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Schouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M. – IEEE Transactions on Learning Technologies, 2018
In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…
Descriptors: Educational Technology, Technology Uses in Education, Electronic Learning, Program Design
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Stearns, Clio – Contemporary Issues in Early Childhood, 2018
This article offers a critique of social-emotional learning programs through the lens of psychoanalytic theory and with a particular focus on the theoretical contributions of Kleinian psychoanalysis. In particular, the article draws on concepts of affective positions to show that social-emotional learning is mired in a paranoid-schizoid mentality…
Descriptors: Social Development, Emotional Development, Metacognition, Self Control
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Robinson, Carol – London Review of Education, 2018
This article reports findings from a recent research project, commissioned by the Higher Education Funding Council for England (HEFCE), which explored the current landscape of professional doctorate (PD) provision in English higher education institutions (HEIs) (Mellors-Bourne et al., 2016). Given the absence of a clear definition by the Quality…
Descriptors: Higher Education, Doctoral Degrees, Educational Quality, Quality Assurance
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Mohammed, Feruz – Journal of International Special Needs Education, 2018
Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old…
Descriptors: Attention Deficit Hyperactivity Disorder, Classroom Techniques, Program Effectiveness, Conceptual Tempo
Gajek, Elzbieta – Education Sciences, 2018
Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches…
Descriptors: Integrated Curriculum, Distance Education, Elementary Secondary Education, Partnerships in Education
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Meizlish, Deborah S.; Wright, Mary C.; Howard, Joseph; Kaplan, Matthew L. – International Journal for Academic Development, 2018
This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in…
Descriptors: Teacher Evaluation, Teacher Effectiveness, School Statistics, Beginning Teachers
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Sharp, Laurie A.; Tiegs, Ali – International Journal of Instruction, 2018
Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve…
Descriptors: Fine Arts, Art Education, Enrichment Activities, Public Schools
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Myatt, Paula; Gannaway, Deanne; Chia, Ivy; Fraser, Kym; McDonald, Jacquelin – International Journal for Academic Development, 2018
This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the…
Descriptors: Scholarship, Instruction, Learning, Instructional Design
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Richer, Amanda; Charmaraman, Linda; Ceder, Ineke – Afterschool Matters, 2018
Like instruments used in afterschool programs to assess children's social and emotional growth or to evaluate staff members' performance, instruments used to evaluate program quality should be free from bias. Practitioners and researchers alike want to know that assessment instruments, whatever their type or intent, treat all people fairly and do…
Descriptors: Cultural Differences, Social Bias, Interrater Reliability, Program Evaluation
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Wond, Tracey; Rambukwella, Shan – Industry and Higher Education, 2018
This article explores the concept and measurement of placement value, underexplored in theory and practice to date. The article makes a theoretical contribution to the placement value discourse by examining and articulating the placement value concept. It also offers a practical contribution by exploring a piloted tool to evaluate employer…
Descriptors: Job Placement, Cost Effectiveness, Employer Attitudes, Internship Programs
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Gwernan-Jones, Ruth; Macmillan, Philip; Norwich, Brahm – Journal of Research in Special Educational Needs, 2018
This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi-experimental evaluation in which 33 students in years 7-9 in four schools used OVIP over an 8 week period and were monitored at three times for…
Descriptors: Pilot Projects, Phonics, Reading Instruction, Reading Achievement
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Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa – Journal of Research on Educational Effectiveness, 2018
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…
Descriptors: Intervention, Feasibility Studies, Program Implementation, Word Study Skills
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Gandhi, Allison Gruner; Slama, Rachel; Park, So Jung; Russo, Patrick; Winner, Kendra; Bzura, Robin; Jones, Wehmah; Williamson, Sandra – Journal of Research on Educational Effectiveness, 2018
We used a comparative interrupted time series design to examine the impact of the Massachusetts' Wraparound Zone Initiative on student achievement, attendance, retention, and suspension. This initiative was designed to create coordinated district systems that allow schools to proactively and systematically address students' nonacademic needs. The…
Descriptors: Comparative Education, Comparative Analysis, Attendance, Retention (Psychology)
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Skagen, Darlene; McCollum, Brett; Morsch, Layne; Shokoples, Brandon – Chemistry Education Research and Practice, 2018
The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization,…
Descriptors: Foreign Countries, Organic Chemistry, Science Instruction, Intervention
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Ashby, Kimberly M.; Collins, Dana L.; Helms, Janet E.; Manlove, Joshua – Journal of Multicultural Counseling and Development, 2018
The authors evaluate Dialogues on Race, an interracial group intervention in which undergraduate student facilitators led conversations about race with their peers. The evaluation process is described, including developing collaborative relationships, identifying program goals, selecting measures, and analyzing and presenting results. The authors…
Descriptors: Dialogs (Language), Racial Relations, Intervention, Undergraduate Students
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