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This article shares a paper presented as the keynote for the Terry L. Wood Memorial Conference that was held virtually on May 20, 2022. This paper starts with a reference to the project, The Coordination of a Psychological and Sociological Perspective, that was funded by the Spencer Foundation. The results of the research in this project are published in the book, The Emergence of Mathematical Meaning, edited by Cobb and Bauersfeld (1995). [ABSTRACT FROM AUTHOR]

Drawing on calls to diversify the teacher workforce, this paper demonstrates the need for a commitment to diversity and equity in recruiting Black women into the recruiting practices of educational organizations. Three approaches by which educational organizations incorporate diversity and equity into their recruiting practices are organized in a typology: status quo, strategic, and special emphasis recruiting (SER). Due to its cultural sensibility, SER can best support recruiters in the education field to develop the cogent recruitment plans that are needed to recruit a highly diverse teacher workforce in general, and BWTs in particular. The paper concludes with a reminder to readers as to the motives for expanding the representation of Black women in our nation's schools. [ABSTRACT FROM AUTHOR]

Investigates the influence of technology on persuasion or persuasive texts for learning. Effectiveness of learning and persuasion; Meanings and relationships of knowledge and beliefs; Comparison of the impact of reading persuasive texts in traditional linear form and in online linear format.

AbstractIn this paper, we propose a teaching approach centered on community and care, aimed at fostering a democratic classroom environment. We highlight the communal co-creation of the Rights of the Learner (RoTL) as the foundation for establishing a shared responsibility atmosphere. Our interpretation of the RoTL challenges traditional power dynamics, control structures, and authority in educational settings, advocating for an environment of mutual respect and collective learning. This approach promotes a more inclusive learning environment, where responsibility is distributed among all classroom members, enhancing unity and collective investment in the learning process. We provide concrete classroom practices to illustrate the enactment of the RoTL by offering a practical approach for integrating community and care to transform teaching and learning of mathematics into a democratic, inclusive, and equitable community for all learners. [ABSTRACT FROM AUTHOR]

Magic has been a very popular form of entertainment for thousands of years and the learning and developmental processes that take place during the process of practicing and performing the trick—are a precious phenomenon from an educational point of view. The MiniMagic kindergarten program was launched in September 2021 in a kindergarten in Józsefváros, Budapest (Hungary), in a district with a very diverse population that calls for an inclusive attitude and pedagogical methods to educate all the children successfully. The innovative program aims to develop skills and build community by integrating magic tricks into the curriculum. A well-known Hungarian magician teaches magic tricks appropriate for 4 to 6-year-old children with unanimous success. The program does not simply introduce tricks; he embeds them in storytelling sessions. This article presents how the theory about the educational values of magical tricks is turned into practice in a kindergarten showing the educational values and developmental results. I complement the analysis of the theory and practice with recommendations for practitioners, explaining the ideal context and methods of implementation. [ABSTRACT FROM AUTHOR]

For Terry Wood, the personal and professional were seamlessly connected. In her "House with the Blue Door" graduate students and visiting scholars lived; people gathered for conversations and music; the community reflected and found connections between important ideas. This chapter sets the stage for the special issue by contextualizing Terry's personal and professional life with anecdotes shared during the May 2021 Terry Wood Memorial Event. We see how she conceptualized knowledge development as a collective enterprise, putting into practice this worldview as a basis for life and for advancing the field of mathematics education. This reflexive relationship between theory and practice informed a body of powerful scholarship that continues to shape the field. Less recognized—and perhaps more importantly—these stories, and the subsequent chapters, reveal how Terry's investment in teachers, graduate students and colleagues resulted in the growth and development of scholars and teachers across multiple countries and continents. [ABSTRACT FROM AUTHOR]

Afterschool programs are increasingly recognized as valuable opportunities for learning that can create social capital, expose students to topics of interest, and build personal identities. Yet poor policies and ineffective practices driven by outdated ideals abound, including an emphasis on the caregiving function of afterschool programs for working families, as well as a focus on academic skill-building and remediation, often to the detriment of adolescents and students of color. I review historical trends and recent controversies alongside empirical and theoretical research to demonstrate the importance of afterschool for learning and development, particularly for students who are most likely to disengage from traditional school cultures. Using learning ecosystems models, I offer insights into how education leaders can leverage the strengths of afterschool programs to support academic achievement without simply extending the school day into afterschool. [ABSTRACT FROM AUTHOR]

To be academically successful, students need to delay gratification, sustain motivation, keep a high level of self-efficacy, and maintain an appropriate balance within their hot/cool cognitive-affective system. The cognitive-affective personality system includes 5 cognitive-affective mediating components (i.e., individuals' way of encoding themselves and situations; expectancy for success and beliefs; affective responses, emotions, and feelings; goals and values; and competencies and self-regulatory plans), and it is the theoretical framework that guides this article. Consistent with the theme of this special issue and by focusing on college students, I present applications of motivational theory to educational practices for each of the 5 cognitive-affective mediating components with particular attention to a hot-cool system analysis of delaying gratification. The article describes specific motivational practices that could advance existing knowledge and enhance teaching, learning, and performance among college students. The article provides practical applications about how teachers could promote motivation when assigning long-term projects. [ABSTRACT FROM AUTHOR]

This article discusses the role of student motivation and learning experiences in online course environments at the post- secondary level. We offer guidance for instructors to design online experiences that encourage students to learn actively, allowing them to persist at academic goals and get the most out of the material. In discussing relevant motivation theory and research, we address two questions: (1) What factors motivate post-secondary students to persist at academic goals; and (2) What online learning experiences promote student motivation and persistence? If online instruction fosters student motivation and concurrently equips them with strategies to succeed, students will be more likely to transfer learning strategies and productive work habits to future coursework and beyond. Taking teaching online can prepare students for success wherever their futures take them. [ABSTRACT FROM AUTHOR]

Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect motivation for both current and future tasks. Thus, educators can directly teach SRL processes to improve motivation using feasible classroom-based practices and resources. [ABSTRACT FROM AUTHOR]

Assessment, particularly formative assessment, is critical to knowing how a student is performing academically and how best to support that student. Teachers, especially new teachers, need ongoing support in developing and using both summative and formative assessments as an integral part of their instructional practice. Written collaboratively by a researcher, school coach, and teacher, this article offers a framework for developing and improving assessments. It examines how a small urban high school focused on improving assessments across the curriculum. It describes how the teacher, working with the school coach, developed his assessment practice, especially of students' writing, and how work with teachers is connected to a schoolwide staff development program. Consistent with the authors' framework for developing classroom assessments, the staff development program makes teachers' assessments public in order to share promising practices and support reflection. The article argues for a comprehensive, ongoing, multilevel approach to developing classroom assessment practice. [ABSTRACT FROM AUTHOR]

Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is done, and reviews some of the research on its benefits to students. [ABSTRACT FROM AUTHOR]

Offers insights on supportive classroom environments and the use of technology in peer learning. Teachers' vital role in the successful implementation of peer learning; Activities that support cognitive growth.

Describes the essential characteristics of adaptive instruction. Diagnosis and monitoring of student learning progress; Teaching of self-management skills; Organizational supports; Family involvement.

Investigates how teaching and learning are accomplished by the peer teaching process between children. Competence of children to carry out educational tasks outside the teacher's span of direct control; Value of videotape or audiotape recordings of children during the peer teaching process.

Schools, community organizations, and major cultural entities can address educational inequities by engaging parents and children in arts processes, projects, and performances. Three cases featuring work in the arts show promise in contributing to the positive academic and social development of learners across the socio-economic spectrum. Â Learning science principles stand behind the practice of shifting roles, a practice that research shows to be highly effective means of boosting learning. Two cases describe direct school-home activities in which students take on the role of creative historians and produce new types of materials for peers, family, and community members. A third case, based on principles from design research, describes Public Works, a program started in 2013 by the Public Theater in New York City. The authors summarize using four metaphors related to the learning sciences that address equity issues by constructing a robust dialectic between social responsibility and imagination. [ABSTRACT FROM AUTHOR]

This work explores how short-term study abroad programs in emerging nations might be redesigned to become more beneficial to host institutions and communities, while providing more responsive, transformative learning experiences for students, and analyze how study abroad programs, as well as follow-on grant and research programs, can also be the tools that develop a sustainable and equitable partnership between universities in the Global North and South. This research is focused on the challenges of developing equitable north-south partnerships, as well as research focused on improving the quality of student experiences in emerging nations. Based on multiple study abroad programs from North America to Botswana, we examine the development of more collaborative study abroad programs in developing countries. This research, focused on the development and execution of study abroad programs with the propensity to positively impact their host community, or at least to do no harm, particularly in developing nations – includes analyses of programs that emphasize connecting and coping skills for all participants, community engagement and the avoidance of missionary zeal, and effective service-learning projects. [ABSTRACT FROM AUTHOR]

A question that confronts teachers of mathematics is how best to establish in their classrooms a space where students can participate more fully in the curriculum. This article explores the development of agency in the school mathematics classroom. Using data from a variety of classroom contexts, this article employs sociocultural constructs of theorists such as Lev Vygotsky and James Wertsch to examine teacher and student activity during classroom interactions. A specific focus of this examination is the development of student agency. In particular, I explore practices that recognize the tension between the agency of the people teaching and learning the mathematics and the agency of the discipline that accredits and conventionalizes ways of knowing and doing the mathematics. The article concludes that it is in the teacher-student negotiation of coming to know and do mathematics that the development of student agency can be actualized. [ABSTRACT FROM AUTHOR]

Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching must be established to bridge the implementation gap from knowing-to-doing. To increase the precision with which we develop and use coaching supports, we describe how (a) coaching is conceptualized, described, and operationalized within a multi-tiered system of support (MTSS) framework using a behavioral approach; (b) professional development activities are considered from a teaching and phases of learning perspective; and (c) critical coaching components are implemented from within a multi-tiered support systems framework. Existing and future research about effective coaching is also considered. [ABSTRACT FROM PUBLISHER]

Teachers' instructional practice is pedagogically vulnerable when not anchored within detailed and comprehensive observation and understanding of students' immediate responses during instruction. Professional noticing ability, then, is central to, and integrated within, teachers' ability to provide instruction appropriately adapted to students' immediate needs. This article explicates a model of expert noticing for literacy instruction and relates this model to the characteristics of microadaptive teaching decisions. Characteristics, for example, that distinguish expert from less expert noticing during literacy instruction include detailed hypothesizing, breadth and depth of elaboration, observation of learners' metacognitive behavior, and identification of pivotal events. Teacher noticing ability is generally not related to years of experience, but can be learned through participation in sustained, multilevel professional development with an explicit focus on noticing ability. This complex learning integrates teachers' pedagogical and content knowledge with observation of student behaviors, and supports teachers' learning from practice. [ABSTRACT FROM AUTHOR]

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity to ensure that each student is learning optimally. There are 2 primary resources for accomplishing this, engagement and the classroom talk that the teacher orchestrates. [ABSTRACT FROM AUTHOR]

Smith College initiated an ePortfolio pilot project to guide students in documenting key learning experiences and in linking those experiences to Smith's institutional mission of “developing leaders for society's challenges” (Smith College, 2011). Twenty-one college students volunteered to participate in the pilot, based on the integrative knowledge portfolio process and informed by research in the fields of narrative psychology, integrative learning theory and ePortfolio theory. This article discusses the process of guiding students in integrative learning through the development of ePortfolios and through a curriculum, which engaged them in understanding and articulating their own learning, as well as in connecting it to the college mission. [ABSTRACT FROM PUBLISHER]

iPads are increasingly being put in the hands of children in schools and educational contexts, yet there continues to be larger questions about how they fit into the fabric of daily classroom life and what new stories will emerge (de Certeau, 1984, 1984/2000). In this article, we feature vignettes of data from a 2-year government-funded research project on how children make meaning with iPads across 5 early years' classrooms. Understanding the complexities of literacy learning requires an ‘in situ’ examination. Through our ethnographic approach, we have been able to get closer to an ‘insider account’ of the sociocultural knowledge of early learners and their teachers, as well as a holistic description and interpretation of the phenomenon of being and becoming literate (Le Compte & Preissle, 1993). [ABSTRACT FROM AUTHOR]

Harnessing insights from Brophy's (1999, 2008, 2010) notion of scaffolding students' appreciation of learning, this article tackles challenges to student engagement, especially among reluctant students, by exploring two classroom settings in which students' valuing of school content and activities supported their engagement and achievement. The first model employed high-challenge tasks (extended writing tasks, collaboration, and multiday assignments) in eight 3rd-grade classrooms; the second highlighted connections made between student sense of identity and classroom activities among a diverse group of 9th-grade English students. Together, these models illustrate how practical strategies that support students' personal connection with, and therefore their appreciation of, what they are learning in school serve to empower self-sustaining engagement in learning. [ABSTRACT FROM PUBLISHER]

This article explores the possibilities of a strength-based Response to Intervention (RTI) model for developing and identifying gifted potential. Although much has been written about the promises and challenges of RTI in recent years, the utility of RTI for meeting the needs of gifted learners has not been fully explored. This article seeks to address this void by examining RTI's potential to meet the unique learning needs of gifted and talented students, discuss challenges teachers might face, and invite gifted education advocates and researchers to explore and expand on this dialogue. [ABSTRACT FROM AUTHOR]

Peer assessment is an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners. Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Peer assessment can be summative or formative. A formative view is presented here, in which the intent is to help students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop metacognitive and other personal and professional skills. Peer feedback is available in greater volume and with greater immediacy than teacher feedback. A peer assessor with less skill at assessment but more time in which to do it can produce an assessment of equal reliability and validity to that of a teacher. This article describes effective approaches to peer assessment and encourages teachers to incorporate it into their practice. [ABSTRACT FROM AUTHOR]

Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That “all children can learn” and there will be “no child left behind” presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation, however, is another matter. One philosophy of learning and instruction that has a long history of targeting instruction and achievement for all students is mastery learning. This article examines (a) fundamental tenets that mastery learning is built upon, (b) the clear connection between learning standards and mastery learning, and (c) how mastery is often erroneously implemented. It then outlines the defining features of mastery and how to implement them. These defining features include developing clear objectives, setting a mastery standard, using criterion-referenced assessments, and grading incentives for students to learn beyond initial mastery. [ABSTRACT FROM AUTHOR]

Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of schools. Drawing on case studies of youth participating in a year-long program, it describes an approach to bridging learners' identities in and out of school through historical simulation computer games situated within a community of practice of game experts. Participants developed both academic skills and productive identities as consumers and producers of information through these cases. We propose a model of centers of expertise, learning programs that seek to foster and develop new media literacies with pay off in schools and that lead to new identities outside of school as well. [ABSTRACT FROM AUTHOR]

All young children need to interact with their environments to achieve maximum development and learning. Technology has great potential for supporting the learning needs of all young children in early childhood programs supported by the Reggio Emilia philosophy. This article discusses possible uses of technologies that are appropriate for young children, including assistive technology devices (from low to high tech) for children with special needs. Additional uses of technology for educators and family members are included, such as for documentation, assessment, communication, and training. [ABSTRACT FROM AUTHOR]

Multiple literacies, multiple ways to look at the world, impact how students make connections to and understand their world. Referring to students' reading of their world using the term multiple literacies validates that students actually add knowledge to the academic conversation. Referring to the wealth of knowledge students bring as only skills or experiences alone is too 1-dimensional and allows us as educators to ignore easily the richness and complexity of students' contributions to the academic conversation. Multiple literacies express the depth of understanding it takes to read the world. Middle school students, in particular, need to know that they have valuable and unique ways to understand academic and nonacademic text. Through the use of hidden literacies, educators can build students' authentic academic literacies and change the knowledge to transformative literacies to make a difference in their lives and the lives of others. [ABSTRACT FROM AUTHOR]

This article focuses on the "nonnegotiables" of gifted programs and services, emphasizing the importance of appropriately differentiated curriculum, instruction, materials, and assessment procedures. Differentiation is discussed in the context of providing acceleration and grouping as basic policy provisions in gifted programs--within which a curriculum base that is advanced, in-depth, complex, creative, and challenging may be offered. Alignment with content standards is also suggested as a way to promote connection to general curriculum reform. Ideas about creating an optimal match between the learner and the curriculum-delivery system are explored. The use of advanced resources, including technology, is described. Two inquiry-based instructional techniques are delineated, specifically problem-based learning and question-asking techniques. The article ends with an emphasis on the need for quality teaching for the gifted population and for collaborative support between home and school in promoting talent development. [ABSTRACT FROM AUTHOR]

When children explain their answers to a problem, they convey their thoughts not only in speech but also in the gestures that accompany that speech. Teachers, when explaining problems to a child, also convey information in both speech and gesture. Thus, there is an undercurrent of conversation that takes place in gesture alongside the acknowledged conversation in speech. This article shows that these gestures can play a crucial, although typically unacknowledged, role in teaching and learning. [ABSTRACT FROM AUTHOR]

Students, teachers, counselors, and parents are all important in determining the degree to which home-work is effective in meeting its goals. Teachers assign homework, parents provide the environment in which it is done, and students--each with a unique profile of motivation and preference for learning--do the homework. It is a challenge for everyone involved to cooperate, share information about children's homework motivation and preferences, and develop strategies to be used at school and at home to attain a better match between what the child likes to do and has to do when learning. This article--prepared to assist teachers, parents, and counselors to meet this challenge--describes a conceptual homework model and a technique of assessing homework motivation and preferences based on the model. Intervention strategies for how to use this knowledge to make students' homework performance more effective and enjoyable are suggested. [ABSTRACT FROM AUTHOR]

This article expands discussions of culturally responsive pedagogy by focusing specifically on the tasks and challenges of classroom organization and management. First, we examine three prerequisite understandings that underlie teachers' ability to manage diverse classrooms in culturally competent ways. We then consider specific approaches and strategies for enacting culturally responsive classroom management (CRCM) and reflect on the ways that management practices promote or obstruct equal access to learning. We stress the fact that developing CRCM is an ongoing, long-term, and often discomfiting process, in which cultural diversity becomes a lens through which teachers view the tasks of classroom management. [ABSTRACT FROM AUTHOR]

Discusses instructional approaches based on the Learner-Centered Psychological Principles. Reference to novice-expert research; Instructional strategies for identifying similarities and differences; Significance of expertise attributes.

Presents insights gleaned from interviews with children in the form of lessons related to the learner-centered principles and self-determination theory. Discussion on common insights from children; Meaning of the learner-centered concept to elementary children; Implications for the professional development of teachers.

Addresses issues related to the application of the Learner-Centered Psychological Principles (LCP) in teacher preparation programs. Cognitive and metacognitive factors of the LCP; Techniques for promoting constructive learning; Individual differences factors.

Presents a summary of the historical context for the development of the Learner-Centered Psychological Principles and teaching practices in educational reform. Factors that influence learning; Implications for learner-centered teaching; Models of learner-centered teaching at the classroom and school levels.

Describes the range of cognitive learning processes involved in schooling based on the revised Taxonomy of Educational Objectives. Discussion on educational goals; Details on learning scenarios; Characteristics of cognitive processes for retention and transfer.

Provides information regarding how self-regulated learners cope with academic difficulty. Describes a self-system theory that underlies childrens' self-regulated ability to learn; Examines ways in which teachers can help students' self-system needs.

Provides information on how classroom teachers need good strategies to effectively instruct. Describes various models of strategy that are employed in content teaching; Argues that in order for students to achieve more, teaching needs to improved.

Describes several conditions that must be satisfied for help given to be effective in cooperative groups. Responsibilities of the help-seeker, the help-giver, and the teacher to make helping productive for learning; Peer learning in middle-school mathematics classrooms.

Provides discussion of different perspectives and theories of peer learning. Describes flexible grouping configurations as an instructional learning strategy; Exaimines specific examples of how peer learning theories influence decisions in the classroom.

Discusses Piaget's theory about peer learning and peer relationships. Describes two important goals of peer learning; Considers teachers' needs to be aware of the impact of peer learning on students' thoughts and feelings regarding schoolwork and their classmates; Examines peer interactions and peer learning using modern technology. are discussed.

Discusses various concepts of instruction in schools than enable students to learn. Examines collaborative learning tasks as a means to contribute to the learning of concepts; Reports on research using concept-mapping task study; Analysis of student interactions.

Deals with the role of persuasion in the teaching of linguistics. Persuasion and the ethics of teaching of linguistics; Role of the linguistics instructor in introducing students to the possibilities for the interrelations of rules and language.

Discusses the distinction between the understanding and belief of an idea by students. Difference between understanding and belief in the learning process; Analysis of student learning through the divergence of understanding; Implications of teaching as persuasion.

Focuses on how teachers can use the principles of persuasion to structure instructional lessons and units of study to aid students in conceptual reorganization and in their growth of cognitive problem-solving process. Concept of persuasion; Implications of persuasive text on learning; Arguments concerning persuasion as a metaphor for teaching.

Discusses the role of teaching as an approach to persuasion. Role of existing beliefs in the understanding of persuasion; Discussion of the ethical ramifications of teaching as persuasion.