Productive struggle (PS) has emerged as a critical construct in mathematics education, emphasizing the importance of persistence, cognitive engagement, and conceptual understanding in problem-solving. However, inconsistencies in its conceptual and operational definitions have hindered its effective implementation and assessment. This study…

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to…

Since the first descriptions of design research (DR), there have been calls to better define it to increase its rigour. Yet five uncertainties remain: (1) the processes for conducting DR, (2) how DR differs from other forms of research, (3) how DR differs from design, (4) the products of DR, and (5) why DR can answer certain research questions…

The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational…

The topic of inhibition in mathematics education is both well timed and important. In this commentary, we reflect on the role of inhibition in mathematics learning through four themes that relate to how inhibition is defined, measured, developed, and applied. First, we consider different characterizations of inhibition and how they may shape the…

The "community of inquiry" is a techno-pedagogical framework that has gathered significant attention in online education research. It has been implemented in diverse disciplines, (foreign) language learning being one of particular interest for the authors of this paper. Due to the dynamics proposed by the framework, it appears as a…

In this paper we consider prior definitions of the terms "ill-defined domain" and "ill-defined problem". We then present alternate definitions that better support research at the intersection of Artificial Intelligence and Education. In our view both problems and domains are ill-defined when essential concepts, relations, or criteria are un- or…

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

Article attempted to define the concept of mobbing and to develop principles of treatment in connection with cases which really occur, and to use the work in a regular university course providing students with successful personal therapeutic experiences. (Author/RK)

The ability to raise effective questions for problem-solving learning requires considerable skill and much preparation and practice. This research provides a brief examination of three problem-solving models for both elementary and secondary-level classrooms and emphasizes the development of an appropriate teacher question repertory for each phase…

The meaning of critical thinking is discussed. Teachers should be able to separate what they mean by critical thinking, creative thinking, and practical thinking. By separating these meanings, teachers can better identify the components of critical thinking and improve their teaching. (RM)

The usage of the terms "diagnosis" and "prescription" in the fields of medicine and electronic troubleshooting is reviewed, and a common structure for diagnosis-prescription is proposed. The diagnosis-prescription decision sequence is outlined. Prescription-without-diagnosis and diagnosis-without-prescription in education is discussed. The…

As I have spent almost 85 years in the past century, I can write with considerable authority on looking back. As I have dared to write on looking forward several times, I will try to project myself into the future. Some of my dreams of the future of creativity research and practice have already happened. Others have been partly realized, and…

Intended for educational policy makers, this publication considers the teaching of controversial topics. Specifically discussed are what issues are considered controversial, why controversial topics should be taught, court decisions, ways educators can prepare for community response or complaints, and questions to address when making curriculum…

This book, which is intended as a text for future and experienced adult educators, examines current theories and best practices in adult education. The book consists of 20 chapters written by prominent practitioners in the field of adult education. The chapter titles and authors are as follows: "Teachers Sharing Experiences" (James A. Draper);…