Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, suppor...

Rosenholtz and Simpson have suggested that the task structures, ability grouping practices, and evaluation practices present in a classroom are important determinants of the degree to which children's ability perceptions become stratified within the classroom. The effects of classroom practices on stratification of pupils' self-perceptions of math ability were estimated in 67 upper elementary m...

In this project, the clichéd ‘student-centred’ versus ‘teacher-centred’ dichotomy has been reconceptualized in terms of the distribution of responsibility for knowledge generation in the classroom and applied in the analysis of ‘well-taught’ mathematics classrooms in Melbourne, Hong Kong, San Diego and Shanghai. This analytical approach enabled the practices of competent teachers in two ‘Asian’...

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, l...

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new cl...

Pairing theory with methodology, this study demonstrates how EFL teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities. Informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 10 EFL teachers’ naturally-occurring classroom inte...

This article argues that Firth and Wagner’s 1997 contribution gained influence in second/foreign language teaching partly owing to a loose group of conceptual and ideological preconditions that drew on classroom methodologies, debates over educating second language teachers, and new views of how teachers could document and analyze their own practices. The article is organized around four issues...

Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ org...

This study examines the findings from 174 case studies of innovative pedagogical practices using technology from 28 participating countries. The study looks at how classrooms worldwide are using technology to change the practices of teachers and students. Within many of these classrooms, the use of technological tools and resources supports students as they search for information, design produc...

Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based ...