by Sue C. Larson
This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences.
by David J. Shernoff, Stephen M. Tonks & Brett Anderson
This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).
Education researcher Chuck Munter discusses his co-authored article, Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them. Watch and discuss this episode of The Voice on Vialogues.
by Billie Gastic & Daniel Konecky
In this commentary, we share what we learned from the experience of having our massive open online course (MOOC) made into a blended course by learners across the globe.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.