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…

This study examines the key concepts of elements-and-principles art instruction, as defined in the publications by "Vorkurs" (preliminary course) instructors at the Bauhaus. Elements-and-principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the…

Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving as a goal, a method, and a skill. As a goal, problem solving should not be limited to well-structured…

The study sought to determine which kind of models are suitable for the inclusion of students with disabilities in school and classroom settings, based on the views of general education teachers. Israeli general education teachers were asked to create a constraints free, "Best case scenario" model, for the implementation of inclusion.…

With the rapid development of Massive Open Online Courses (MOOCs), the European Union Association (EUA) published an occasional paper in January 2013 on MOOCs for discussion at the EUA Council, and for information for EUA membership. The present paper aims to provide an update on these developments, particularly as they concern European higher…

Coaching is no longer a subset of physical education or sport psychology but is rather an established vocation for research. In reaching such a position, we argue that a broad range of epistemologies have been used to investigate coaching such as sociology and cognitive psychology. However there is danger that, in the search for new ground,…

The article is based on an international comparative study in seven European countries, in which informal learning for active citizenship at school was explored by means of in depth case studies. Active citizenship is being recognized as an important goal of education and school pedagogy in an increasing number of countries. After defining the key…

Although high-fidelity digital models of human anatomy based on actual cross-sectional images of the human body have been developed, reports on the use of physical models in anatomy teaching continue to appear. This article aims to examine the common features shared by these physical models and analyze their educational value based on the…

What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using the Te Kotahitanga Project as a model the authors…

Professor Lumsdaine, while in general agreement with Professor Glaser on the importance of behavioral objectives, stresses the need for providing an explicit rationale or foundation for evaluation. Emphasis is placed upon improving the technology of evaluation and creating a better market for assessment data and the standards for the adequacy of…

Described is a method by which a classroom teacher may apply the systems approach to the development of the instructional segments which he uses in his daily teaching activities. The author proposes a three-dimensional curriculum design model and discusses its main features. The basic points which characterize the application of the systems…

Describes a systems-model, useful for identifying teacher behaviors related to educational objectives of courses they are teaching. Considers use of the model teacher-training programs and in teacher supervision, using biology teaching as an example. (AL)

The "Descriptor for Individualized Instruction" described here is a paradigm developed for use in describing individualized instruction and conceptualizing related research. The paradigm concerns itself with aspects of aims, instruction, and management. (SD)

Professor Stake feels that Professor Glaser's paper does not give adequate attention to how descriptions and judgements of the instructional process can be used to facilitate educational decisions. He also asserts that behavioral specification, as it is usually defined, is often impractical and unnecessary, and he challenges the primacy of goal…