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Licardo, Marta – European Journal of Special Needs Education, 2019
The purpose of this study is to evaluate the quality of instruction among professionals who implement additional professional support for students with special needs in Slovenia, with a focus on methods for learning to learn. A total of 1863 professionals with various job positions participated in the study. The results revealed that seven groups…
Descriptors: Foreign Countries, Educational Quality, Academic Support Services, Special Needs Students
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Palikara, Olympia; Castro, Susana; Gaona, Carolina; Eirinaki, Vasiliki – European Journal of Special Needs Education, 2019
In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence…
Descriptors: Foreign Countries, Educational Policy, Special Education, Educational Needs
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Karhu, Anne; Närhi, Vesa; Savolainen, Hannu – European Journal of Special Needs Education, 2019
Check In-Check Out (CICO) is a support programme for students with externalising problem behaviours. This study implemented in Finland is one of the first reports on the application of CICO in the European context. An experimental, multiple-baseline, single-case design is used to examine the effects of the CICO intervention on the problem…
Descriptors: Foreign Countries, Behavior Problems, Behavior Modification, Program Effectiveness
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Jonasson, Mikael – Ethnography and Education, 2019
The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between…
Descriptors: Ethnography, Teacher Education Programs, Teaching Methods, Learning Processes
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Dawson, Phillip; Henderson, Michael; Mahoney, Paige; Phillips, Michael; Ryan, Tracii; Boud, David; Molloy, Elizabeth – Assessment & Evaluation in Higher Education, 2019
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this…
Descriptors: Feedback (Response), Student Attitudes, Teacher Attitudes, College Students
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Fu, Guopeng; Clarke, Anthony – Journal of Research in Science Teaching, 2019
This study explores how physics teachers in a high school negotiate the relationships between individual and collective agencies in the context of the on-going curriculum reform in China. Drawing on Bandura's social cognitive theory, the study employs ethnographical methods including observation, interviewing, and the researcher's and teachers'…
Descriptors: Physics, Science Teachers, Social Cognition, Ethnography
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Akuma, Fru Vitalis; Callaghan, Ronel – Journal of Research in Science Teaching, 2019
Around the world, there have been curricula reforms involving the incorporation of the inquiry-based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry-based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher…
Descriptors: Foreign Countries, Science Instruction, Teaching Methods, Faculty Development
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Martins, Maria João; Reis Marques, Tiago; Laíns, Inês; Leal, Inês; Pessanha, Inês; Brochado, Bruno; Oliveira Santos, Manuel; Pinto Teixeira, Pedro; Fernandes, Diogo Hipólito; Silva, João Carlos; Sampaio, Filipa Almeida; Brandão, Mariana; Morais, Inês; Laranjinha, Inês; Teixeira, Nelson; Fernandes, Tiago; Carneiro, Diogo; Calvão, Joana; Pratas, Miguel; Palmela, Carolina; Lima, António; Pires, Guilherme; Reis, Joel; Raimundo, Miguel; Afonso, Raquel Rocha; Costa e Silva, Miguel; Quintas, Catarina; Rodrigues, Tiago M.; Coelho, Nuno Henriques; Ramos, Sónia Afonso; Policiano, Catarina; Rato, Catarina; Faria, Daniel Candeias; Lopes, Alice; Rodrigues, Joana Ramos; Ferreira, Afonso Nunes; Costeira, Filipa de Sousa; Marques, Renata; Cordeiro, Hugo; Richardson, John T. E. – Assessment & Evaluation in Higher Education, 2019
The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students' academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was…
Descriptors: Foreign Countries, National Surveys, Student Surveys, Medical Students
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Yu, Shulin; Zhang, Yiran; Zheng, Yao; Yuan, Kaihao; Zhang, Limin – Assessment & Evaluation in Higher Education, 2019
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised…
Descriptors: Peer Evaluation, Feedback (Response), Masters Theses, Learner Engagement
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Landahl, Joakim – History of Education, 2019
This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish…
Descriptors: Foreign Countries, Freehand Drawing, Exhibits, Studio Art
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Tomas, Carmen; Jessop, Tansy – Assessment & Evaluation in Higher Education, 2019
In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research and teaching intensive universities. We clarify the…
Descriptors: Foreign Countries, Student Evaluation, Summative Evaluation, Formative Evaluation
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Webster, Rob; Blatchford, Peter – European Journal of Special Needs Education, 2019
This paper reports on results from a descriptive study of the nature and quality of the day-to-day educational experiences of 49 13-14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health and Care Plan (EHCP) or a Statement, and attended in mainstream secondary school in England. Pupils…
Descriptors: Individualized Instruction, Teaching Methods, Teacher Role, Teaching Assistants
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Steyn, Carly; Davies, Clint; Sambo, Adeel – Assessment & Evaluation in Higher Education, 2019
Student evaluations of teaching and learning are playing an increasingly important role in the delivery of high-quality, student-centred education. Insights into student perceptions of their learning experience provide important information that can be used to inform course design and development. The majority of course evaluations take the form…
Descriptors: Student Evaluation of Teacher Performance, Feedback (Response), Curriculum Development, Course Content
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Steen-Utheim, Anna; Hopfenbeck, Therese N. – Assessment & Evaluation in Higher Education, 2019
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students' self-reported reflection logs, we present findings about students' experiences with oral and written feedback and how they act upon this…
Descriptors: Feedback (Response), Undergraduate Students, Self Evaluation (Individuals), Oral Language
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Howard, Emma; Meehan, Maria; Parnell, Andrew – Assessment & Evaluation in Higher Education, 2019
In "Maths for Business," a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz…
Descriptors: Remedial Instruction, College Mathematics, College Freshmen, Undergraduate Students
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