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Direct linkBrent Duckor; Carrie Holmberg – Phi Delta Kappan, 2024
Learning is iterative. It takes time and effort. Real progress in any subject requires we engage, motivate, and support learners as they take next steps to improve their work. Brent Duckor and Carrie Holmberg show how teachers can use progress guides as a formative feedback tool to re-engage and support students where they are, while keeping the…
Descriptors: Learner Engagement, Student Motivation, Feedback (Response), Evaluation
Peer reviewedSivaram Ponnusamy, Editor; Jilali Antari, Editor; Gwanggil Jeon, Editor; Mansour Assaf, Editor; Bhisham Sharma, Editor – IGI Global, 2025
Education is undergoing critical transformations driven by innovations in remote experimentation and learning analytics. As technology reshapes how we teach and learn, remote experimentation allows students to conduct hands-on, interactive experiments from anywhere in the world, breaking down geographical and resource-based barriers. This shift…
Descriptors: Educational Change, Educational Innovation, Distance Education, Hands on Science
Kathleen N. Tuck; Jason C. Chow; Gospel Y. Kim; Elisabeth J. Malone; Kelsey H. Smith – Beyond Behavior, 2024
Visual activity schedules (VASs) are an effective, efficient intervention designed to promote positive language and behavioral development for elementary students with and at risk for emotional and behavioral disorders (EBD). However, VAS design and implementation varies widely in the extant research, prohibiting the ease of implementation in…
Descriptors: Elementary School Students, Learner Engagement, Behavior Development, Language Acquisition
Xu Li; Wee Hoe Tan; Xilong Zheng; Dan Dou; Yingtao Wang; Huijun Yang – Education and Information Technologies, 2025
The study investigated the roles of advanced digital tools in enhancing engagement with physical education among undergraduates. The focus was on the effects of digital monitoring and real-time feedback technologies on increasing physical activity participation and improving physical fitness levels of undergraduates. Throughout a semester, the…
Descriptors: Undergraduate Students, Physical Activity Level, Physical Education, Physical Fitness
Malena A. Nygaard; Heather E. Ormiston; Hallie Enderle – Assessment for Effective Intervention, 2024
Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…
Descriptors: Elementary School Students, Trauma, Early Experience, Intervention
Download full textDavid Woods; Laura Poe; Nita Brooks; Melinda Korzaan; Andrea Hulshult – Journal of Effective Teaching in Higher Education, 2024
Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a…
Descriptors: College Students, Metacognition, Learning Strategies, Study Skills
Lane Maxcy; Denise A. Soares; Judith Harrison – Contemporary Educational Technology, 2025
The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the…
Descriptors: Technology Uses in Education, Self Management, Emotional Disturbances, Behavior Disorders
Michael Siller; Rebecca Landa; Giacomo Vivanti; Brooke Ingersoll; Allison Jobin; Molly Murphy; Melanie Pellecchia; Brian Boyd; Sophia D'Agostino; Cynthia Zierhut Ursu; Jennifer Stapel-Wax; Sally Fuhrmeister; Lindee Morgan – Topics in Early Childhood Special Education, 2024
Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices…
Descriptors: Early Childhood Education, Inclusion, Autism Spectrum Disorders, Intervention
