This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…

At an international school in Taiwan, English learners have struggled to meet the U.S. national average in vocabulary on standardized testing instruments. This problem has become more significant since 2009. The purpose of this research was to conduct a case study on successful vocabulary teachers to determine their perceptions of effective…

This dissertation consists of three studies that examine service-learning (SL) as an approach to incorporating movement integration (MI) in elementary classrooms as part of a comprehensive school physical activity program (CSPAP). All three studies attempt to advance the knowledge base about using partnership approaches to supporting school based…

This dissertation examines the experiences of effective Federal Government leaders in developing their emotional intelligence (EI). Using a conceptual framework of adult learning, leadership, and leader development, this study focused on experiential and situated learning to discern how EI develops. The researcher in the context of this…

This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers' technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a "social metacognitive-constructivist" instructional…

John R. Savery is Professor of Education and Director of Instructional Services at the University of Akron. His research and teaching interests focus on problem-based learning and technology-rich learning environments. As Director he supports faculty integration of instructional technology across the spectrum, from traditional classrooms to…

The purpose of this study was to investigate high school teachers' beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. Thirty-six high school science teachers participated in this study. The professional development program consisted of a 2-week summer…

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory…

In Scotland, substantial changes in the management of education at national, local authority and school/community levels are afoot. Central to future improvements are how teachers translate curriculum guidelines, with an increased focus on health and wellbeing and holistic learning experiences, into constructivist inclined pedagogical practices.…

Academic dishonesty in postsecondary education can often transfer to dishonesty in the workplace. Dishonest behavior by students undermines the integrity of the entire institution, including its faculty. The purpose of this study was to explore faculty perceptions of goal orientation and its impact on student cheating behavior, faculty experiences…

Scope and method of study. This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure in the correctional environment for adult students with a wide variety of issues, problems and learning difficulties…

Technology-Enabled Active Learning (TEAL) is a pedagogical innovation established in a technology-enhanced multimedia studio, emphasizing constructivist-oriented teaching and learning. In Taiwan, an increasing number of schools are adopting the TEAL notion to deliver courses. This study examines the impact of TEAL on both student performance and…

Game-based learning has been a popular development and recommended as an effective pedagogy in educating new generations of learners. Few studies, however, have demonstrated the efficacy of game-based learning on learners' academic performance with empirical data. The described learning outcomes of game-based pedagogy within the limited available…

This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…

Background: The introduction of a new National Curriculum in post-apartheid South Africa heralded a different approach in education. This curriculum not only advocated the development of knowledge and skills, but also emphasised education for democracy and citizenship. It seeks to balance central control (and a single curriculum) with local…