Students’ challenging classroom behaviour remains problematic in some primary schools, causing daily disruptions. In South Africa, alternatives for managing student behaviour have proven ineffective, leaving teachers to grapple in classrooms. To gain insights into what teachers are doing to curtail the problem, fifteen teachers were interviewed for qualitative data. Thematic analysis revealed some conventional, yet affectionate ways teachers are trying. Social cognitive theory explicated how reinforcement and self-regulation influence behaviour. Education departments should include value-based character education in the curriculum to shape students’ characters and provide responsive alternatives to support teachers to respond decisively to students’ misbehaviour in diverse contexts.

This manuscript illustrates the potential use of The Harvard Social Studies Project’s (HSSP) ability to promote student decision-making skills by implementing case study material to increase the use of standards-based curriculum and accountability measures in social studies classrooms. Data was developed through a short survey and collected from social studies teachers in the State of Tennessee, USA. Findings indicated that most teachers surveyed would use HSSP public issues lessons as a supplemental curriculum to promote values clarification and inquiry with standardized and required standards-based curricula.

The world is facing crises at the personal, community and national levels, disconnection from traditional value systems and loss of a guiding moral compass. While religion is certainly not the only basis for personal and societal values, religion can provide a moral system that is sorely needed. In Islam, great wisdom can be found in the holy month of Ramadan, its value system offering unique benefits for character development and improvement of society. This article details the moral system of Ramadan and, given that the majority of people in the Western world do not actively practice a religion, suggests how Ramadan values might be introduced as part of a course in moral education.

The purpose of this study was to evaluate that project-based learning results in learners to be intrinsically motivated when learning History. Three methods were implemented in this study, namely role playing, poster-making and mixed projects (i.e., role playing and poster-making). To further enhance the understanding of intrinsic motivation, the three basic psychological needs, autonomy, relatedness and competence were implemented during all three methods of project-based learning. Adopted from the Self-Determination Theory’s intrinsic motivation, a 5-point Likert scale questionnaire was developed and administered to sixty-eight Years 9 to 10 secondary school students from an international school at Sungai Buloh, Malaysia. Results from this study indicated that role playing was the preferred method of learning compared to the other two methods, and that project-based learning has been useful and effective in the acquisition of historical thinking skills. The findings also indicated the participants were receptive to implementation of project-based learning into their curriculum as a teaching tool for it proves to be beneficial in knowledge gain and memory retention, as well as intrinsically motivating them to perform better. The key finding of this study proves that project-based learning has contributed to students forming intrinsic motivation when it comes to learning History.

This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers’ PCK. Based on academic and professional credentials, there were no appreciable disparities in the lecturers’ PCK. For professional qualifications, for instance, the lecturers’ PCK was not significantly different among the professional and non-professional lecturers at CCTU. Similarly, the PCK scores did not differ significantly among the lecturers who have attained HND, bachelor’s, master’s and terminal degrees.

Students encounter difficulties in solving areas of triangles and quadrilaterals due to a lack of conceptual understanding of the topic. The researchers have developed the following activities and the hypothetical learning trajectory (HLT) through the design research approach focusing on developing activities for students to learn the concepts properly. Reallotment or reshaping has been the primary idea for the activities. The designed activities in 2 cycles have been trialled out, improved, and implemented for 7-grade students in a classroom. Students’ understanding and development of this study will be further discussed in this paper.

This paper presents a competency-based curriculum redesign, whose pedagogical orientation is related to the development of a common training base for professional performance specialized in mathematics training and didactic-pedagogical training. The study contributes to the literature on quality assurance in Mathematics Education and provides empirical evidence of the success of a process implemented over five years and certified by an external body. Each of the stages of how this can be done in the classroom and what elements need to be considered for implementation are outlined.