Section archive - Instruction in Teacher Training

This article describes the process that five graduate students interviewed 11 community members about their memories of racial desegregation in southern Illinois. The researchers used these stories to develop instructional materials and a supplementary website (Beyond a Story Well Told) for a middle school classroom. The article concludes that the researchers' use of oral histories about segregation in Carbondale gives students the unique opportunity to witness how a national event was and is relevant to their own community.

The current study explores student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning. The proposed method approach the time student spend working, identifying over/underloadings. The study also examines relationship of this method with student outcomes.

The purpose of this study was to identify how Collaborative Teaching Institute and other joint professional development programs for English as a Second Language and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers.

This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.