Storytelling is a well-established literary practice in language classrooms. However, approaches influencing its effectiveness and efficiency have rarely been investigated. This study compared the effects of three storytelling approaches on the vocabulary acquisition and response patterns of third-grade students of English as a foreign language…

In order to contextualise and make sense of the COVID-19 pandemic, Verity Morgan worked with her school's long-standing partner school in Ghana to devise an innovative project combining history and science, past and present. In this article, Morgan sets out the rationale for the project, her detailed adaptation of a British Council resource and…

The paper tackles a central question in the field of Intelligent Computer-Assisted Language Learning (ICALL): How can language learning tasks be conceptualized and made explicit in a way that supports the pedagogical goals of current Foreign Language Teaching and Learning and at the same time provides an explicit characterization of the Natural…

This study was designed to introduce specific activities/lessons to students in an online university gender and communication course. It was also designed to determine how participants made meaning of and felt about learning about intersectionality of gender and cultural identities, using arts-based data collection. Previous research on the…

I conducted 2 experiments in which I tested the effects of a reader immersion procedure on the technical reading comprehension responses to print stimuli for 4 kindergarten students and 3 first grade students. The participants selected for this study textually responded to words at a rate of 80 words correct per minute with 0 incorrect words per…

Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today's students…

Much of the research about college student engagement is based upon self-reported surveys, but little is known about how students formulate responses to these instruments. The purpose of this study was to specifically address this dearth of knowledge by deepening our understanding of how students' perceptions of their environments and demographic…

Assumptive Learning Theory values the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to be developed and utilized. Creative Exercises (CEs) have the potential to encourage such links. CEs are an open-ended assessment…

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA-England research project, involving classroom observations and interviews…

The authors describe several types of classroom assessment techniques (CATs) and cognitive scaffolding procedures that they have developed over the years. They then bring the procedures together in a sample lecture/group learning class presentation.

This paper describes changing the way a business statistics course is taught through the use of just-in-time teaching methods. Implementing this method allowed for more time in the class to be spent focused on problem solving, resulting in students being able to handle more difficult problems. Students' perceptions of the just-in-time assignments…

This article describes an activity for an undergraduate abnormal psychology course that used student-generated data to illustrate normal versus clinically significant anxiety responses related to specific phobias. Students (N = 37) viewed 14 images of low- or high-anxiety valence and rated their subjective response to each. Discussion in a…

Additional support to a stimulus-response (S-R) association by the use of an extraneous stimulus is called "prompting." Prompting has an effect on learner achievement particularly if the prompting agent is identical on successive S-R trials. This experiment sought to analyze the differences in learner achievement when different prompting stimuli…

What is Response to Intervention (RTI) and how can it benefit your school? Find out in "RTI Success", an all-in-one resource that provides information on this innovative model as well as step-by-step administrator guidelines and practical teacher tools for implementation. Despite ongoing federal initiatives meant to increase the profile…