Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology use. Determining the effectiveness of educational technology is challenging and requires a detailed understanding of multifaceted, complex, contextual relationships.…

Understanding the interplay among experience, beliefs, and contexts of teaching in preservice and inservice teachers' learning to teach is crucial to improving teacher quality for diverse populations. This study examined the impact of a summer camp English teaching experience in China on the ideas and practice of two White, middle-class female…

This narrative case study of a Black female middle grades mathematics teacher in an urban school provides an in-depth look at one teacher's life story, resilience, and teaching practices in a racialized environment. The study gives particular attention to the factors that contributed to her strength and resilience: family and faith. This view of…

The concept of reflective practice and teaching people to be reflective practitioners is examined. The document begins with a look at professional knowledge according to three prominent professionals in the educational administration field: Schon, Schein, and Achilles. "Reflective" strategies that could be incorporated into courses and…

Explains the benefits of using "robust reasoning" to discover what works in English-as-a-Foreign-Language classrooms. (Author/VWL)

Defines a pedagogical strategy that provides opportunities for prospective teachers to critically take up and reflect on the role of the teacher, a strategy called "situated performance." Describes situated performances in detail to illustrate their potential for educative experience. Shows how situated performances can complement current…

Suggests that rather than establish normative criteria, it may be more fruitful to find ways to engage teachers in critical reflection on their own practice and teaching. Constructs a series of questions to create conditions for such reflection. (Author/CCM)

Presents a continuing conversation about the meaning of the term "environment" as it appeared in a newly-released environmental-education-policy statement. Studies how writing plays an important role in getting at the core assumptions and values of reflective teachers and researchers, and representing such thinking to the reader. (Author/CCM)

Calls for the crucial need to incorporate alternative approaches into everything teachers do and the mistakes teachers make in the classroom. Discusses three specific instructional trouble areas of every teacher's reality and common mistakes. (ASK)

Focuses on the selection and creation of mathematical tasks, drawing on QUASAR's research on mathematical tasks and experiences with teachers and teacher educators. Presents examples of task analysis and issues that teachers should reflect on. (ASK)

A case of Jill, an elementary school teacher who takes a reflection practitioner stance on her teaching is described. Three different social practices used by Jill to help her struggling third-grade students learn to write and some of the lasting impressions based on the whole experience are highlighted.

A theory of professional action is developed based on the 3 modes of inference: abduction, induction, and deduction. The theory explains how professionals reflect in action by combining a single case to their professional repertoire. With teachers in religious education (RE), the problem is focused on how they link students' new and individual…

The present study explored how cross-cultural collaboration involving university lecturers from Norway (the North) and Egypt (the South), and student-teachers from Egypt, can be an arena for facilitating student-teachers' reflection and for challenging student-teachers' preconceived beliefs and perspectives about disability and education. The…

Can the perceived boundary between professor and student be crossed? Can technology be used as a pathway to cross that boundary? These questions were answered as a result of a project initiated to meet the requirements in creating an honors option for an undergraduate educational psychology course. In constructing the course requirements, the…

The aim of this study is to understand the influences on chemistry professors' use of educational technology. For this, we use activity theory to focus on two university chemistry professors and the broader activity system in which they work. We analyse their beliefs and past experiences related to teaching, learning, and technology as well as…