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The authors developed an instructional nudges as part of a larger research project. These instructional nudges are designed to be small but powerful changes to teachers' existing practices. Some instructional nudges focus on modifying tasks used in classrooms. In this article, the authors share Rate and Review. The goal of Rate and Review is to support students in understanding that there are alternative solution strategies to what they might be used to using, provide students the opportunity to become more comfortable creating mathematical arguments, and develop a deeper understanding of a concept. Rate and Review provides formative assessment for teachers by supporting their reflections on students' understanding of current content and how students are making sense of common errors.

Using a learning theory is key when designing simulation-based learning linked to allied health professional placements to ensure the purposeful selection of educational methods and to understand how it may assist learners in achieving desired learning outcomes. A narrative review was undertaken to identify the learning theories reported in simulation-based learning linked to allied health professional placements and how the learning outcomes aligned with the reported theories. Only eight of the 25 reviewed studies explicitly reported a learning theory, with minimal attempt to link them to the learning experience. Educators are encouraged to develop an understanding of the breadth and depth of learning theories and how they can best align these with the desired learning outcomes to allow the best fit for purpose. As a result, the authors have developed a practical guide to assist educators in designing simulation-based learning to better understand how learning theories could be incorporated and the anticipated outcomes that could be measured.

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers' reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students' understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

With postsecondary institutions increasing offerings of online courses, there is much to learn about how online group work is designed to support collaborative learning, particularly for professional certification programs such as education. As part of a case study research, we synthesized data collected from instructors and students at two Canadian postsecondary institutions offering online courses in their Bachelor of Education degree pathways. Results suggest four design considerations to help support instructors when planning learning activities involving online group work: (1) clearly articulate the purpose of group work, (2) provide learner support through teaching presence, (3) be intentional in how groups are established, and (4) leverage digital tools for collaboration.

Immersive virtual reality (VR) is anticipated to peak in development this decade bringing new opportunities for 3D multimodal designing across all levels of education. The need for students to gain capabilities with multimodal texts--texts that combine two or more modes, such as spoken, written, and visual--is emphasised at all levels of education from P-12 in the Australian Curriculum. Likewise, the use of technology-supported pedagogies is increasing worldwide, rendering multimodal texts ubiquitous across all knowledge domains. This original, qualitative classroom research investigated students' 3D designing of multimodal texts using an immersive VR head-mounted display. Upper primary students (ages 10-12 years, n = 48) transferred their knowledge of ancient Rome through 2D drawing, writing, speaking, and 3D multimodal designing with VR. The application of multimodal analysis to video data, screen recordings, and think-aloud protocols, and the thematic coding of student and teacher interviews yielded four key findings: (i) VR gaming supported 3D multimodal designing through haptic and embodied experience, (ii) VR improved performance through creative redesigning, (iii) VR-supported knowledge application, consolidation, and transfer, and (iv) pedagogical strengths of VR were situated and transformed practice. This research is timely and significant given the increasing accessibility and affordability of VR and the need to connect research and pedagogical practice to support students' advanced knowledge and capabilities with multimodal learning across the curriculum.

Pre-pandemic, technology integration into music lessons was helpful but not a necessity for effectively teaching elementary music. Those who believed technology integration was important for student engagement, as well as those comfortable with their technological skills, were experimenting with tools on an interactive board or through a website within a whole group. This article presents solutions to the challenges of integrating technology in the general music classroom setting. Specifically, this article explains a music activity using Google Keep, a note and list application not typically used to teach music, and the steps for integrating technology and providing feedback using student discourse.

The aim of this chapter is to provide the reader with a broad overview of clinical simulation using case examples to highlight the evolving multidomain teaching pedagogy in healthcare professional programs.

This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the perceived benefits, costs, and significance of research utilisation, bolstered by factor analysis. Specifically, our results indicate that teachers regard research as a means to enhance their understanding of educational theories, providing valuable insights to inform their teaching practices. Moreover, research empowers teachers to challenge entrenched conceptions and adopt innovative pedagogical strategies. In addition, the significance of research use is associated with its alignment with school priorities and integration into the decision-making processes. Furthermore, teachers identified various obstacles to research use, including issues of research literacy, support mechanisms, and the accessibility of research resources. The study sheds additional insight into the dynamics of research utilisation among teachers operating within diverse national contexts. It underscores the intricate relationships between individual and organisational factors that shape and influence teaching practices.

Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment--the ProFAN project--was conducted in France among more than 10,000 vocational high-school students. Its primary goal was to develop and test an intervention promoting a range of psychological and psychosocial variables in vocational high schools, including social competences. This 2-year long, three-wave field experiment compared the effects of a cooperative learning method--the jigsaw classroom, that entails positive goal and resource interdependence--to two control conditions: one that involves cooperation with resource independence, and the other that remains business-as-usual. This article focuses on the differential development of perceived social competences of adolescent boys and girls over time, comparing the three pedagogical methods. Results of longitudinal multilevel modeling replicate the gender gap in perceived social competences and show that this gap widens with time. However, and most importantly, the analyses revealed that such widening of the gender gap was greater in the two control conditions than in the jigsaw condition, in which the evolution of boys' and girls' perceptions of social competences remained similar over time. Contributions to the understanding of the development and teaching of social competences in education settings are discussed.

Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.

"Context matters" has been an adage and a mantra in the field of comparative and international education since its earliest days. However, knowing which things matter, how and to whom, and also how they affect each other places challenging demands on comparative researchers. In this article, we outline different ways that comparativists have come to terms with context and consider the limitations of these approaches. We offer a discussion of Doreen Massey's relational space as a way of opening up new opportunities for meaning making and surmounting challenges inherent in previous conceptualizations of context. A recent study of learning and pedagogy across home, school, and neighborhood spaces in Tanzania is used to highlight the methodological and theoretical potential of a spatial lens to investigate and understand the complex interactions between classroom actors, practices, and contexts.

Recent research syntheses have identified several potentially high-leverage teaching strategies for improving low-attaining secondary school students' learning of mathematics. These strategies include the structured use of representations and manipulatives and an emphasis on derived facts and estimation. This paper reports on 70 semi-structured interviews conducted with low-attaining students in Years 9-10 (ages 13-15) in England. The interviews addressed the students' perceptions of learning mathematics and the teaching strategies that they experienced and believed were most helpful. Many students reported rarely using number lines, not spontaneously estimating answers and being unfamiliar with derived facts. During the interviews, with minimal direction, students often showed that they were well able to make use of these strategies; however, they did not report making spontaneous use of them independently. We conclude that many of the most well-evidenced and recommended strategies to support low-attaining students in mathematics appear to be unfamiliar and unvalued, and we discuss how this might be addressed.

The purpose of this article is to illustrate the process and insights gleaned from developing an implementation matrix to convey a concise, yet detailed representation of the project integration steps in a single diagram. The article is based on an explanatory sequential study conducted with 248 teachers exploring how beliefs shaped their use of technology. This article contributes to mixed methods research (MMR) by providing an example that can be used as guide by other researchers in developing and using the implementation matrix as a tool for communicating procedurally the mixed methods project integration steps for an explanatory sequential study. It also provides analytical insights gleaned and recommendations for how the implementation matrix can be developed and utilized.

Context: Simulations and standardized patient encounters (SPEs) have been increasingly used in professional athletic training programs. Recently they also have been identified as a mechanism to assess curricular content standards. Objective: To investigate how professional athletic training programs use simulations and SPEs for teaching and assessment, and barriers preventing use of these techniques. Design: Cross-sectional survey. Setting: Electronic survey. Patients or Other Participants: Forty-three professional program directors completed the survey, representing programs for doctoral, master's, and baccalaureate institutions. Data Collection and Analysis: The survey consisted of 8 demographic questions, 3 items regarding the frequency of using simulations and SPEs, 2 items regarding barriers to use, 1 item examining faculty collaborators and administrative release time, and 4 open-ended questions regarding additional uses and barriers. Cronbach [alpha] determined internal consistency, [alpha] = 0.891 to 0.911. Descriptive statistics were computed for all items. Results: Most respondents used simulations and SPEs for teaching and assessment. Simulation use occurred most in the curricular content areas of nonorthopaedic evaluation (n = 40, 97.6%), emergency care and life-threatening injuries (n = 38, 95.0%), and orthopaedic evaluation (n = 36, 87.8%). Regarding SPEs, use occurred most in the curricular content areas of orthopaedic evaluation (n = 32, 76.2%), nonorthopaedic evaluation (n = 32, 76.2%), and emergency care and life-threatening injuries (n = 28, 66.7%). Overall, a lack of faculty knowledge (4.40 ± 0.989), faculty time (4.36 ± 0.727), and financial resources for implementation (4.24 ± 1.100) were identified as barriers to use. Conclusions: Though simulations and standardized patients provide opportunities for engagement in real-time patient encounters in a safe learning environment, many educators still perceive a lack of evidence to support their use for teaching and assessment. Athletic training educators should seek mechanisms to increase the use of these techniques, as their use is important for preparing students for professional practice.

This paper reports on research that extends knowledge about higher education students' perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students' views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students' perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.

Visualizing oneself joining imagined communities of target language (TL) use represents a potent motivation for language study. Given that rationales for the Japan Exchange and Teaching (JET) Programme include fostering internationalization, a student-centered classroom, and communicative skills, teaching to promote learners envisioning themselves gaining access to different imagined social groups via the TL is further warranted in this program. Yet no research has examined the actual role of imagined TL communities in JET teaching. This project responded by investigating how JET participants foster imagined communities of English use among learners. Materials produced by JET teachers from across Japan were collected with a content analysis being undertaken to determine how they portrayed connections between the language and social group participation. Results of this analysis of 5079 teaching materials indicated that most (2783) involved language practice divorced from social connections. The remainder ran the gamut from lessons in which social group information was tangential and not connected to particular language to a smaller number in which connections between language and potential future social group participation were strong. These results suggest that the possibility of leveraging connections between language and social group participation to promote imagined communities of TL use among learners is possible within the JET paradigm and that this avenue for learner motivation could be further exploited. Given the importance of these findings for motivation coupled with the adoption of initiatives similar to JET across Asia, these results have implications both within and outside of the JET Programme.

We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of "mathematical wounds" EPSTs may have. Utilizing this framework, MTEs can support EPSTs' mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs' mathematical wounds and healing into account.

Panahi and Mohebbi review James Dean Brown's 50-years of research in language testing, curriculum development and research statistics with reference to an impressionistic framework for analysis containing two components with their subcomponents: Annotations (i.e., briefing and implications) and main concepts and themes (i.e., testing and teaching terminology, research design, research instruments, data analysis, and domains). The review was carried out in two phases: In Phase I, we (Ali Panahi and Hassan Mohebbi) reviewed Brown's all works and extracted approximately 1100 main concepts and themes leading to 28 main entries for testing and teaching terminology. The issues he has examined are much more extensive; the first 10 topics and themes most widely investigated, in the order of frequency, are language testing and assessment, research and statistics, curriculum development and language programs, cloze tests, CRTs and NRTs, TESOL, ESL, applied linguistics and language testing, placement, standardized and proficiency tests, connected speech and reduced forms, pragmatics tests and issues, and reliability and validity. In Phase II, JD Brown provides a discussion and his personal reflections on the systematic review.

This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical examples from an empirical study. More specifically, we argue that critical literacy can be utilised as an approach to develop symbolic competence, and, by extension, encourage intercultural learning. Our interest is in teasing this out through a synthesis of ways of approaching intercultural learning through critical literacy. Drawing on four major critical literacy models, the article attempts to show how critical literacy can provide a basis for addressing symbolic competence as an essential part of intercultural learning in increasingly complex and super-diverse societies. The article concludes with some specific pedagogical implications for using critical literacy in the language classroom to foster the type of intercultural learning which takes into account the diversity between and within cultures, and the role of meaning-making in the creation and re-creation of cultures.

Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a "deficit ESL identity" (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self-efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self-efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.

This article discusses the findings of qualitative case-study research that looks at pedagogical contexts of adult education programs for migrants in Cyprus, Scotland, Malta, and Estonia. The goal of this research is to understand how Learner-Centered Education (LCE) is promoted within a human-rights framework and implemented as an approach to emancipatory social change. The findings show significant discrepancies in the implementation of LCE. Differences emerged between educational interventions that influence the language-learning and assimilation-integration processes of adults with migrant backgrounds. Informed by these findings, this article builds a case for Emancipatory Learner-Centered Education (ELCE)--a pedagogical approach that goes beyond course adaptations, to engage migrants in consciousness-raising and confidence-building, while fostering communal action between migrants and adult educators.

In this article we analyze the classic Hodgkin and Keynes 1955 paper describing investigations of the independence principle, with the expectation that there is much students and educators can learn from such exercises, most notably how the authors applied their diverse skill set to tackling the numerous obstacles that the study presented. The paper encompasses three of the physiology core concepts, cell membranes, flow down gradients, and scientific reasoning, which were recently assigned to the classes The Biological World, The Physical World, and Ways of Looking at the World, respectively. Thus, analysis of such a paper illuminates the relationships that exist between distinct concepts and encourages a holistic approach to understanding physiology. In-depth analysis of the paper allows us to follow the authors' thought processes from their realization that previous methods lacked the resolution to answer a fundamental question relating to ion movement across membranes to the application of a more sensitive technique and ultimately the development of a novel model describing ion flux. This paper was the culmination of work started in the mid-1930s, strongly supported the ionic theory of nervous conduction proposed by Hodgkin and Huxley, and predicted the presence of ion channels as narrow pores through which ions move sequentially four decades before these features were convincingly demonstrated.

Early 2021 was an opportunity to discover how lecturers were planning future in-person teaching following pandemic-induced online teaching and their reasons for doing so. In interviews, six experienced lecturers identified rationales and underpinning evidence for teaching decisions. The strongest reoccurring pedagogical rationales were enabling active learning and fostering student engagement. Lecturers stated they value student feedback and personal observation when forming their teaching decisions. These priorities can be used for future faculty development such as developing courses that focus on their priorities. The role of jargon, providing practical support and use student stories in their work should also be considered.

Policymakers' reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children's academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers' conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers' conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers' sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.

Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of intersectionality-focused anti-racist and anti-ableist teachers and teacher educators. Centering the knowledge of disabled activists, poverty scholars, and community scholars in partnership with educational professionals, we introduce Disability Centered Culturally Sustaining Pedagogies (DCCSPs), a conceptual framework and pedagogical application integrating Disability Critical Race Theory and culturally sustaining pedagogies in teacher education. We outline the critical need for this theory in teacher education in the United States and globally, opportunities for practical integration, and conclude with future directions.

Developing culturally responsive science teachers requires changes in one's knowledge and dispositions, as well as one's instructional practices. Multicultural science instruction (MSI) provides educators with a framework for strengthening and disrupting the formal curriculum in ways that infuse critical, historical, and culturally responsive connections. Practitioners need not only to see MSI modeled by teacher educators and their colleagues, but also to have concrete resources provided on their journey. While MSI has been defined and researched in academic literature for decades, there is not yet a clear understanding of how it is depicted in authoritative practitioner spaces--such as the National Science Teachers Association (NSTA)--where 40,000 members regularly seek out instructional resources. This potentially limits a major avenue for science teacher education toward inclusive, equitable ends. We conducted a review of 29 articles in the NSTA journals "Science Scope" and "The Science Teacher" to examine the nature and scope of MSI in secondary settings. NSTA publishes nine issues per journal each year, with approximately 15-30 entries per issue. Results indicated, on average, fewer than three MSI-focused articles were published per journal per year for the 10-year period under review. The characterization of MSI within articles was consistent with published scholarship. However, generally inclusive pedagogies dominated, rather than targeted approaches that advance the critical and emancipatory aims of MSI. Articles featuring family collaboration and sociopolitical consciousness represented 2% and 10%, respectively, of all observed MSI. Implications for supporting science teachers' multicultural instruction with authoritative resources are discussed.

This paper explores how textbooks for second language learners make ideologically motivated decisions regarding which forms of the target language are included in the curriculum. We explore this question via an analysis of Korean language textbooks, at a time when Korean society is becoming increasingly globalized and multicultural. The focus is on the representation of the highly developed system of address terms in Korean. Although address terms are known to play an important role in shaping intimacy and hierarchy in Korean interactions, textbooks represent them in vastly simplified ways. Through complementing the textbook analysis with survey data from native speakers and L2 learners, we see that these simplified patterns correspond somewhat to perceptions of how these culturally-imbued markers of intimacy and hierarchy would be used in cross-cultural interactions, which persist despite the moves towards multiculturalism. These perceptions are variegated depending on ethno-national identity, and co-constructed by the L2 learners themselves.

Laboratory learning forms a significant and integral part of engineering education, wherein students develop technical, collaborative, enquiry, and observation skills that go beyond theoretical studies. Engineering is inherently a practice-based profession, and consequently, laboratory work has been inseparable for engineering curricula. However, there is evidence suggesting that students encounter cognitive or information overload during modern laboratory classes, leading to reduced likelihoods of effectively achieving intended learning outcomes, as specified by the cognitive load theory. This article investigates how pre-lab online learning resources can be utilised to effectively manage cognitive load of engineering students, in the context of thermodynamics education. Qualitative and quantitative data have been collected from students as well as teaching staff on a range of parameters such as student preparedness, confidence levels, degree of engagement, and understanding. The findings of the study indicate that efficient student preparedness through pre-lab online resources can be utilised to effectively manage cognitive load of engineering students, leading to increased levels of understanding, preparedness, and confidence. It can be observed that there are influences from factors such as the quality of pre-lab resources and degree of engagement.