While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in faculty practices surrounding the implementation of educational reform in introductory physics courses. Through observations of classroom practice, we find that professors’ actual practices differ strikingly. We present a...

Reading groups can be spaces of resistance, both from the competitive performances of some classroom seminars and from the calculative fields of neoliberalizing departments and universities. As graduate students, we offer this intervention as a consideration of the bodily politics of academic reproductions. In discussing the embodiment of textual practices in seminar and in reading groups, we p...

This study compared middle and high school teachers’ perceptions toward existing classroom observation practices. Teachers’ attitudes regarding classroom observation practices were analyzed on four dimensions: instructional improvement, purpose, professional trust, and reflective thinking. The participants were from five school districts in Long Island, New York. A survey instrument that includ...

2 Summary The purpose of the study was to investigate the role and characteristics of virtual learning objects in advanced pedagogical settings in selected classroom cases. The four Finnish cases studied represented pedagogical approaches such as student-centeredness, process orientation, and collaborative inquiry. Through the case studies, it was possible to investigate the teachers' and the s...

Intelligent Tutoring Systems (ITSs) help students learn but often are not designed to support teachers and their practices. A dashboard with analytics about students’ learning processes might help in this regard. However, little research has investigated how dashboards influence teacher practices in the classroom and whether they can help improve student learning. In this paper, we explore how ...

To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involved in a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers....

The paper reports on an exploratory, longitudinal study, which examined six teachers’ views on the factors explaining teachers' technology use and productivity in a technology-enriched classroom environment in grades 4 to 6. Three case studies were selected for analysis for exploring the relation between these views, and the changes that occurred in the teachers’ educational beliefs and practic...

The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian schools, (b) success, if any, of the classroom stu...

teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (dalton puffer, 2007). most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’...