The unexpected advent of a global pandemic and, in the UK, as part of the government response to control the spread of the virus, the closure of schools with just 48 hours' notice, meant many English teachers were faced with entirely new pedagogical, curricular and technological demands. This article reflects on the experiences of five English…

The issue of class size is a complex and contested topic that has divided opinion for many years. Whilst many teachers believe that smaller class sizes assist in enhancing outcomes, a number of policy influencers, policy makers and researchers argue that it has little influence on success in learning and that decreasing class sizes is not…

There were two projects at the National Defence University of Finland (NDU), which both ended by the end of 2022. One of them tried to find the answers to the main question: How artificial intelligence (AI) could be used to improve learning, teaching, and planning? The other tried to find the answer to the main question: What new skills do…

There's no doubt that research bearing directly on classroom practice is crucial. In this article Daniel Willingham maintains that it's useful for educators also to know the basic science around children's cognition, emotion, and motivation, because beliefs about what children are like inevitably influence teaching practice. The purpose of…

This concluding commentary takes the perspective of research on practicing scientists and engineers to consider what open areas and future directions on relational thinking and learning should be considered beyond the impressive research presented in the special issue. Areas for more work include (a) a need to examine educational applications of…

This commentary discusses the four papers that comprise the special issue on dialogic teaching and learning, while making general observations that apply across the field as a whole. Similarities and differences are identified over the concepts of "dialogue" and "dialogic pedagogy". The possibility is raised that some aspects…

In this interview, Eric Jensen, an internationally recognized speaker and writer on student poverty and brain-based learning, discusses how the educational mindsets and practical strategies from his latest two books, "Poor Students, Rich Teaching: Mindsets for Change" (2016) and "Poor Students, Richer Teaching: Mindsets for…

This article presents the experiences of six bilingual Spanish-English students transitioning from high school to college, highlighting the ways they theorize translation and its relationship to writing and learning. As increased attention to theories of translingualism has established translation as deeply embedded in writing processes, and…

In this regular feature of "Educational Technology," Michael F. Shaughnessy and Susan M. Fulgham present their interview with Ryan Watkins, Associate Professor of Educational Technology at the George Washington University and the author of 10 books and more than 95 articles. In this interview, Watkins discusses the following topics:…

This interview highlights and extends Dr. Barbara Rogoff's keynote address at the 2019 annual convention. Specifically, in the interview, Dr. Rogoff discusses her framework for learning, Learning by Observing and Pitching In, as well as other aspects of learning, including notions of childhood, age-based social ordering, and conflict as an aspect…

Purpose: This paper aims to provide an overview of the development of learning organization concepts from the perspective of Dr. Peter Senge and presents an interesting evolution of his systems oriented view of the learning organization field over three decades. Design/methodology/approach: Through a conversation with a thought leading scholar,…

This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through…

Professional learning strategies often rely on the belief that teaching and learning outcomes are best when teachers have a clear understanding of students' thinking. This may seem like common sense -- after all, students are active participants in the learning process, so their thinking impacts the outcome. But does research support the…

At the conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) in Bergen, Norway in October 2018, Elizabeth Minnich gave a lecture titled "People Who Are Not Thinking Are Capable of Anything: What Are Students Learning How Are Students Learning It, and Does It Make Them Better People?" As a follow-up…

As it grew safer for schools to reopen fully in spring 2021, "FORUM" convened a roundtable discussion to hear more about the experience of teaching and learning through the pandemic, and how that experience might help us rethink the education system. Melissa Benn chaired this wide-ranging and insightful conversation between Eliane…