Although diversity, equity, and inclusion have been a significant focus of research in children's literature, many studies fail to consider the reader's perspective and instead rely on text analyses. In the present study, the author employed focus groups to examine fifth-grade readers' insights as they interpreted, related to, and engaged with the…

This study investigates the role of teachers' feedback on achievement and behaviour in influencing students' peer acceptance, academic trait emotions as well as school well-being. Data derives from 970 fourth graders from inclusive primary schools (51% male, 49% female; 8% with special educational needs). Results showed that students perceive an…

Students' homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students' positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers' homework feedback (checking homework…

Background: The potential of adaptive feedback in digital educational games remains largely unexplored. Fractions are a suitable topic for investigating the effectiveness of adaptive feedback, as the complexity of this domain highlights the need for adequate feedback. Objectives: This study examines the effectiveness of explanatory adaptive…

The aim of this study is to investigate how students graphically represent qualitative and quantitative aspects of co-varying quantities in an embodied digital learning environment that provides feedback in the form of an animation showing what kind of motion their graph represents and how this feedback helped them to overcome typical graphing…

This article focuses on visual peer feedback and the idea process in visual arts education and how this process was shared digitally. In the study, sixth-grade students gave each other visual feedback on their sketches in an assignment in pictorial composition. Visual feedback is understood here as direct interaction with copies of the original…

In our multi-method study, feedback levels derived from the well-known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject-specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is…

Background: Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has…

Some statewide testing programs allow students to receive corrective feedback and revise their answers during testing. Despite its pedagogical benefits, the effects of providing revision opportunities remain unknown in the context of alternate assessments. Therefore, this study examined student data from a large-scale alternate assessment that…

Attending to emotion in science classrooms can expand the range of resources valued for science learning, and it can offer insights into students' investigations. However, research that characterizes emotion as a part of disciplinary science learning is relatively nascent. In response, we explore the dynamic relationships between feelings,…

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68…

Test-taking behavior is a potential source of construct irrelevant variance for test scores in international large-scale assessments where test-taking effort, motivation, and behaviors in general tend to be confounded with test scores. In an attempt to disentangle this relationship and gain further insight into examinees' test-taking processes,…

The quality of writing instruction is the primary determinant of writing acquisition. Revising and feedback are crucial aspects of the writing process. In this study, genre-specific strategy instruction was used as part of feedback and revision to develop the text structure and content of different text types in fourth grade. The study also…

We examined the effects of a text-based argument writing intervention, "Triple Q," on argument writing skills in a cluster-randomized trial where groups of middle schools were assigned to conditions within school-level SES blocks. The intervention comprised three 15-day units. Students read and discussed argument texts representing…

There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…