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Mehrdad Yousefpoori-Naeim; Surina He; Ying Cui; Maria Cutumisu – International Review of Education, 2024
In addition to pre- and in-service teacher education programmes, teachers' autonomous reading of content related to their work contributes significantly to their professional development. This study investigated the factors that influenced the professional reading of 10,469 language teachers in the 2018 dataset of the Programme for International…
Descriptors: Language Teachers, Predictor Variables, Reading Habits, Teacher Background
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Na-Ra Nam; Sue-Yeon Song – Innovations in Education and Teaching International, 2025
This empirical study uses a random forest algorithm to examine the factors that influence learners' persistence in online learning at a prominent Korean institution. The data were collected from students who began their studies in Spring 2021, and encompassed a range of variables including individual attributes, academic engagement, academic…
Descriptors: Adult Students, Academic Persistence, Foreign Countries, Influences
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Laura L. Beaton – Journal of Educational Technology Systems, 2025
Online quizzes and learning platforms provided by textbook publishers have become common components of undergraduate education. Here, I examine how participation in these formative assessments related to student course performance. Over multiple semesters, students completed either free online unlimited attempt quizzes or assignments from a…
Descriptors: Formative Evaluation, Computer Assisted Testing, Tests, Student Evaluation
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Wonsun Ryu; Lauren Schudde; Kimberly Pack-Cosme – American Educational Research Journal, 2024
Dual enrollment (DE)--where students earn college credits during high school--is expanding rapidly. To facilitate DE, institutional actors across K-12 schools and colleges must build or repurpose structures across separate organizations to determine course offerings, assignments, modality, and composition. Yet the organization and implications of…
Descriptors: Dual Enrollment, College Credits, Public Schools, High School Students
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Jakob Åsberg Johnels; Christian Waldmann; Maria Levlin – Journal of Research in Reading, 2024
Background: Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi-transparent orthography…
Descriptors: Spelling, Longitudinal Studies, Scores, Secondary School Students
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Kelly McGinn; Laura Young; Alexandra Huyghe; Julie Booth – Journal of Research on Educational Effectiveness, 2024
Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types…
Descriptors: Problem Solving, Prompting, Mathematics Tests, Standardized Tests