Publication Date
| In 2025 | 1 |
| Since 2024 | 3 |
Descriptor
| Achievement Gains | 3 |
| Assignments | 3 |
| Scores | 2 |
| Academic Achievement | 1 |
| Accuracy | 1 |
| Achievement Gap | 1 |
| Active Learning | 1 |
| Austro Asiatic Languages | 1 |
| Biology | 1 |
| COVID-19 | 1 |
| Climate | 1 |
| More ▼ | |
Author
| Diane K. Angell | 1 |
| Hiroyuki Hattori | 1 |
| Ido Roll | 1 |
| Ilana Ram | 1 |
| Jeffery H. Marshall | 1 |
| Philip Finell | 1 |
| Sara Harris | 1 |
| Sharon Lane-Getaz | 1 |
| Stephanie Smith | 1 |
| Taylor Okonek | 1 |
| Ung Chinna | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 1 |
| Grade 6 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Cambodia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkIlana Ram; Sara Harris; Ido Roll – International Journal of Artificial Intelligence in Education, 2024
Personalization in education describes instruction that is tailored to learners' interests, attributes, or background and can be applied in various ways, one of which is through choice. In choice-based personalization, learners choose topics or resources that fit them the most. Personalization may be especially important (and under-used) with…
Descriptors: MOOCs, Individualized Instruction, Student Interests, Active Learning
Diane K. Angell; Sharon Lane-Getaz; Taylor Okonek; Stephanie Smith – CBE - Life Sciences Education, 2024
Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended…
Descriptors: Test Preparation, Metacognition, Introductory Courses, Biology
Jeffery H. Marshall; Philip Finell; Hiroyuki Hattori; Ung Chinna – Comparative Education Review, 2025
Cambodian primary schools shifted to remote teaching for extended periods during the 2020-21 COVID-19 pandemic. The results from national learning assessments of grade 6 students show that overall averages in Khmer language and mathematics in 2021 were 0.30-0.75 standard deviations below 2016 levels. There is some evidence that learning gaps…
Descriptors: Foreign Countries, Achievement Gains, Academic Achievement, COVID-19
