ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book argues that the number of research-informed classroom-based interventions is small and acutely disproportionate to the number of studies that documented important problems of practice for which solutions are needed. It aims to provide an academic debate as well as helping teachers improve classroom practice. The book also focuses on science classrooms and student questioning, provides insights for all teachers into how to get students in classrooms to ask higher level questions. It also provides an example of how to gain complementary insights for both school students and prospective teachers’ learning by applying separate frameworks of analysis and for different purposes. The book draws on developing history teaching and learning, explores the potential of small-scale studies to generate empirically tested and theory-based solutions to alleviate challenges to student learning.
