Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the…

This systematic review of research on adaptive learning used a strategic search process to synthesize research on adaptive learning based on publication trends, instructional context, research methodology components, research focus, adaptive strategies, and technologies. A total of 61 articles on adaptive learning were analyzed to describe the…

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done "to" teacher educators as opposed to something to which they…

With a focus on exemplary practices, this article described and analyzed a principal's understanding of the conceptual framework of the US-based response-to-intervention and his strategies to mobilize school staff to understand and practice the model to achieve effective inclusive education with the principles of whole schooling. This principal…

This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar…

Response to Intervention (RtI) is a promising approach for meeting the needs of all students in our nation's schools. However, attempts to shift to an RtI model are likely to be ineffective if the unique features of a school as a system are not considered prior to implementation. Therefore, it is important that school teams assess readiness for…

An e-mail survey of 373 faculty members at six colleges and universities in the United States, Israel, and Germany revealed that student academic dishonesty (AD) is problematic at their institutions. Professors followed institutional policy but exercised discretion in handling specific cases of AD. They also engaged in varying levels of…

More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students,…

The Programme for International Assessment of Adult Competencies (PIAAC) will establish technical standards and guidelines to ensure that the survey design and implementation processes of PIAAC yield high-quality and internationally comparable data. This document provides a revised version of the technical standards and guidelines originally…

The No Child Left Behind (NCLB) legislation in the United States is not equivalent to a national curriculum; however, it does set forth some conditions essential for enhancing student achievement at scale (e.g., curriculum standards, assessment standards, and expectations of compliance). The missing component within these conditions is support for…

Service learning is a teaching method used by business faculty to link the learning goals and objectives of an academic course with meaningful community service. Although service learning has been advanced in business education in the United States and other Western countries, little has been reported on its use outside the Western context. In…