Education & Training
How joyful dialogic reading jumpstarts early learning
The role of family engagement in children’s early learning is crucial to their future educational prospects. Alice Letvin and Carolyn Saper, who are based in Chicago, USA, developed the ReadAskChat dialogic reading app for families with babies, toddlers, and prereaders. The ReadAskChat app includes a library of short, content-rich stories and prompts for adult readers to stimulate brain-building “serve-and-return” conversations. […]
You are your most important teacher (and what to do about it)
Dr Robert Hahn, Adjunct Associate Professor in the Department of Anthropology at Emory University, Atlanta, describes how learning is an internal dialogue, as we continuously build on the knowledge we already possess in our minds. His synthesis of research shows that your most important teacher is actually yourself. He argues that the classroom that recognises that we can learn how […]
Learning to lead: Can group reflection help train school leaders?
With greater student diversity, stricter standards, and school staff and funding in flux, the task of school leadership has become increasingly complex. School leaders require training to help them coach and manage teachers through this troublesome terrain. Against this backdrop, Dr Ellen Daniëls, researcher at the KU Leuven Public Governance Institute in Belgium, investigates group reflective learning as a tool […]
Oral anticancer therapy: Improving safety, empowering patients
The ability of patients to administer potentially toxic oral anticancer medications by themselves in the comfort of their homes allows freedom and control of their treatment away from a hospital setting but does come with some risks. Audrey Chouinard and team from Centre hospitalier de l’Université de Montréal assessed the success of group education sessions to educate and empower patients […]
How do I choose? Teachers making sense of pedagogical responsibility
Doctoral candidates Grace A. Chen and Samantha A. Marshall, and Dr Ilana S. Horn, Professor of Mathematics Education, from the Department of Teaching and Learning at Vanderbilt University Peabody College, are investigating how teachers make sense of their pedagogical responsibility. During the course of their research, they record a conversation among teachers triggered by the question ‘for what?’ they teach […]
Investigating teachers’ psychological and physiological stress
Professor Dr Alexander Wettstein, Head of the Social Interaction in Educational Settings Research Programme at the University of Teacher Education Bern, is leading an investigation into teachers’ psychobiological stress in social interactions aiming to prevent stress among teachers. His research also examines how aggressive student behaviour and challenging classroom settings can trigger psychological and physiological stress reactions in teachers. The […]
A blended learning programme for out-of-field mathematics teaching
Out-of-field teaching is an international phenomenon with particular prevalence in the teaching of mathematics. Professor Merrilyn Goos, Professor of STEM Education at the University of Limerick, and Director of EPI*STEM describes the design features of a national mathematics teacher professional development programme. Employing three boundary crossing frameworks exposes the signature features of this part-time graduate programme’s blended learning design, and […]
Lions Quest: Promoting social and emotional learning in the classroom
The positive psychology movement promotes positivity and support in the classroom, to increase students’ well-being and academic achievement. Teachers are ideally placed to deliver this support. However, their skills and competencies in social and emotional learning (SEL) need to be developed. Dr Markus Talvio and Prof Kirsti Lonka conducted research into SEL interventions, particularly Lions Quest teacher workshops, which aim […]
How dialogue and democracy evolve through the interactions of children
It used to be said that children should be ‘seen and not heard’. However, since 1989 the United Nations enshrined child-centred education into its core values, and this educational style is now the norm for many societies. Recognising children as human beings with individual rights and agency, this style of education aimed to change how society views and treats children. […]
Taxonomy of affective curriculum for gifted learners: A framework for providing social–emotional learning to gifted children
As the demand for adequate social–emotional learning grows globally, in the United States there has been an emphasis on the power of affective education. Dr Derek Cavilla, from the University of Central Florida, has developed a framework called Cavilla’s Taxonomy of Affective Curriculum for Gifted Learners, which aims to help gifted learners achieve their potential through the power of social–emotional […]