A way to get away from the "test, grade and hurry on" trap. (Editor)

Describes a playground classroom that helps children maximize their learning experiences through outdoor play activities while also offering opportunities for social interaction. (GR)

Students believe they learn best when the classroom environment has a high degree of teacher support, when it contains learning enhancement activities such as relating current material to real life, and when the environment contains responsible behavior, such as faculty and students attending class consistently. (Author)

A literature review was used to build a model of college outcomes for adults that depicts six elements: prior experiences; orienting frameworks; declarative, procedural, and self-regulating knowledge; the "connecting classroom" for social engagement and negotiation of meaning; the life-world environment; and types and levels of learning outcomes.…

This article describes a classroom learning experience at a Head Start program in Boston, Massachusetts. In this classroom, children were taught how to integrate mathematics and science skills--from exploring shape, pattern, measurement, and spatial relationships to developing an understanding of stability, balance, and properties of materials--by…

How did a teacher move from knowing the educational theory of inquiry science to being able to design a student-centered investigation? How can a teacher recreate the magic of those precious sparks and intentionally make those moments happen? The answer lies in professional development that equips teachers with the skills required to accomplish…

When teaching to the "typical" student doesn't work, teachers can tap into students' areas of greatest comfort, confidence, and passion and teach to their strengths. Five principles guide this work, which involves learning to recognize diverse student strengths, helping students see their capabilities in a positive light, helping students…

In this article, the author talks about his personal experience and the lessons he learned from failing in his endeavors. He further emphasizes that testing a hypothesis and putting oneself on the line require an emotional readiness to take a fall. The most important skill students can develop is the willingness to put themselves on that line…

This investigation examined, in 1012 secondary students, both consonant and dissonant response patterns in approaches to learning (evaluated using the LPQ questionnaire; [Biggs, J. (1987). Learning process questionnaire. Melbourne: Australian Council for Educational Research]) as well as in learning conceptions and learning strategies (examined…

This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their…

This article is a narrative of the author's experience during his trip to Antarctica, his seventh continent. He describes the two-day cruise each way across the Drake Passage as the most memorable.

The authors hope to show how a geometric insight can add to the richness of our students' experiences when they first encounter the solutions to two equations in two unknowns.

The goals of higher education often entail the development of students' character. Rarely, however, are these character development goals connected to the unique design and delivery of distance education programs. Additionally, the research literature that explores the character development aspects of distance education is sparse. Thus the purpose…

There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of…

This paper presents a Problem-Based Learning (PBL) approach to support and promote deeper student learning in a computer architecture course. A PBL approach using a simulator building activity was used to teach part of the course. The remainder of the course was taught using a traditional lecture-tutorial approach. Qualitative data was collected…