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Fading in Teacher-Learner Scaffolding Interactions: a Case of Novice and Experienced Language Teachers
Despite the heavy emphasis on fading, its interactional characteristics in teacher-learner dyadic scaffolding interactions remain largely unknown. To...
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Exploring the Potential of Teacher-Learner Interactions Through Feedback in Online Formative Assessment: Demonstration Cases of Pre-service Physics Teachers
Online learning overcomes space and time constraints; however, it presents challenges in teacher-learner interaction. This study explores the...
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A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model
This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner...
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English language learner perceptions of school climate and teacher–student relationships: role of acculturation and implications for achievement
Positive perceptions of the school social environment have been found to be associated with a host of positive outcomes. However, English language...
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Learner Engagement, Directed Motivational Currents, and Project-Based Learning: A Pedagogical Intervention with English Learners
The concepts of learner engagement and directed motivational currents (DMCs) have recently gained attention for their value in generating a powerful...
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Enacting multilingual learner core practices: a PST’s approximations of practice of mathematics language routines
This study considered a preservice teacher’s (PST’s) attention to multilingual learner core practices within her approximations of practice of...
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Facilitating Preservice Elementary Science Teachers’ Shift from Learner to Teacher of Engineering Design-Based Science Teaching
The role of engineering in science and mathematics education continues to emerge as a contributing factor to improving STEM education. Efforts across...
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Stronger teacher expectation effects on foreign language learning: Student perceptions of the classroom environment as moderators
This study investigated whether teacher expectation effects on students’ foreign language learning would be moderated by students’ perceptions of the...
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From Learner-Centered Education (LCE) to Emancipatory Learner-Centered Education (ELCE): A comparative case study of language education for adult migrants in four European countries
This article discusses the findings of qualitative case-study research that looks at pedagogical contexts of adult education programs for migrants in...
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Learner-oriented assessment (LOA) practice: the comparative study of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing complicity, accuracy, and fluency (CAF), speaking CAF, and attitude
As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners’ writing CAF and speaking CAF have not examined in Iran,...
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The influence of course community and personal community support on learner engagement in online courses
Learner engagement in online courses is impacted by a wide variety of factors. The purpose of this study was to understand to what extent course...
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Digital Game Making and Game Templates Promotes Learner Engagement in Non-computing Based Classroom Teaching
This paper outlines an intervention utilising digital game making as a teaching delivery method for curriculum-based learning. Research has...
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Develo** elementary mathematics specialists as teacher leaders during a preparation program
This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists...
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The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program
This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic...
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Rethinking teacher education in pandemic times and beyond
With disruptions such as the Fourth Industrial Revolution (4IR) and crises such as the COVID-19 pandemic drastically changing our lives and...
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The Role of Learner-Initiated Questions as a Pedagogical Resource for Co-Learning: Development of Teacher Identity for Leaderful Classrooms
This study explores ways in which learner-initiated questions in the second language (L2) Japanese classroom can function as a pedagogical resource...
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Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach
Demonstrating the differential effectiveness of instructional approaches for learners is difficult because learners differ on multiple dimensions....
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Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches
Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative...
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Learner-centric MOOC model: a pedagogical design model towards active learner participation and higher completion rates
MOOCs support the global need of learning resources with large impact through online access and no geographical boundaries. However, pedagogical...
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The Difference a Three-Minute Video Makes: Presence(s), Satisfaction, and Instructor-Confidence in Post-Pandemic Online Teacher Education
Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al.,
2020 ). This...