Sam and his classmates despise "nerds": they say working hard in school makes a student unpopular, and that they purposefully do only the minimum to pass. Research suggests that such "oppositional" attitudes are prevalent among working class students and/or ethnoracial minorities. Like most of his classmates, however, Sam is…

Recent years have seen considerable growth of evidence that young children possess metacognitive and self-regulatory skills, alongside a view that some research tools, including observation and video-stimulated interviews, may provide better opportunities to see them. This paper examines possible differences in the evidence these two tools may…

Historically, handwriting is a skill acquired by children in the classroom. The relevance of this skill today is currently debated due to advances in technology. A nonexperimental time-series design investigated how much time Australian primary school children spend on handwriting in the classroom. A second aim investigated how much time was spent…

This article explores how two elementary school students responded to their teacher's invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students'…

The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced…

This article reports on an ethnographic study carried out in three interrelated sites: two contrasting secondary schools and a Youth-Club (the principal focus of this article), in an area of southwest Wales. This article highlights the incongruence between the language at home and the language of the school and posits that the relationship between…

This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during…

The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to…

Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children's lives. We illustrate how teachers fell along a continuum…

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

The literature on school improvement is littered with sombre reports of how ICT-mediated innovations have failed to create impact on teaching and learning. Even when evidence-based successes are palpable, they are sporadic and rarely sustainable. Against the backdrop of the litany of such studies, this paper reports the case of a primary school in…

Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived…

Research Findings: A growing emphasis in the literature on children's self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning…

In debate on professionalisation of early childhood education and care professionals (ECEC professionals), the focus is increasingly turning to the ability of ECEC professionals to reflect on and evaluate their own pedagogical practice. Self-reflection is considered a core competence of professional pedagogical practice. So far, little research…

This article examines how one first-year physics teacher translated his inquiry-based, socially just pre-professional learning into classroom practice in his first several months of teaching, using rhizomatics, a non-linear theory of social activity, as a theoretical and methodological frame. This case highlights the complexity of enacting a…