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A recent surge in textbooks studies has revealed a closer link with neoliberalism and the way they construct neoliberal subjects. This paper uses Foucauldian governmentality as the conceptual lens to analyze the neoliberal discourses in EFL textbooks used in English Access Microscholarship (EAM)--one of the US-aided global ELT programs in Pakistan. English language learners' views on course outcomes and textbooks were also examined. The study shows that among others, English as a neoliberal life skill, celebrity culture, consumerism, entrepreneurship, and individual and corporate social responsibility dominate textbooks. It is thus found that textbooks play an important role in neoliberalizing learners. Moreover, English language learners perceive English as a key to economic success. They also value consumerism, branding, and personal responsibility. In light of the study findings, we suggest a decolonial option, reflective activism, and post-method pedagogy as possible alternatives at the micro-, meso-, and macro-levels to resist the discourses of neoliberalism and colonial power patterns entrenched in a postcolonial society like Pakistan.

The sudden shift to online learning due to the COVID-19 pandemic left many instructors wondering how to minimize anxiety while keeping students engaged in their virtual courses. In this study, we explored (i) specific online instructional tasks that caused students to experience anxiety, (ii) factors that hindered student engagement with online instruction, and (iii) changes in student anxiety and engagement between spring 2020 and fall 2020. Students enrolled in STEM classes were surveyed at the end of spring 2020 (N = 425) and fall 2020 (N = 347) semesters. Our results show that the majority of student respondents had more anxiety in fall 2020 than in spring 2020 with online learning in general, and less anonymous class activities tended to cause the greatest anxiety. Distractions from the environment and personal technologies commonly prevented engagement in both semesters, but no significant differences were observed between the spring and fall. In contrast, more students reported that health-related stress, work-related stress, and issues with technology prevented participation in fall 2020 than in spring 2020. As institutions consider expanding their online course offerings post-pandemic, these data provide valuable insight into the challenges students experienced with online instruction that can inform future pedagogical choices.

This work describes the implementation of a hierarchical team model, the Integrated Peer Leadership Program (IPLP), in a calculus-based college introductory physics classroom. Using this model, in which students in the course engage with their peers throughout the semester, we observe a significant increase in the students' likelihood of successfully completing the course. The model also reduces the gap between underrepresented minority (URM) and non-URM students. Learning gains using the IPLP format are improved as compared to previous data for traditional classes. The model transforms a traditional lecture style class into a student-centered class without additional time requirement or cost to the instructor or institution, and we anticipate that it will be portable to other large section introductory college science courses.

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying measurable attributes and units of measurement. The third activity prompts students to identify symbols as well as deepens students' understanding of symbols used to decontextualize word problems.

Although science is a core subject, educators at Uphall Primary School have found in recent times pupils do not display the same enthusiasm for science as they do for other subjects. In order to raise the pupils' science capital and generate an eagerness among the pupils to experiment, learn and develop their curiosity about the world around them, teachers use video conferencing to share learning practices, collaborate with schools locally and from around the world, and involve global experts in the learning process to aid and challenge pupils' learning and the teachers' teaching practices. This article describes some examples of where educators at Uphall Primary School have used video conferencing for diverse learning experiences.

This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and weaknesses of the collaborative process which signals that in an upper-level mathematics course collaborative learning strategies pose both benefits and limitations.