The term "rigor" in education often evokes resistance due to its inconsistent definitions and widespread misconceptions. This study introduces and validates the RIGOR Walk framework, a research- and practitioner-informed tool designed to define, observe, and enhance rigorous learning environments across classrooms. The framework is…

Shadow education (various forms or types of private supplementary tutoring) and its implications and determinants have been explored by the scholarly literature, yet gaps remain in the understanding of its complex relationships with mainstream schooling in various national settings. This study reduces one of these gaps by scrutinising the role of…

Introducing creative elements into the syllabus and pedagogy of an Entrepreneurship class in a business school can be a risky endeavour for an educator and students alike. Populating the class with students from traditionally risk-averse cultures provides opportunities for everyone involved. Identifying the core behavioural issues for students in…

A discussion of middle schools for 8- to 13-year old students includes possible methods of instruction, types of classroom organization, and topics in the mathematics curriculum. (DT)

A list of 16 examples found in the content of the high school mathematics program that illustrate surprising mathematical results and a list of 17 suggestions for varying classroom routine, organization, and instruction are given. (DT)

Details are given of the background and organization of the Curriculum Revision and Instruction in Mathematics at the Elementary Level (CRIMEL) program for undergraduates at The Ohio State University. The first three years of the program are discussed; administrative problems in grouping students for instruction, attempts to use multimedia methods…

Eight suggestions for surmounting barriers between the student and the class teacher are given and briefly discussed: class evaluations, alternate class structure, student-written notes, in-class "experiments," quizzes without trauma, the class dummy, "programmed" spontaneity, and "treats." (DT)

The use of work cards for individualized instruction, the need for organization of materials, the noise level of the classroom, the problems involved in providing individual attention and in selecting appropriate level of tasks for each student, and evaluation techniques all are discussed. (DT)

Continuation of SE 514 442, SE 514 447 and SE 514 451. Ways of organizing materials and equipment are described. (SD)

The effects of self-management on children's academic performance were studied. Four groups varying in degree of self-management and a control group were pre- and posttested in basic math facts before and after eight weeks of continuous daily measurement. During the eight weeks, the four groups took daily one minute timed math tests, graded the…

The purpose of this study was to determine the effects of classroom organization for instruction and final unit evaluation procedure on mathematics achievement, attitude toward mathematics, test anxiety, and the dropout and failure rate in a community college beginning algebra course. The final unit evaluation procedures were a single unit test or…

The potential for using innovations such as the open classroom, interdisciplinary studies, and individualized learning at the college level is discussed. (DT)