Publication Date
| In 2025 | 168 |
| Since 2024 | 833 |
| Since 2021 (last 5 years) | 3579 |
| Since 2016 (last 10 years) | 7781 |
| Since 2006 (last 20 years) | 16185 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 1549 |
| Teachers | 735 |
| Researchers | 570 |
| Administrators | 299 |
| Parents | 287 |
| Policymakers | 243 |
| Counselors | 145 |
| Students | 106 |
| Community | 42 |
| Support Staff | 35 |
| Media Staff | 6 |
| More ▼ | |
Location
| Canada | 578 |
| Australia | 535 |
| United States | 516 |
| California | 453 |
| United Kingdom | 433 |
| United Kingdom (England) | 339 |
| Texas | 253 |
| New York | 219 |
| Turkey | 183 |
| Netherlands | 180 |
| South Africa | 174 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 6 |
| Meets WWC Standards with or without Reservations | 9 |
| Does not meet standards | 6 |
Peer reviewed
Direct linkRoss, Monique S.; Huff, James L.; Godwin, Allison – Journal of Engineering Education, 2021
Background: Social identity theory has been used to understand student and professional engagement in engineering. Engineering identity development, however, can be disrupted by the barriers and challenges associated with the racialized and gendered perceptions of engineering. Purpose/Hypothesis: This study examined the engineering identity…
Descriptors: Resilience (Psychology), Identification (Psychology), Individual Development, African Americans
Download full textDerman-Sparks, Louise; Edwards, Julie Olsen – American Educator, 2021
Anti-bias education is an optimistic commitment to supporting children who live in a highly diverse and yet still inequitable world. Rather than a formula for a particular curriculum, it is an underpinning perspective and framework that permeates everything in early childhood education--including a teacher's interactions with children, families,…
Descriptors: Identification (Psychology), Racial Discrimination, Social Justice, Young Children
Jensen, Kelly; Noazin, Sassan; Bitterfeld, Leandra; Carcelen, Andrea; Vargas-Cuentas, Natalia I.; Hidalgo, Daniela; Valenzuela, Alejandra; Roman-Gonzalez, Avid; Krebs, Casey; Clement, Vincent; Nolan, Cody; Barrientos, Franklin; Mendoza, Ardi Knobel; Noriega-Donis, Paola; Palacios, Claudia; Ramirez, Andrea; Vittet, Macarena; Hafeez, Emil; Torres-Viso, Mariana; Velarde, Myriam; Moulton, Lawrence H.; Powers, Michael D.; Gilman, Robert H.; Zimic, Mirko – Journal of Autism and Developmental Disorders, 2021
Most children with autism spectrum disorder (ASD), in resource-limited settings (RLS), are diagnosed after the age of four. Our work confirmed and extended results of Pierce that eye tracking could discriminate between typically developing (TD) children and those with ASD. We demonstrated the initial 15 s was at least as discriminating as the…
Descriptors: Autism, Pervasive Developmental Disorders, Disability Identification, Eye Movements
Hicks, Nytasia; Millar, Roberto J.; Girling, Laura M.; Cummins, Phyllis A.; Yamashita, Takashi – Grantee Submission, 2021
There is an increasing need for cross-cultural qualitative studies in an era of globalization. A focus group of five researchers, who were involved in a large international research project, identified effective strategies and challenges associated with five key domains of qualitative research with key informants: identification, recruitment,…
Descriptors: Interviews, Qualitative Research, Cross Cultural Studies, Identification
Laygo-Saguil, Juzy – Online Submission, 2021
Background: This study explores the early childhood education teachers' recognition of leadership characteristics among Filipino kindergarten pupils. Framed by the theory on progressive education by Dewey, this study is designed to fill the gap in the literature on child leadership qualities and behavior. Purpose: To explore how early childhood…
Descriptors: Foreign Countries, Kindergarten, Young Children, Leadership Qualities
J. Shero; W. van Dijk; A. Edwards; C. Schatschneider; E. J. Solari; S. A. Hart – npj Science of Learning, 2021
Can genetic screening be used to personalize education for students? Genome-wide association studies (GWAS) screen an individual's DNA for specific variations in their genome, and how said variations relate to specific traits. The variations can then be assigned a corresponding weight and summed to produce polygenic scores (PGS) for given traits.…
Descriptors: Genetics, Academic Achievement, Screening Tests, Risk Assessment
Jessica Gjerde – ProQuest LLC, 2021
Higher Education and Student Affairs (HESA) graduate programs use outdated identity development models from a primary source (Patton et al., 2016) to teach racial identity development to HESA graduate students and new professionals. Situated in a constructivist paradigm and influenced by the field of psychology, these theories promote life span,…
Descriptors: Discourse Analysis, Racial Identification, Graduate Students, Racism
Growns, Bethany; Towler, Alice; Dunn, James D.; Salerno, Jessica M.; Schweitzer, N. J.; Dror, Itiel E. – Cognitive Research: Principles and Implications, 2022
Forensic science practitioners compare visual evidence samples (e.g. fingerprints) and decide if they originate from the same person or different people (i.e. fingerprint 'matching'). These tasks are perceptually and cognitively complex--even practising professionals can make errors--and what limited research exists suggests that existing…
Descriptors: Crime, Evidence, Sampling, Statistics Education
Tso, Ricky V.; Chui, Celine O.; Hsiao, Janet H. – Cognitive Research: Principles and Implications, 2022
Use of face masks is one of the measures adopted by the general community to stop the transmission of disease during this ongoing COVID-19 pandemic. This wide use of face masks has indeed been shown to disrupt day-to-day face recognition. People with autism spectrum disorder (ASD) often have predisposed impairment in face recognition and are…
Descriptors: Hygiene, Disease Control, Health Behavior, COVID-19
Ford, Karly S.; Rosinger, Kelly; Choi, Junghee – Policy Futures in Education, 2022
Policy researchers have difficulty understanding stratification in enrollment in US higher education when race and ethnicity data are plagued by missing values. Students who decline to ethnoracially self-identify become part of a "race unknown" reporting category. In undergraduate enrollment, "race unknown" students are not…
Descriptors: Admission (School), Competitive Selection, Race, Ethnicity
Liu, Shifeng; Bourgeois, Florence T.; Dunn, Adam G. – Research Synthesis Methods, 2022
A substantial proportion of trial registrations are not linked to corresponding published articles, limiting analyses and new tools. Our aim was to develop a method for finding articles reporting the results of trials that are registered on ClinicalTrials.gov when they do not include metadata links. We used a set of 27,280 trial registration and…
Descriptors: Medical Research, Web Sites, Identification, Computational Linguistics
Catts, Hugh W.; Petscher, Yaacov – Journal of Learning Disabilities, 2022
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This…
Descriptors: Dyslexia, Disability Identification, Reading Difficulties, Risk
Cowan, Rebecca G.; Tedeschi, P. J.; Corbin, Michael; Cole, Rebekah – Psychology in the Schools, 2022
The purpose of this study is to examine how recent incidents of planned mass violence in high schools within the United States were successfully averted. Using the Averted School Violence database, this study utilizes a mixed-methods content analysis approach to analyze 82 incidents of averted mass violence in high schools that occurred…
Descriptors: Violence, High Schools, Prevention, Incidence
He, Qingping; Meadows, Michelle; Black, Beth – Research Papers in Education, 2022
A potential negative consequence of high-stakes testing is inappropriate test behaviour involving individuals and/or institutions. Inappropriate test behaviour and test collusion can result in aberrant response patterns and anomalous test scores and invalidate the intended interpretation and use of test results. A variety of statistical techniques…
Descriptors: Statistical Analysis, High Stakes Tests, Scores, Response Style (Tests)
Wondra, Trent K.; McCrea, Sean M. – Social Psychology of Education: An International Journal, 2022
Self-handicapping is a defensive response to self-doubt about one's abilities to perform well on an upcoming task. It involves the creation via behavior, or claiming, of obstacles prior to the performance in order to excuse potential failure. Although past research has focused on individual-level threats to identity, self-doubt could also result…
Descriptors: Self Destructive Behavior, Self Concept, Socioeconomic Status, College Students
