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1	A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
	Barragan Torres, Mariana. - : eScholarship, University of California, 2022
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2	Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
	Mugiraneza, Faustin; Cosmas B.F. Mnyanyi; Andala Opiyo Hesbon. - : Zenodo, 2022
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3	Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
	Mugiraneza, Faustin; Cosmas B.F. Mnyanyi; Andala Opiyo Hesbon. - : Zenodo, 2022
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4	Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
	Hayley Anne Cannizzo
	In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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5	An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers
	Angelos Sofianidis; Maria Kallery
	In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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6	Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
	Lourenço, Mónica; Simões, Ana Raquel. - : IGI Global, 2021
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7	Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom
	Hyra Dave Pepito Gempeso; Jubelle Dianne Solatorio Mendez
	In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 125-137 (2021) (2021)
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8	The Impact of the Language of Instruction on Second-Grade Latinx Emergent Bilinguals’ Understanding of Place Value in Two Spanish-English Transitional Bilingual Classrooms: An Exploratory Study
	Rengifo, Angela Maria
	In: Dissertations (2020)
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9	Student-involved Assessment for Learning Professional Development Case Study
	Beard, Erin. - : University of Oregon, 2020
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10	REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES
	Dwi Bayu Saputra; Didi Suherdi; Rojab Siti Rodliyah
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 174-192 (2020) (2020)
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11	Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
	Nikfarjam, Parinaz. - 2020
	Abstract: Feedback has been recognized as one of the most powerful factors in school achievement, and a great body of research has been devoted to studying its effectiveness. In this research, I bring together research in peer feedback and mathematics education by exploring peer feedback practices in my grade six mathematics class. Inspired by a democratic view of education, this research is premised on the conviction that peer feedback practices, like all other educational acts, must be decided by those affected by them. For this reason, my grade six students and I co-constructed feedback practices as the group engaged in feedback actions, categorized feedback, and co-constructed models of feedback. Adopting an enactivist perspective, both as a theory of knowing and as a methodology, I explored the co-construction of the groups feedback practices as feedback was enacted across three cycles of feedback actions. The goal of this research was to see how the group co-constructed feedback categories, models and actions and how conceptualization of feedback and its effectiveness evolved throughout the process. The analysis of data culminated in three detailed narratives describing, from my perspective as teacher-researcher, shared experiences of coupling across the three cycles. The process of co-constructing feedback provided the group with the opportunity for recursive linguistic coupling with one another, through which the group co-adapted and co-evolved and brought forth new possibilities for feedback categories and models. Many parallels emerged between the process of co-construction of feedback practices and the feedback practices that were co-constructed. Students conceptualization of feedback and its effectiveness evolved from content to actions and relationships. The findings of this research suggest that the power of the feedback practices rested in the fact that they were co-constructed and that the process of co-construction was one of transformation, of action, reflection, and effective relationships.
	Keyword: Action; Awareness; Bringing forth; Classroom climate; Classroom practices; Classroom research; Co-adaptation; Co-construction; Co-evolution; Conversations; Democratic education; Discussion; Education; Effective relationships; Effectiveness; Elementary mathematics; Embodied action; Enaction; Enactivism; Enactivist methodology; Ethics; Feedback; Interaction; Linguistic coupling; Mathematical thinking; Mathematics; Mathematics teaching; Models of feedback; Narrative; Peer feedback; Problem solving; Process; Reflection; Relationships; Structural coupling; Students as partners; Teacher education; Teacher researcher; Transformation
	URL: http://hdl.handle.net/10315/37988
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12	Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices
	Mirizon, Soni; Wadham, Ben; Curtis, David
	In: Australian Journal of Teacher Education (2019)
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13	Translanguaging and identities: Bilingual language and literacy practices in a Spanish-English two-way immersion classroom
	Yoon, Nakyung. - 2019
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14	Differentiation as Measured by the Classroom Practices Survey: A Validity Study Updating the Original Instrument
	Pereira, Nielsen; Tay, Juliana; Maeda, Yukiko...
	In: Department of Educational Studies Faculty Publications (2019)
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15	Foreign language classroom communities of practiceS: An extended social learning theory for classroom foreign language education
	Kojima, Takuya, Humanities, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Humanities, 2019
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16	Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice
	Reneland-Forsman, Linda; Magnusson, Maria
	In: Journal of University Teaching & Learning Practice (2019)
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17	How teachers construct language aware citizenship – a comparative study in multilingual classrooms with migrant pupils in France, Italy and Poland
	Jaskuła, Malgorzata
	In: 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378604 ; 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship, Vrije Universiteit Amsterdam; Association for Language Awareness, Jul 2018, Amsterdam, Netherlands ; https://www.languageawareness.org/?page_id=173 (2018)
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18	Pratiques didactiques auprès des élèves allophones en France - quelques situations d'empowerment en classe de FLS
	Jaskuła, Malgorzata
	In: Formation et compétences plurilingues ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378162 ; Uniwersytet Warszawski, Centrum Ksztalcenia Nauczycieli Jezykow Obcych i Edukacji Europejskiej, Osrodek Kultury Francuskiej i Studiow Frankofonskich. Formation et compétences plurilingues, Werset, pp.210-226, 2018, 978-83-65713-35-3 ; https://werset.pl/links/formation_et_competences_pdf.php (2018)
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19	One country, many languages: Exploring a multilingual approach to mathematics teaching and learning in South Africa
	Phakeng, Mamokgethi
	In: Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16) ; https://hal.archives-ouvertes.fr/hal-01849650 ; Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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20	CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA
	Dávila, Angel María
	In: Dissertations (2018)
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