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Direct linkLam, Shui-fong; Jimerson, Shane; Shin, Hyeonsook; Cefai, Carmel; Veiga, Feliciano H.; Hatzichristou, Chryse; Polychroni, Fotini; Kikas, Eve; Wong, Bernard P. H.; Stanculescu, Elena; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Nelson, Brett; Yang, Hongfei; Zollneritsch, Josef – British Journal of Educational Psychology, 2016
Background: A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims: This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these…
Descriptors: Foreign Countries, Comparative Education, Learner Engagement, Cross Cultural Studies
Download full textMehta, Khanjan; Zappe, Sarah; Brannon, Mary Lynn; Zhao, Yu – Advances in Engineering Education, 2016
The Humanitarian Engineering and Social Entrepreneurship (HESE) Program engages students and faculty across Penn State in the rigorous research, design, field-testing, and launch of technology-based social enterprises that address global development challenges. HESE ventures are embedded in a series of five courses that integrate learning,…
Descriptors: Entrepreneurship, Educational Philosophy, Outcomes of Education, Interdisciplinary Approach
Mungal, Angus Shiva – Education Policy Analysis Archives, 2016
In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a "parallel education structure" within the public school system. Driving the partnership and the parallel education structure are…
Descriptors: Charter Schools, Graduate Study, Higher Education, Teacher Recruitment
Scott, Janelle; Trujillo, Tina; Rivera, Marialena D. – Education Policy Analysis Archives, 2016
In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that TFA's greatest point of influence in public education is not in…
Descriptors: Alternative Teacher Certification, Teacher Recruitment, Educational Change, Models
Hemmeter, Mary Louise; Snyder, Patricia A.; Fox, Lise; Algina, James – Topics in Early Childhood Special Education, 2016
We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the "Pyramid Model for Promoting Young Children's Social-Emotional Competence" on teachers' implementation of "Pyramid Model" practices and children's social-emotional skills and challenging behavior. Participants were 40 preschool…
Descriptors: Early Childhood Education, Program Implementation, Educational Practices, Intervention
Deckers, Anne; Muris, Peter; Roelofs, Jeffrey; Arntz, Arnoud – Journal of Autism and Developmental Disorders, 2016
A social skills training (SST) for high-functioning children with autism spectrum disorders (ASD) was evaluated in an outpatient setting using a combined between- and within-subject design in which SST and a waiting list condition were compared. According to parents and teachers, the SST produced greater improvement of social skills than the…
Descriptors: Social Behavior, Skill Development, Autism, Pervasive Developmental Disorders
Steinberg, Matthew P. – State Education Standard, 2016
Passage of the Every Student Succeeds Act (ESSA) in December 2015 signaled a new era for teacher evaluation reform. Under ESSA, states and districts have greater autonomy to design and implement teacher evaluation systems independent of federal influence. This new flexibility brings with it new responsibilities and challenges for states and…
Descriptors: Teacher Evaluation, Educational Change, School District Autonomy, Federal Legislation
Federici, Roger Andre; Caspersen, Joakim; Wendelborg, Christian – International Education Studies, 2016
We explored a theoretical model of relations between students' perceptions of emotional support, numeracy, and assessment for learning and their perceptions of relevance of schoolwork, motivation, persistence, and mastery experiences. We also investigated possible differences between students in lower- and upper secondary school. Participants were…
Descriptors: Foreign Countries, Secondary School Students, Student Attitudes, Teacher Student Relationship
Kornhaber, Mindy L.; Barkauskas, Nikolaus J.; Griffith, Kelly M. – Education Policy Analysis Archives, 2016
The Common Core State Standards Initiative seeks to prepare all students to graduate high school without remedial needs, to improve transparency across states' accountability systems, and to foster efficiencies in the development and distribution of educational resources. The reform was adopted in more than 40 states and has been described as…
Descriptors: Common Core State Standards, Federal Aid, Philanthropic Foundations, Private Financial Support
Fedorenko, Marina V.; Bykova, Svetlana S. – International Journal of Environmental and Science Education, 2016
The relevance of the topic is due to the need of self-correction of senior preschoolers. Adequate self-esteem of preschoolers will give us an opportunity to prepare them for school more effectively, as well as to create some positive character traits. The preschool age is the initial period of development of a child's self-esteem. This is the most…
Descriptors: Preschool Children, Self Esteem, Personality Traits, Art Therapy
Sanchez, Sabrina R.; Roegman, Rachel; Goodwin, A. Lin – Phi Delta Kappan, 2016
Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…
Descriptors: Mentors, Professional Development, Role Perception, Beginning Teacher Induction
Smith, Dimitra Jackson – Community College Journal of Research and Practice, 2016
Increasing the representation of African American females is essential to ensure the United States (U.S.) remains a viable competitor in the STEM (science, technology, engineering, and mathematics) workforce. With minorities anticipated to represent half of the resident U.S population by 2050, fostering STEM talent among this population is vital.…
Descriptors: Student Experience, African American Students, Females, College Transfer Students
Dempsey, Ian; Valentine, Megan; Colyvas, Kim – International Journal of Disability, Development and Education, 2016
Determining the effectiveness of many special education interventions is most difficult because of the practical and ethical limitations associated with assigning participants to a control or non-treated group. Using Longitudinal Study of Australian Children data, this article utilised eight different propensity score analysis methods to determine…
Descriptors: Foreign Countries, Special Education, Student Needs, Longitudinal Studies
Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F. – Physical Review Physics Education Research, 2016
A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…
Descriptors: Simulated Environment, Educational Technology, Technology Uses in Education, Quantum Mechanics
Cassidy, Alice; Fu, Guopeng; Valley, Will; Lomas, Cyprien; Jovel, Eduardo; Riseman, Andrew – Collected Essays on Learning and Teaching, 2016
Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3)…
Descriptors: Foreign Countries, Undergraduate Students, Learning Strategies, Teaching Methods
