Mathematics education studies have shown that part of learning mathematics is learning its language. The language of mathematics is said to include specialised terms and ordinary language terms that have contextual meanings in mathematics. Considering the fact that learners in South Africa are performing poorly in mathematics in the international comparative studies, e.g. TIMSS, there was a need to investigate how teachers facilitate second language learners’ access to the meaning of mathematical terms in multilingual classrooms in South Africa. This study investigated a teacher’s practices in the facilitation of learner access to mathematical terminology in a Grade 11 multilingual class in a township school in Vosloorus, South Africa. The study employed a qualitative approach in investigating Discourse practices that the teacher used to define mathematical terms to second language learners in a multilingual classroom. Direct classroom observations and a teacher interview were the main data gathering methods. The main findings were that the teacher used a combination of interactive practices that involved group work, telling, individual student interactions and initiation, response and evaluation methods. Among definition teaching strategies used were the textbook procedural definition and the textbook descriptive definitions. The chalkboard and the textbook were the main artefacts of the Definition Discourse. The study concludes that the Definition Discourse of the multilingual classroom is a process that involves not only the definition of terms but also an integration of teaching methods and interactive practices where definitions of mathematical terms can be taught even through the eliciting of procedural methods of working out mathematical problems.

Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed.

‘Education as democracy’ is based upon a belief that children have the right to equity in their educational experiences. To honour this right, those who implement this educational philosophy use democratic values and practices to democratise the process and content of education. Although advocates cite a number of benefits for both individual children and the school community, there is a lack of empirical research on this topic, especially in the field of early childhood education. / This qualitative study contributes to filling this gap by examining four Australian kindergarten teachers’ beliefs, knowledge, practices, influences, and challenges about implementing this philosophy in their classrooms. Data were collected using semi-structured interviews, direct classroom observations, and document analysis. The participants were considered one cohort, and across-case analysis and triangulation of the three data sources uncovered common themes and patterns in the data. Findings suggest that there are both similarities and variations among the participants’ beliefs, knowledge, and practices, as well as among the influences and challenges they have experienced. Identified similarities include the participants’ levels of motivation, categories of teacher practice, types of influencing factors, and the presence of challenges. Conversely, the participants showed variation regarding their beliefs and knowledge, the use of some specific classroom practices, and selected influences and challenges. / This study makes a significant contribution to the current knowledge base due to its clarification of how this democratic educational philosophy can be practically implemented in early childhood classrooms, and its implications for early childhood practice and policy. Regarding the initial training of early childhood teachers, the findings suggest that professional benefits may occur if training programs explicitly introduced this philosophy to trainees. Additionally, the findings imply that early childhood policies that enhance supporting conditions and lessen challenges experienced by teachers implementing ‘education as democracy’ can have positive benefits for all teachers.

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A proposal for a new preschool based in Pomona, California, targeted towards children from low-income backgrounds. Includes extensive research on preschool nationwide, the state of California, and in Pomona. Within the paper a new preschool curriculum and specific teacher practices are discussed. Intended as a model for a new school. or to be adapted for use in educational policy.

The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs and classroom practices in relation to the teaching of speaking. The teachers were interviewed and observed over a period of nine months. The findings provide evidence of how speaking instruction unfolded in the classroom and the multiplicity of factors which shaped teacher decision-making and behavior. Specifically, the insights from my study highlight the impact of a) teachers’ perceptions of their pedagogical contexts, b) their core and peripheral beliefs, and c) the interaction of all these factors on the enactment of their speaking instruction beliefs. These findings carry important implications for the field of language teacher cognition, and for teacher education and professional development.

This study investigates the teaching practices that three Grade 9 Applied Mathematics teachers use to increase student engagement and enhance student learning. Specifically, the study examines the factors within social and academic domains that teachers used to increase student engagement. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals. The evidence from the study shows that all three teachers were cognizant of attributes of their early adolescent learners as the teachers sought to increase student engagement in their Grade 9 Applied Mathematics classes. Six major findings as suggested by the case studies can be summarized as follows: (1) developing student self-confidence is a critical component of increasing student engagement for early adolescent learners; (2) teachers may focus on one domain more than the other as a result of their personal comfort with that domain; (3) domains for student engagement and the factors found within these domains are not independent; (4) the Ontario Ministry of Education’s TIPS4RM resource is an effective way to increase student engagement; (5) technology is also an effective and relevant way to increase student engagement; and (6) the use of a framework for student achievement may support teachers efforts to increase student engagement. Implications from this study suggest that teachers should consider a variety of factors to increase student engagement in the Grade 9 Applied Mathematics class. Teachers can consider characteristics of their early adolescent learners, and factors for social and academic engagement. Teachers will favour approaches that parallel their personality and values and efforts in one factor may support another factor of student engagement. Suggestions for areas of further research are included at the end of the study.

This study investigates the teaching practices that three Grade 9 Applied Mathematics teachers use to increase student engagement and enhance student learning. Specifically, the study examines the factors within social and academic domains that teachers used to increase student engagement. Qualitative data were collected in the form of teacher interviews, classroom observations and teacher journals. The evidence from the study shows that all three teachers were cognizant of attributes of their early adolescent learners as the teachers sought to increase student engagement in their Grade 9 Applied Mathematics classes. Six major findings as suggested by the case studies can be summarized as follows: (1) developing student self-confidence is a critical component of increasing student engagement for early adolescent learners; (2) teachers may focus on one domain more than the other as a result of their personal comfort with that domain; (3) domains for student engagement and the factors found within these domains are not independent; (4) the Ontario Ministry of Education’s TIPS4RM resource is an effective way to increase student engagement; (5) technology is also an effective and relevant way to increase student engagement; and (6) the use of a framework for student achievement may support teachers efforts to increase student engagement. Implications from this study suggest that teachers should consider a variety of factors to increase student engagement in the Grade 9 Applied Mathematics class. Teachers can consider characteristics of their early adolescent learners, and factors for social and academic engagement. Teachers will favour approaches that parallel their personality and values and efforts in one factor may support another factor of student engagement. Suggestions for areas of further research are included at the end of the study.

This article explores how teachers can foster an environment that facilitates social problem solving when toddlers experience conflict, emotional dysregulation, and aggression. This article examines differences in child development and self-regulation outcomes when teachers engage in problem solving for toddlers and problem solving with toddlers. It also reviews teacher practices aimed at preventing problems. The article suggests a paradigm shift from perceiving social challenges as toddler problems to viewing such situations as problem solving opportunities. The article concludes by applying these principles to an actual classroom dispute among toddlers.