While the model of deliberative democracy gives a crucial role to dialog, empirical evidence has not yet established if discussion helps to reach a better understanding of political issues and, above all, if individuals are prepared to change their views. It is still unclear when the deliberative model, and more specifically discussion, could be…

Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations…

This study aimed to explore how proficient science teachers facilitate sensemaking moments in the classroom. Specifically, the study sought to describe how science teachers facilitate sensemaking during lesson discussions, exploring the factors that influence their facilitation, and developing a model that will guide proficient science teachers in…

Flipped learning has been recognized as a promising pedagogical model for methodological progress in educational environments. Studies have shown the effectiveness of flipped learning when used with appropriate educational technologies and learning strategies. On the other hand, comprehensive guidance is required to combine this pedagogical model…

Collaborative prewriting discussion (CPD) is one of the most popular activities in second language (L2) writing classrooms. To help students discuss effectively, language teachers may consider a number of factors and conditions (e.g., task instructions, types of writing tasks, language use, students' beliefs, students' proficiency, or group…

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the 'turn' to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based…

This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers' perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two pre-service teacher cohorts in which two methods of formative assessment were used during a period of…

Teachers who are concerned about introducing inherent biases into their classroom practices may find themselves turning to equity strategies to help randomize and equalize their practices. But these strategies, such as using popsicle sticks to randomize who a teacher calls on to ask a question, can also mitigate inequities in a different direction…

In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in…

This study looked at the effectiveness of differentiated learning in enhancing students' mathematical outcomes by incorporating varied content, processes, and products. Employing a mixed-methods experimental design, the research hypothesized that differentiated instruction significantly influences students' performance in mathematics exams. The…

This study analyzes the potential of group-based negotiation processes based on changes in reasoning and argument weighting for a socioscientific issue (SSI) in biology classes. In the corresponding pre- and post-study, students were encouraged to reason and weight arguments about the conservation of local biodiversity before and after a…

Michael Young's concept of "powerful knowledge" has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic…

Students and teachers often approach math with a single goal in mind: to get the right answer. But teachers must resist the urge to simply teach a procedure, writes educator LauraMarie Coleman. Instead, they should make a conscious decision to facilitate a discussion that leads to deeper student learning.

Although orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence-based instructional modifications to encourage active sharing…

This study illustrates how two secondary mathematics teachers used students' incorrect answers as they supported students' engagement in collective argumentation. Three ways of supporting argumentation when students contributed incorrect answers are exemplified, and the structures of these arguments are investigated. Then, by focusing on the…