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Brauch, Nicola; Leone, Giovanna; Sarrica, Mauro – Pedagogy, Culture and Society, 2019
This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted…
Descriptors: History Instruction, Teacher Attitudes, Teaching Experience, Teaching Methods
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Lucic, Luka – Pedagogy, Culture and Society, 2016
Given the proliferation of new media technologies today's immigrant children and youth are experiencing the effects of "time-space compression" in the domain of interpersonal interactions. Increasingly, they are able to simultaneously engage in developmental activities across their native and host societies. If migration is no longer a…
Descriptors: Immigrants, Social Theories, Cultural Influences, Social Influences
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Irby, Decoteau; Clough, Cindy – Pedagogy, Culture and Society, 2015
The current study explores the principle of "consistency" and its relevance in the discipline cultures of three middle and two high schools in a Midwest US school district. We explore how educators (1) evoke consistency as a necessity for school discipline and (2) attempt to be consistent in practice to develop disciplined students,…
Descriptors: Discipline, Discipline Policy, Middle Schools, High Schools
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Keddie, Amanda – Pedagogy, Culture and Society, 2015
The focus in this paper is on a student voice initiative at an English secondary school designed to improve the quality of teaching and learning. The initiative invites Year 8 students to train and work as "lesson observers" who provide feedback to teachers about their practice. The possibilities of this initiative to reflect a rich and…
Descriptors: Foreign Countries, Student Empowerment, Secondary Schools, Secondary School Students
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Sellar, Sam; Cormack, Phil – Pedagogy, Culture and Society, 2009
This paper describes a heuristic framework developed to provide a common vocabulary with which to discuss pedagogy within a collaborative university-school research team studying pedagogical redesign in middle-years classrooms (Years 6-9) serving disadvantaged students. The framework was developed in response to discussions about teaching in such…
Descriptors: Instruction, Educational Change, Disadvantaged, Middle School Students