John Dewey's transactional theory of knowing. I do so against the background of recent calls to bring knowledge back into the discussion about the curriculum in which pragmatism has been depicted as a problematic form of relativism that should have no…

Michael Young has argued that pupils should be given access to "powerful knowledge." This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this…