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E. Adah Miller; L. Berland; T. Campbell – Journal of Science Teacher Education, 2024
There is an urgent call for science and STEM teachers to incorporate practices for equity-centered environments, social justice-orientations, criticality and other practices that promote system change. Yet this demand occurs against the backdrop marginalization of teachers' from having a say in the planning, teaching, and assessments in their own…
Descriptors: Science Teachers, STEM Education, Teachers, Equal Education
Keazer, Lindsay M. – Theory Into Practice, 2023
In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the…
Descriptors: Constructivism (Learning), Inquiry, Play, Teaching Methods
Brown, Rebecca D.; Robbins, Kirsten R. – Teacher Educators' Journal, 2023
Grading approaches differ in undergraduate higher educational settings, but most often reflect traditional systems that support an unbalanced power dynamic that does not acknowledge or support continuous learning. These practices are then taken up by pre-service teachers and applied within their future classrooms with children. Using Critical…
Descriptors: Undergraduate Study, Grading, Educational Practices, Evaluation
Zhang, Xinhong; Zhang, Boyan; Zhang, Fan – International Journal of Educational Technology in Higher Education, 2023
This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered…
Descriptors: Student Centered Learning, Case Method (Teaching Technique), Discussion, Graduate Students
Liu, Lei; Luo, Yanyang; Yin, NaJia – Education and Information Technologies, 2023
Despite emerging use of review replying function in online course eWOM, little attention has been paid to its role. The lack of theoretical researches and contradictory views have caused great inconsistencies in practice. The research designed two studies to explore the impact of review replying. Based on real data crawled, study 1 explored the…
Descriptors: Online Courses, Computer Mediated Communication, Student Satisfaction, Course Evaluation
Preciado, Jorge; Jalalian-Chursky, Krystle; Norton, Jennifer; Rasikawati, Ira; Eigenbrood, Rick – Journal of Latinos and Education, 2023
Creating proactive classroom experiences for Latino students in K-5 settings requires intentional support and knowledge among classroom teachers. Educating Latino students is a complex task given that elementary school teachers face many questions that include how best to teach literacy? what are proactive ways to teach behavioral skills? and how…
Descriptors: Student Experience, Classroom Environment, Hispanic American Students, Elementary School Students
Friesen, Sharon; Brown, Barbara – Teaching Education, 2022
Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based…
Descriptors: Teacher Leadership, Educational Improvement, Professional Development, Faculty Development
Conner, Christopher T.; Baxter, Nicholas M. – Teaching Sociology, 2022
In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students'…
Descriptors: Games, Role Playing, Student Centered Learning, Undergraduate Students
Katrien Van Poeck; Ellen Vandenplas; Leif Östman – Environmental Education Research, 2024
Knowledge about sustainability problems as it is typically taught does not "per se" lead to action for tackling these problems. Environmental and sustainability education researchers have argued for teaching more action-oriented knowledge. This article addresses the 'didactical work' required for teachers to do so, both in preparing and…
Descriptors: Environmental Education, Sustainability, Teaching Methods, Instructional Development
Clark-Gareca, Beth; Meyer, Tom – TESOL Journal, 2023
Visual thinking strategies (VTS) is a museum-based technique with exciting potential for English learners' (ELs') language development. Originally used to engage novice viewers in discussing art pieces, English language arts and ESOL educators have enthusiastically adapted VTS to their instructional repertoires in order to bolster students'…
Descriptors: Visual Aids, Thinking Skills, English (Second Language), Second Language Learning
Arif, Suchinta – Journal of College Science Teaching, 2021
Student-centered learning broadly encompasses teaching approaches that shift the focus of instruction from teacher to student by placing an emphasis on what as well as how students want to learn. This approach allows students to become active participants in their own learning and has been shown to increase learning, autonomy, and…
Descriptors: Student Centered Learning, Ecology, Undergraduate Students, Teaching Methods
Han, Daisy – Montessori Life: A Publication of the American Montessori Society, 2023
When Daisy Han first encountered a Montessori classroom, she actually felt free. Free to move, free to create, free to explore, free to try, free to fail, free to be. This freedom is essential to becoming an innovator. Innovators possess an irreverence almost as big as their self-efficacy, both of which have been nurtured in an environment where…
Descriptors: Montessori Method, Montessori Schools, Educational Environment, Educational Principles
de Novais, Janine – International Journal of Qualitative Studies in Education (QSE), 2023
This study asks, "How do instructors successfully engage students in learning about controversial issues of race without hitting the common tripwires of low trust, stereotyping or racial microaggressions?" To address this question, I conducted a study of two courses on race that were focussed on difficult issues, yet were consistently…
Descriptors: Racism, Learner Engagement, Controversial Issues (Course Content), Race
Scherzinger, Lamia – Journal of Teaching and Learning with Technology, 2022
We are surrounded by controversy--politics, religion, diets, and even science are all up for debate in our 24/7 world of social media and the internet. With this controversy comes a lot of misinformation and competition with what our students might otherwise be learning in our classrooms. I know this intimately, since I teach fitness and nutrition…
Descriptors: Authentic Learning, Controversial Issues (Course Content), Misconceptions, Social Media
Mentzer, Nathan; Krishna, Bhawna; Kotangale, Ankita; Mohandas, Lakshmy – Learning Environments Research, 2023
Active learning strategies engage students and promote student-centered learning environments. Implementing active learning in a HyFlex environment during the Fall of 2020 global pandemic was challenging. We describe the "Interactive Synchronous HyFlex" approach to teaching design thinking at the introductory college level and explore…
Descriptors: College Students, Psychological Needs, Active Learning, Self Determination