Proposes that classrooms that encourage critical thinking possess distinguishing features that can assess whether critical thinking is a regular occurrence. Suggests that a critical thinking classroom commonly reflects the following attributes: frequent questions, developmental tension, fascination with the contingency of conclusions, and active…

Describes a medieval history access course at the University of Glasgow (Scotland) in which non-traditional teaching methods were used, specifically collaborative group work and embedded rhetorical training for essay writing. Questions the idea of discipline-specific pedagogical practice. (Author/DB)

Describes the student interactions of second-year medical students at the University of Natal (South Africa), until recently an historically black institution. Notes student associations are predominantly along racial/ethnic and gender lines, and offers an analysis from historical, political, and cultural perspectives. Also discusses the impact of…

Describes the characteristics and aims of problem-based learning (PBL) and reports on its application in medical and engineering education at Maastricht University (the Netherlands) and the Technische Universiteit Eindhoven (the Netherlands). Analyzes differences between the medical and engineering applications. Also considers project work and…

Reports an action research project at the State College of Education in Vienna, Austria, in which a sociology course for prospective teachers used English as the language of instruction. Evaluation indicates benefits for the students, the institution, and the instructor. Stresses the importance of institutional support for such efforts in…

Argues for the need to put into practice policies of multicultural education using case studies of three individuals from three different cultural backgrounds. These individuals used their own cultural diversity as a model of successful intercultural teamwork in planning and implementing a multicultural education course for undergraduate teacher…

Discusses the intercultural effects on college faculty teaching abroad through an exploration of the experiences of two teaching academics working in Hong Kong with emphasis on issues of language and communication and social and cultural distance. Argues that the development of intercultural understandings must permeate the curricula, and be a…

Argues that, for problem-based learning (PBL) to succeed, a sound program of staff development is required and describes the introduction of PBL into Nursing and Midwifery curricula at the University of Dundee (Scotland) including key components and evaluatory evidence to support its efficacy. (DB)

Interviewed elementary and secondary teachers to investigate emotions of teaching and educational change. Results highlight differences in the emotional geographies of elementary and secondary teaching, with elementary teaching characterized by physical and professional closeness which creates greater emotional intensity and secondary teaching…

Traced the emotions of secondary school department heads as they engaged with: their own and others' educational purposes, the power relationships of secondary schooling, and their relationships with people around them who were affected by and had expectations for their role. Interview data revealed tensions between teaching and leading,…

Interviewed elementary and secondary teachers regarding the emotions of teaching and educational change, examining how the culture and organization of teaching influenced experiences and emotions teachers reported in interacting with parents. Results suggest that the culture and organization of teaching influence teachers' values, discourses, and…

Investigated the understandings of the relationship between caring and teaching brought by elementary student teachers to their first field placements. Data from electronic dialog journals indicated that student teachers believed caring to be an important part of their teaching lives. They had three commonly held understandings of caring:…

Interviewed adults with disabilities regarding their experiences with education. Results indicated that respondents had successfully achieved self-regulation, self-determination, and conscientization. For some, this was despite the educational systems they had encountered, and for others, this was a result of their experiences with various…

Investigated how rural teachers managed their work in inclusive classrooms. Interviews and observations developed the theory of selective adaptation, which suggests teachers can be classified as technicians, strategists, or improvisers according to the extent to which they selectively adapt classroom practices. A relationship existed between the…

Presents a study, framed according to Aristotelian ethics, that combined philosophical analysis with empirical inquiry to examine the manner of a teacher's moral conduct, concluding that it is possible to systematically observe and interpret manner in teaching and suggesting that increased teacher attention to manner might result in improved…