H aving acknowledged the social and economic value of education, modern societies are increasingly making concerted efforts to improve schooling at all age levels. Today, policy-makers and practitioners responsible for educational reform and improving classroom practice seek to base their decisions on empirical evidence rather than on opinions, fashions, and ideologies, as was too often the cas...

There are a plethora of formal methods for educating undergraduate students, including recommendations for classroom management, concept presentation and assignment creation. What is often overlooked is the influence that student-instructor attachment might have on performance. On the primary and secondary levels there is evidence to support what we would assume to be true; that attachment does...

This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inq...

Questioning is a core component of formal pedagogy. Parents commonly question children, but do they use questions to teach? This article defines "pedagogical questions" as questions for which the questioner already knows the answer and intended to help the questionee learn. Transcripts of parent-child conversations were collected from the CHILDES database to examine the frequency and distributi...

There is little doubt that the most dominant form of instruction in Europe and America is pedagogy, or what some people refer to as didactic, traditional, or teacher-directed approaches. A competing idea in terms of instructing adult learners, and one that gathered momentum within the past three decades, has been dubbed andragogy. The purpose of this resource piece is to provide the interested ...

One of the most significant and enduring ideas associated with the systems initiatives at Hawkesbury has been the inter-connections that were made there between systemic acts of development in the ‘concrete world’ and the abstract ‘epistemic developments’ of the actors who participate in them. Each is seen to be constitutive of the other in a profoundly systemic manner, with ‘concrete events’ b...