Background: To enable all students to reach their full potential, teachers have to adapt their instruction to students' varying needs. In order to do this, teachers need to engage in activities associated with formative assessment, as well as those associated with differentiation. However, both of these types of activities are, in themselves,…

The rapid development of online education has underscored the necessity of data-driven teaching functions for enhancing teaching quality and efficiency. This paper investigates the role of data-driven approaches in online education, with a particular focus on the practical application of data for evaluating learning outcomes. It highlights the…

Hands-on computing education requires a realistic learning environment that enables students to gain and deepen their skills. Available learning environments, including virtual and physical laboratories, provide students with real-world computer systems but rarely adapt the learning environment to individual students of various proficiency and…

Modern e-learning system is a representative service form in innovative service industry. This paper designs a personalized service domain system, optimizes various parameters and can be applied to different education quality evaluation, and proposes a decision tree recommendation algorithm. Information gain is carried out through many existing…

In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n…

Many educators struggle to deliver effective early literacy instruction that is both research-based and responsive to diverse learning needs. IMSE's Orton-Gillingham Plus (OG+) addresses this gap by providing a Structured Literacy program grounded in explicit, systematic, and cumulative instruction. Designed for K-2 foundational literacy and…

In view of the traditional teaching mode, this study focuses on the application of big data in personalized English teaching in colleges and universities. It aims at improving the teaching effect by using big data. By combining personalized teaching and big data theory, this paper analyzes the current situation of college English teaching,…

With the vast number of apps and the complexity of their features, it is becoming challenging for teachers to select a suitable learning app for their courses. Several evaluation frameworks have been proposed in the literature to assist teachers with this selection. The iPAC framework is a well-established mobile learning framework highlighting…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

This paper explores the student achievement-related decision-making processes of eight school principals in Ontario, Canada. First, we describe Ontario's public education system with respect to neo-liberalism and student achievement. Next, we review general approaches to reducing the achievement gap as it pertains to matters of race. We then show…

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related…

In corequisite models of instruction, marginally prepared students are placed directly into college-level coursework, taught with a paired support course. Initial research suggests that such models yield significant improvements in the number of students passing credit-level mathematics when compared to previous models of prerequisite remediation.…

Since the implementation of school inclusion, STEM educators have been tasked with serving an increasing number of students with disabilities in their classrooms. Often this requires that STEM educators and Special educators work together in the same classroom. Although their initial instructional preparedness is very discipline specific, the…

In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the "Reading Sportsman" (RS), in line with the…