This article looks at how the activity of decomposing number--having students write numerical expressions equivalent to the number of days in school--can help students develop understanding of place value. (Contains 3 figures.)

We introduce the sociomathematical norm of "speaking with meaning" and describe its emergence in a professional learning community (PLC) of secondary mathematics and science teachers. We use "speaking with meaning" to reference specific attributes of individual communication that have been revealed to improve the quality of discourse among…

Leadership for learning (LfL) is conceived as a network rather than as a centre within the University of Cambridge Faculty of Education. This paper explores what is understood by the term network, both within LfL and in the wider educational and research communities, and how these understandings are reflected in a number of projects carried out…

The abstract concepts of density and solubility are often difficult for middle-grade students and should be taught within several contexts to provide multiple experiences with the phenomena. To authenticate the learning of these concepts, this article provides instructional guidelines for constructing a liquid motion lamp to engage students in…

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

This paper presents results of a qualitative study describing classroom participation in pre-college mathematics classes taught by seven successful community college faculty members. The analysis reveals high levels of student participation coupled with low complexity, which can result in detrimental opportunities for students to learn…

Language teachers have long been aware of the devastating effect of learners' grammatically correct, yet situationally inappropriate spoken or written communication. This volume addresses how to raise learner awareness of pragmatic gaffs through research-based, field-tested activities such as composing e-mail requests, giving advice, making…

Students' success in school and later in life is highly dependent on their ability to 1) regulate their emotions and control their behavior and 2) get along with their teachers and peers. In this book, the author wants to teach you how to inspire students to learn, behave responsibly, and improve their relationships with themselves, other…

The experience in developing a student-led academic journal, the Lincoln Planning Review, to provide experiential learning that links undergraduates in a small professional planning programme directly to research publication is described. A combination of circumstances, including an impending review of the programme by the external professional…

While there is a growing body of literature promoting a new paradigm of differentiated professional development in which teachers' voices shape learning opportunities, the reality is that much professional development continues in an outdated, top-down mode. Teacher input is rarely solicited to determine the perceptions of teachers regarding their…

This paper reports on the findings of a case study that investigated the interaction of the agendas and practices of students, teachers, and zoo educators during a class field trip to a zoo. The study reports on findings of the analysis of two case classes of students and their perceptions of their learning experiences during the field trip. The…

This article profiles Jill Jayne, who was working as a registered nutritionist in the New York City public school system when she was assigned to a group of 25 urban students in an after-school program in East Harlem. In the spring of 2006, Jayne took her "Jump With Jill" show to the streets outside Central Park, collected tips in a tin…

This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily…

In recent years a combination of ever more flexible and sophisticated Web technologies and an explosion in the quantity of online content has sparked learning technologists around the world to pursue the promise of the "reusable learning object" or RLO with the idea that RLOs could be reused in different educational contexts, thereby…

Educators participating in networked learning communities have very little support from integrated tools in evaluating students' learning activities flow and examining learners' online behaviour. There is a need for non-intrusive ways to monitor learners' progress in order better to follow their learning process and appraise the online course…