Treating classroom learning as a community process of transforming participation in social practices has provided a useful corrective to predominantly abstract, mentalistic conceptualizations of learning. For example, Lave’s community of practice and Rogoff’s community of learners emphasize the ways in which learning is deeply situated in a person’s becoming part of a community through particip...

In this paper we describe the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving inquiry-based pedagogical practices. Founded in our previous research and consistent with our pedagogical commitment, the technical stru...

For many English as a Foreign Language (EFL) teachers working contingently with language learners’ problematic learner contributions in classroom interaction still remains a challenge. Drawing on conversation analysis methodology and using sociocultural and situated learning theories, this longitudinal case study traces the progressional changes in one Iranian English language teacher’s repairi...

implications for classroom practice derived from research on motivation in education carried out within the framework of different theoretical orientations (Alonso-Tapia, 2005; Urdan & Turner, 2005). However, according to Urdan and Turner, the beneficial effects of many of the suggested applications have not been tested in actual classrooms, a fact that may be due to different factors. One of t...

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use that is expected from the educators and the actual use and integration of technology in the classroom. However, effective technology integration in early childhood educa...

Clinical Applications I (CA I) and Clinical Applications II (CA II) were created and implemented to facilitate the development of first professional year pharmacy students’ interaction skills through the use of case presentations and a multidisciplinary faculty team. During the Clinical Applications (CA) classes taught in the 1995-1996 academic year, actual patients presented to the students. W...

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...

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...