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Connor Brandon; Trent Atkins – Educational Research: Theory and Practice, 2024
Recess is a mainstay in schools. It is assumed recess has positive impacts on the academic, behavioral, and social experiences of youth. In this systematic literature review, we explored empirical studies that examined these areas. We provide a synthesis of the literature to assist researchers and clinicians in designing effective interventions.…
Descriptors: Recess Breaks, Academic Achievement, Student Behavior, Social Development
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Anita Caduff – Educational Research: Theory and Practice, 2024
Grounded in the literature on peer social capital, this study examines middle school students' perspectives on COVID-19-related changes in their peer interactions and friendships. Qualitative analyses of 146 students' survey responses showed that a majority experienced changes in their peer interactions and friendships. These students reported:…
Descriptors: COVID-19, Pandemics, Friendship, Middle School Students
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Eric D. Laguardia; Laurie O. Campbell; Viki P. Kelchner; Breahannah Hilaire; Caitlin Frawley; Cassandra Howard – Educational Research: Theory and Practice, 2024
The present pilot study explores pre-service teachers' experiences related to active shooter preparedness and perceptions of preparedness of active shooter training and drills. A survey was conducted among pre-service teachers (N = 97) regarding (a) previous experiences with active shooter response drills, (b) perceptions of preparedness for…
Descriptors: Readiness, Weapons, Preservice Teachers, Student Attitudes
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Maximum M. A. Sirabian; Xue Xing; P. G. Schrader; Randall Boone; Neffisatu Dambo; Heather Dahl – Educational Research: Theory and Practice, 2024
This qualitative research study examined the implementation of high-quality Individualized Learning Plans (ILPs) in Nevada high schools. Data from participating schools were analyzed using content analysis to assess the ILP documents and implementation processes. Findings revealed a significant lack of quality ILP features, with schools struggling…
Descriptors: Individualized Instruction, Individualized Education Programs, Program Implementation, School Districts
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Clavia Tashnie Williams-McBean – Educational Research: Theory and Practice, 2024
Feedback is indispensable if the potential gains of formative assessment are to be realised in the classroom. Therefore, this explanatory sequential mixed methods study sought to describe the feedback content and process of 1088 Jamaican secondary school teachers in general before exploring the practices of 32 teachers of English. Data analysis…
Descriptors: Foreign Countries, Feedback (Response), Secondary School Teachers, Secondary School Students
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Sarah J. Kaka; Joshua Littenberg-Tobias; Taylor Kessner; Anthony Tuf Francis; Katrina Kennett – Educational Research: Theory and Practice, 2024
Some state legislatures have introduced a rash of bills designed to control how K-12 teachers discuss so-called 'divisive issues,' such as racism, sexism, and privilege. This legislation has prompted substantial news coverage on the impact of these laws. Sidelined in this discourse are the perspectives of teachers. This mixed methods study seeks…
Descriptors: Teacher Attitudes, Elementary Secondary Education, Intellectual Freedom, State Legislation
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Jessica Kotik; Christopher A. Was – Educational Research: Theory and Practice, 2024
The current study investigated the hypothesis that implementing a mindfulness intervention could significantly alleviate anxiety caused by a deficit in reading comprehension, as well as improve trait mindfulness and efficacy. Students with reading difficulties enrolled in a corrective reading intervention program served as participants. All…
Descriptors: Metacognition, Intervention, Anxiety, Reading Comprehension
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Emma T. Reeve-Lobaugh – Educational Research: Theory and Practice, 2024
Teacher identity guides classroom choices and responses to proposed change, yet identity work and reflection are frequently overlooked components of professional development. Based in dialogic self theory, this qualitative study used narrative case study to examine teachers' perceptions of interactions between their identities, choices, and…
Descriptors: Professional Identity, Self Concept, Educational Change, Reflection
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Suzanne H. Jones; Brett D. Campbell; Idalis Villanueva Alarcon; LeAnn G. Putney – Educational Research: Theory and Practice, 2024
This study explored relationships between hope, self-efficacy, and professional identity among a group of undergraduate engineering students at a western institution of higher education in the United States (US) over the span of an academic semester. We conducted a mixed-methods study with undergraduate engineering students to measure aspects of…
Descriptors: Self Efficacy, Undergraduate Students, Student Attitudes, Engineering Education
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Maxwell Kwesi Nyatsikor – Educational Research: Theory and Practice, 2024
The study explored the extent learners' age variances impacted their achievement in a national education assessment in Ghana and how these were moderated by the types of schools (i.e., private and public) they attended. A multistage sampling method was used, and the data were analyzed using a multilevel modeling technique. The sample comprised…
Descriptors: Foreign Countries, Academic Achievement, Private Schools, Public Schools
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Kathryn Joan Watson – Educational Research: Theory and Practice, 2024
Schools are increasingly responsible for providing mental health support to students. These include universal, or school wide approaches such as positive behavioral intervention supports (PBIS), and/or social emotional learning. While teachers play a vital role, there is scant literature addressing secondary teachers' perceived ability in…
Descriptors: Student Needs, Mental Health, Teacher Attitudes, Teacher Role
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William T. Holmes; Courtney A. McKim; Tonya Hill – Educational Research: Theory and Practice, 2024
This qualitative study aimed to gain a deeper understanding of principal practice through the voices of principal talk gathered from principals through the lens of Motivating Language Theory (MLT). A qualitative methodology was utilized to gain a deeper understanding from eight principals -- four elementary and four middle level. Data were…
Descriptors: Principals, Language Usage, Motivation Techniques, Linguistic Theory
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Abraham Yeboah; Nathan Ohene Gyang; Grace Yeboah – Educational Research: Theory and Practice, 2024
The study was a descriptive survey which sought to assess how Junior High School teachers in the Kwadaso Municipality in Ghana reflect on their practices in the classroom. The target population for the study was teachers in public Junior High Schools. Convenience sampling procedure was used to select 72 teachers. Questionnaire was used for data…
Descriptors: Foreign Countries, Junior High School Teachers, Reflection, Teacher Collaboration
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Ji Hyun Oh – Educational Research: Theory and Practice, 2024
This study explored preschool teachers' beliefs about the benefits of young children's outdoor play and play in naturalized play environments. Three face-to-face in-depth, semi-structured individual interviews were administered. For data analysis, Charmaz's (2006) constructivist grounded theory was employed using two steps of coding, initial and…
Descriptors: Play, Teaching Methods, Educational Environment, Preschool Teachers
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Annie Burke-Doe; Kristen Johnson; Steve Laslovich; Kayla Smith; Christopher Ivey; Anna Edwards; Christopher Ingstad; Ellen Lowe; Jim Mathews; Terri Roberts; Susan MacDermott; Jon Warren – Educational Research: Theory and Practice, 2024
The purpose of this study was to: 1) examine existing interprofessional pain management curricula in a DPT and MOT program by mapping pain subject matter to the IASP interprofessional content to determine gaps, vertical and horizontal coherence and integration 2) evaluate pain knowledge and attitudes early and late curriculum within the current…
Descriptors: Curriculum Development, Student Evaluation, Knowledge Level, Student Attitudes
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