Teacher-dominated classrooms with some student-centered elements are a perplexing phenomenon of Chinese mathematics classrooms. In-depth exploration of this phenomenon is helpful for understanding the features of mathematics teaching in China. This paper demonstrates how the teacher can encourage students to actively generate knowledge under the teacher’s control from a perspective of variation...

Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated int...

The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of “maverick” teachers: those distributed across the nation tha...

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate...

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, l...

This paper provides grounds for creating an integrated instructional design model that can be used to guide the design of quality classroom instruction in higher education also in countries with limited resources. To achieve its purpose the paper investigates various projects on integration of ICT in education in developing countries and identifies that limited ICT resources and financial const...

A Framework for K–12 Science Education identifies eight science and engineering practices for K–12 classrooms. These practices, along with core ideas and crosscutting concepts, define our nation’s learning goals for science. An important advance from earlier standards (AAAS 1993, NRC 1996), these practices are clearly identified not as separate learning goals that define what students should kn...

This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms' architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement ar...