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Download full textSiriwan Chatmaneerungcharoen; Phatsarapron Sahakit; Porntip Sookperm; Darin Boonsri; Sitthichai Intharamonthian; Nattapong Songumpai; Surachchai Parsukh; Achara Yansuwan – Journal of Education and Learning, 2025
This study aims to develop an integrated Project-Based Learning (PBL) model based on Values, Attitudes, Skills, and Knowledge (VASK), specifically designed for small-sized schools and mixed-grade classrooms. Employing a phenomenological study approach with a mixed-methods data structure, the research explores two key questions: What are effective…
Descriptors: Active Learning, Student Projects, Multigraded Classes, Small Schools
Direct linkGraham G. Rifenbark; Tyler A. Hicks; Kathryn M. Burke; Rebecca E. Swinburne Romine; Kandace K. Fleming; Karrie A. Shogren – Career Development and Transition for Exceptional Individuals, 2023
In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An…
Descriptors: Adolescents, High Schools, Intellectual Disability, Self Determination
Rodríguez-Negro, Josune; Yanci, Javier – Educational Psychology, 2022
The aim of this study was to investigate the effects of two different physical education intervention programmes on cognitive functions (i.e. creativity, attention and impulse control) in primary education students. These dimensions were measured in 168 children (8-12 years) before and after two 8-week intervention programmes with different…
Descriptors: Physical Education, Elementary School Students, Teaching Models, Cognitive Ability
