'Neglecting the rich history of science when teaching it is a missed opportunity to connect the subject to the world around us.' Andrew Holding on teaching the Haber-Bosch process.

“Game-based learning is not gamification!” exclaims Jordan Shapiro, author of FREEPLAY: A Video Game Guide to Maximum Euphoric Bliss.

Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way.

Högskolan Dalarna satsar på att stärka sina lärarutbildningsprogram genom att vidareutveckla det regionala samarbetet.

Forskningsrådet Forte noterar att forskning har fått medvind. Vill vi nå svenska medier och beslutsfattare måste vi finnas också på inhemska arenor, skriver Peter Allebeck, huvudsekreterare på Forte, som skapat Forte Talks för att sprida kunskap.

Skolan borde kunna vara den bästa resursen för nyanländas elevers skolgång i Sverige. Men då krävs det att varje elev som kommer till den svenska skolan från andra länder möts utifrån sin historia och sina behov. Det är ett av huvudbudskapen i den nya boken "En bra början – mottagande och introduktion av nyanlända elever".

We should try and build pupils' confidence at a suitable pace, not bludgeon their personalities into something we deem acceptable.

Alan Gillespie explains that despite the physical and intellectual demands of teaching, it is the perfect career for him.

Pushing students to go beyond what they think they can do is at the core of good teaching. This Teaching Channel video follows students and educators at Springfield Renaissance School, part of the Expeditionary Learning network.

In her provocative article “Hey! Parents, Leave Those Kids Alone,” writer Hanna Rosin documents the arc of child-rearing from the 1970s to today, making the case that parents are far too overprotective of their kids, unintentionally robbing them of importance of things like risk taking.

Letter-grades fail at giving students specific information about how they are doing in class.

Parents and teachers wrestle with all the time: Should we be making learning easier for kids—or harder? The answer, according to research in cognitive science and psychology, is both.