Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers' alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.

Doing scientific research benefits undergraduates, but relatively few research mentors are available. Using stratified random assignment of students to conditions, this study shows that a collaborative learning model produces student outcomes just as positive as a traditional apprenticeship.

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Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs. Originality/value This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.

maximize the number of students involved in research. Our Behavioral Research Advancements in Neuroscience (BRAIN) research program tests the hypothesis that a team-based collaborative-learning model not only provides research opportunities for more students, but also produces outcomes at least