Recognizing that empirical research into classroom dialogue has been conducted for about
40 years, a review is reported of 225 studies published between 1972 and 2011. The …

Acquiring argumentative reading and writing practices reflects a key component of recent
curricular reforms in schools and universities throughout the United States and the world as …

This study examined teacher beliefs, knowledge, and classroom practice of self-regulated
learning for ten elementary and middle school teachers. Using Zimmerman's SRL model to …

In this study, we investigated teachers' motivation to learn following in the footsteps of
emergent research efforts in the field. This qualitative study was grounded in the intersection …

Cooperative learning is widely recognized as a pedagogical practice that promotes
socialization and learning among students from kindergarten through to college level and …

Engaging students as active participants in mathematics classroom discussions has great
potential to promote student learning. Less well understood is how teachers can promote …

This paper examines whether teachers' prior professional development (PD) in Project-
Based Learning (PBL) significantly related to teachers' enactments of PBL practices within …

A gulf exists between prior work testing metacognitive instructional interventions and teacher
practices that may support metacognition in the classroom. To help bridge this gulf, we …

Current science education research and policy highlight the need to conceptualize scientific
disciplines not only based on a view of “science‐as‐knowledge” but also on a perspective of …

Attention in recent years has turned to the key role talk plays in mediating students' learning
when they work cooperatively together. There is no doubt that talk, albeit by the teacher or …