(2021). A Book Review for Critical Digital Humanities: The Search for a Methodology by James E Dobson. Pedagogies: An International Journal. Ahead of Print.

ABSTRACT This article focuses on the emerging complexity that schools and teachers are currently addressing – a complexity that comprises one of the key characteristics of society today. The article explores how teachers in primary school experience the opportunities and challenges posed by the use of tablets in terms of implementation, learning activities and classroom management. In group interviews

ABSTRACT This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students’ interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter

ABSTRACT Despite a sustainable research interest in different forms of teachers’ professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the ateneo as an innovative model of continuing professional development. An ateneo is a model which

ABSTRACT An approach to solving complicated and multileveled issues, design thinking offers strategies for secondary and higher education curricula innovation. Recent scholarship on the teaching and learning of world languages and cultures (WLC) has focused on some of the design thinking aspects: innovation, interpersonal connection, and creativity. Although educating future instructors in design thinking

(2021). 2020 List of Reviewers. Pedagogies: An International Journal: Vol. 16, No. 1, pp. (i)-(iv).

ABSTRACT This socio-cultural practitioner-based study investigated the ways in which using a feminist pedagogy in a Gender and Education course would influence students’ interpretations of their own lived experiences. Using atheory of experience, we examined reflections on 14 students’ initial personal gender stories and their perceptions of feminism. At the end of the course, we examined the responses

ABSTRACT The beginning of primary education is an important time to form a good basis for students to develop their digital competence. However, the use of digital technologies is seldom a part of everyday schoolwork during the first years of primary school education. Furthermore, instruction on digital competence is often loosely connected to the students’ own ideas. Since there is obviously a need

ABSTRACT While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate

ABSTRACT This study examines the work of cooperating teachers (CTs) within a literacy leadership course to construct transgressive mentoring practices that work against the grain of what is typical in schools. Previous research on coaching preservice teachers has not focused on the work that inservice teachers do to provide mentoring towards transgressive teaching practices. We ask, how do CTs within

ABSTRACT The growing number of international students studying at Canadian universities has exacerbated the need to address identity, cultural aspects of teaching, and the commonalities of different cultures through a transcultural lens. To explore these concepts, researchers conducted a qualitative study using a workshop format at a large university in western Canada with graduate students, postdoctoral

ABSTRACT This article examines students’ identities in teacher–student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students’ multimodal composing is embedded in. Using microethnographic

ABSTRACT This article argues that in order to encourage English graduates to expand their horizons, educators should diversify the range of assessments and offer greater opportunities for public engagement. Through a detailed analysis of the final-year elective, Literature & Medicine, the authors explore the ways in which the design and implementation of innovative assessment methods – concept mapping

(2020). Teaching and researching ELLs’ disciplinary literacies: systemic functional linguistics in action in the context of U.S. school reform. Pedagogies: An International Journal: Vol. 15, No. 4, pp. 315-317.

ABSTRACT There are some studies indicating that parents make a significant contribution to children’s conceptual learning through play, whereas very few studies have been done to identify parents’ pedagogical positioning in children’s imaginative play for supporting their learning and development. This paper is seeking how Indian-Australian immigrant parents involve themselves and support the development

ABSTRACT The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese

ABSTRACT This paper aims to contribute to the discussion of a multiliteracies approach to online inquiry reading. After presenting the key principles of this theory, I focus attention on an online platform acknowledged for its learning aims – TED-Ed – as an empirical basis for researching the practicability of such an approach. An original lesson available on the platform was studied, revealing that

ABSTRACT This article draws on the Language Learning Distinguished Scholar-in-Residence Program 2012 thanks to which Dr. Suresh Canagarajah from Pennsylvania State University lectured at Universidad de La Plata in Argentina in May of that year. He delivered a talk open to language teachers, students and the community in general and also taught a postgraduate seminar at the School of Humanities and

ABSTRACT This study examines the experiences of preservice and inservice teachers who developed web platform posts for The Multiliteracies Project, which in part involved creating a multimodal pedagogical tool embedded in a lesson plan to explore a multiliteracies approach in diverse content areas. This research draws upon theory of Learning by Design to help articulate and evolve a multiliteracies

ABSTRACT A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is – how it is enacted and what guides

ABSTRACT The main purpose of this study is to investigate pre-school teachers’ creativity perceptions through metaphors. This study is a pheno-menological study that is qualitative in nature. The participants were 250 pre-school teachers who worked in the central towns of Adana/Turkey. Data were collected through the Metaphor Questionnaire about the concept of creativity. The data were analyzed using

ABSTRACT By illustrating how eight Korean English language learners came to understand embedded assumptions from traditional fairy tales and retell the tales through a critical literacy framed English literacy workshop, this qualitative study argues that fairy tales as English reading texts can effectively cultivate English learners’ critical stance and expand their understanding of texts. This article

ABSTRACT This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers’ pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology would drive student interest. Further, only recent

ABSTRACT This study explores how infant and toddlers become caring individuals, an aspect that has received little attention among young children’s interactions in educational settings. Research findings demonstrate how acts of caring support, embellish and expand infants’ and toddlers’ interactions. The meanings of these acts are explored based on Nodding’s notion of caring. Caring involves stepping

ABSTRACT Abundant research has examined the literacy practices of immigrant students, but little is known about the transnational literacies of Burmese refugee children and parents. Drawing upon literacy as a social practice and transnationalism, this study investigated the transnational literacies of two Burmese refugee mothers and their children. The data sources included field notes, interviews

ABSTRACT Arts integration is a transformative platform for teacher candidates to think, plan, and teach for understanding that extends beyond the curriculum. This qualitative content analysis explores what pre-service teachers learned about arts integration as a route to cultural competence. The researchers show how pre-service teachers’ experiences with arts integration shift their thinking about

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ABSTRACT In the telling case presented here, the instructional practices an exemplary teacher used to scaffold fourth-grade emergent bilinguals’ comprehension of a challenging informational science text are identified, analyzed, and discussed. Data sources included observation field notes, video and audio recording of 11 hours of instruction, the teacher’s post-teaching written reflection log, and

ABSTRACT This article investigates the incorporation of identity texts grounded in the multiliteracies framework Learning by Design to second language (L2) instruction in required Spanish classes at a university in the Southern United States. In particular, it focuses on student work on multimodal identity texts during two academic semesters from 173 beginning and 205 intermediate students. The paper

ABSTRACT Our research explores and elaborates the ways pre-service teachers come to know and begin conceptualizing ways of teaching about news media. We report on what we interpret as their understandings and, perhaps more importantly, their misunderstandings of media literacy as they relate to their emerging ideas about what it means to teach others about crucial social and political issues of our

ABSTRACT In this theoretical paper centered on adolescent literacy and civic engagement, we draw from human rights education and multimodal cosmopolitan critical literacy consider the ways adolescents may take up civic engagment. With a combination of multimodal resources and social networking, adolescents are able to have an impact on a variety of social and political issues including immigration

ABSTRACT This paper focuses on teachers’ and students’ use of textual resources offline and online in two Grade 6 classrooms. Using analysis of video recordings, the paper presents the ways in which the textual resources are used, and what critical approaches emerge within the teachers’ and students’ repertoires of teaching and learning. We then investigate what characterizes these repertoires and

ABSTRACT There is a well-established area of work in mathematics education focusing on mathematics for social justice. Much of the work, however, is concerned with individual students’ understanding the world symbolically – as evident in the notions of reading and writing the world using mathematics – while failing to address a transformative agenda that seeks to make a positive difference in a once-occurrent

ABSTRACT This research was conducted to determine the effects of the using negative knowledge-based Intelligent Teaching System (ITS) evaluator software in the assessment and evaluation processes of English Teaching as a Foreign language. Experimental design with the pretest-posttest control group was used in this study. The study group consists of 67 students who are studying at the Vocational College

ABSTRACT While it is commonplace to argue that technology integration in educational contexts should be pedagogically appropriate, in some contexts, the notion of “appropriate” integration can be slippery. This is the case in the context of educational theatre, which builds on the experience of “liveness” and of being together in a shared space. In this article we report on a collaborative qualitative

ABSTRACT Classroom pedagogy has a big role to play in developing democratic citizens. Henry Giroux proposes pedagogy of democratization that puts particular emphasis on problematizing the threats to democratic values for ensuring democratization. Literature on classroom pedagogies for democratization proposes to promote democratic practices in the classroom. However, studies on actual classroom practices

ABSTRACT The focus of this paper is twofold: (1) the paper describes and analyses the enacted pedagogy of three beginning student teachers. It looks at their actions in the classroom and considers how their bodily semiotic communication gives some indication of their thinking and feeling states and the meanings they hold for teaching and learning at this time in their identity-making; (2) the research

ABSTRACT Using portfolio assessment to enhance teaching and learning of writing has been ongoing for more than two decades. Despite extensive research on portfolio assessment, not much attention has been paid to its wider implementation in EFL writing settings where alternative assessment is rarely encouraged. This paper fills this gap by arguing that when portfolio assessment is put into practice

ABSTRACT This paper reports on a phenomenographic investigation of Arab sojourners’ international academic experiences in terms of their expectations, academic socialisation and their strategy use during a ten-week pre-sessional English language course at a UK university. The qualitative data collected from a written narrative and three subsequent semi-structured interviews revealed how the participants’

ABSTRACT Student engagement in large Life Sciences classes can be problematic, especially with the course work done outside formal class contact hours. To enhance student engagement with the content outside class time, we designed an assignment spanning one semester that required students to author MCQs. We used Bloom’s taxonomy to evaluate the MCQs. Additionally, we derived a three-level framework

ABSTRACT Moving courses online can amplify a pedagogy of compliance and result in an expensive development that resists change. Alternatively, moving online can expand the pedagogy, roles and success criteria for a course. The literature lacks multi-case analysis of complex online courses. This multiple case study uses activity theory to examine the development and adaptations of four online writing

ABSTRACT Many K-12 schools in the United States face reduced time for the arts due to the time needed to prepare students for high-stakes standardized exams. Although there are advanced placement exams in art history, many rural districts lack the resources to support those efforts. Without the ability to visit large city museums, students lack access to the artworks needed to engage in high-level

ABSTRACT The present study sought to investigate how non-native English-speaking teachers in Iran recognize the legitimacy of different emerging varieties of English and how they perceive native speaker language norms and the linguistic diversity of present-day English use. Participants included 210 teachers of English from the Persian-speaking context, falling within expanding circle countries. Questionnaires

ABSTRACT In this article we review the impact the design and implementation of an intensive programme that explores mathematical concepts through voice and movement has, to complement the previous work carried out in the core area of mathematics in early childhood education. An extensive body of research related to nonmusical outcomes and the benefits of music education in academic achievement, indicates

ABSTRACT In this theoretical article, I argue that classroom teachers are in an ideal position to help students make sense of and take action regarding pressing social issues. Yet according to past research, writing instruction in the United States tends to focus on short, formulaic assignments that do not require criticality or connect to real-world events. Additionally, this trend is more pronounced

ABSTRACT In this study, we analyzed the perceptions of treatment teachers who participated in a randomized controlled trial study which targeted a science-infused literacy intervention, Let’s Talk Science, for first grade English language learner students. Three aspects, including the effectiveness of the intervention, details of instructional practice, and recommendations of teachers, were investigated

ABSTRACT With the increasing educational and institutional legitimacy afforded to multimodal texts, there is a need to further explore the use of the visual and its place in reader response, not only as a textual means to prompt interpretation but also as a form of interpretation itself. In this paper, I look at the multimodal interpretive practices of one adult reader who participated in a study I

ABSTRACT Enthusiasm is a quality of efficient teachers, but teacher enthusiasm can be influenced by the way students respond. Teacher enthusiasm might therefore be difficult to maintain in compulsory courses, in which students sometimes have negative dispositions towards the content. This study focused on a science course in an elementary teacher education degree in Australia. Data were collected during

ABSTRACT The present study examined the effects of different types of written input on the learning and retention of collocational knowledge. Eighty-three second language (L2) learners from four intact classes were divided into a control group and three treatment groups. The treatment groups were provided with infrequent grammatical collocations embedded in genuine input, elaborated input, and modified

ABSTRACT This study examines the reader-response journals of an English learner (EL) who read two works of historical fiction in his English Language Development class at a public high school in California. Locating this study within the tradition of research on reader response, it investigates how the EL constructs his own individualized meaning by reflecting on his personal history in interacting

ABSTRACT This paper highlights how the social world understandings of Rey, an 11th grade Latino student, supported his exploration into and insights of a short story. This work is grounded in the Cultural Modelling Framework. This framework provides students with the chance to acquire important comprehension strategies needed to interpret complex fiction through explicit instruction. The framing theory

ABSTRACT Southeast Asia’s location as a crossroads between East and South Asia, marks it as a region deeply entrenched in difference, with a history of complex identities. Apart from indigenous cultures that have survived the tides of change, there are several deeply embedded cultural influences from near and far that constitute what is local. Education that engages with this complexity mustnegotiate

ABSTRACT There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization

“Look both ways” – this collection of essays by multiple authors invites readers to do just that. Apart from being a long overdue effort in bringing narrative and metaphor studies together, this themed volume also looks both ways to make connections between educational research and the praxis of learning. Edited by Michael Hanne, who works on the interdisciplinary applications of narrative and metaphor

ABSTRACT Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other’s experiences are rarely discussed. Based on ethnographic research conducted during an alternative

ABSTRACT Study abroad programs offer undergraduate students multiple benefits by providing academic, professional and personal learning experiences that cannot be fully replicated in the domestic university setting. Recognizing the unique positioning of preservice English teachers participating in a London summer study abroad program, the author created a qualitative study to explore the implications

ABSTRACT The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand

ABSTRACT In this review essay, Earl Aguilera compares two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which readers might glean additional insights. Sims and Garcia both address efforts

ABSTRACT Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12

ABSTRACT This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies