Effective professional development occurs in learning communities where teachers co-construct knowledge with peers about teaching and learning by engaging in meaningful activities. However, only a few studies have examined the complex nature of discourse, participation, and learning in professional development contexts. Grounded in the notion of…

Reading is an "invisible" skill, making it challenging to address in a college classroom. Yet, it is fundamental to disciplinary thought. Inspired by the "signature pedagogies" conversation, I wanted to find ways to make more visible in my classroom what I do when I work with readings. This gave rise to several questions: How…

The purpose of this case study was to examine how one teacher supported her students in making contributions to whole-class discussions in an Iranian classroom. Data were analysed using a grounded theory approach and include field notes from all classroom observations and three teacher interviews collected over five weeks in a Year 11 classroom.…

The transition from high school to tertiary education can be a daunting prospect for students. The prospect of laboratories, an unfamiliar environment, for students, can increase levels of anxiety. Moreover, there is a growing body of evidence that suggests that students' self-efficacy is inversely correlated with students' anxiety. We surveyed…

The traditional way of teaching research often lacks actual information-literacy instruction and, thus, fails to teach students how to be independent researchers. Teachers may help students regain curiosity by guiding them to shift their idea of research from a fact-finding and presentation exercise to a process of inquiry that includes gathering…

An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students' ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating…

The current study systematically replicates and extends the findings of Ingvarsson and Hollobaugh (2010) by teaching a boy with autism who used a speech-generating device to mand for answers to unknown questions. The effects of the intervention were evaluated via a multiple baseline across stimulus sets. The intervention resulted in acquisition of…

Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a…

Students get a valuable opportunity to debate the significance and purpose of Miranda rights by examining the Supreme Court case that led to the warning that police routinely issue.

This study aimed to investigate pre-service pre-school education teachers' data representation activities in terms of their relation to real life, the appropriateness of the data that the children can collect, the conformability of the graphs required for the data representation to the children's level, and the clarity of open-ended questions…

Structured interviews are widely used in the employment process; however, students often have little experience asking and responding to structured interview questions. In a format similar to "speed dating," this exercise actively engages students in the interview process. Students pair off to gain experience as an interviewer by asking…

This article examines three commonly used pedagogical methods, namely the Socratic method of inquiry, collaborative problem solving, and debate-based deliberation, establishing the relationship of each one of these methods with the strategic promotion of argumentative reasoning, as a commonplace objective and means of inquiry-based educational…

This multiyear study helps elucidate how the instructional practice of student-generated questions support learning in a blended classroom in science, technology, engineering, and mathematics subjects. Students designed multiple-choice pre-exam questions aimed at higher levels of learning, according to Bloom's taxonomy. Student-generated questions…

Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As…

This article explores a strategy for engaging ensemble members in critical listening analysis of performances and presents opportunities for improving ensemble sound through rigorous dialogue, reflection, and attentive rehearsing. Critical listening asks ensemble members to draw on individual playing experience and knowledge to describe what they…