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Abbie P. Wrights; Karen E. Singer-Freeman – Journal on Excellence in College Teaching, 2025
Undergraduates reported the impact of pedagogical practices on their perceived stress. Overall, clustered deadlines, unclear instructions, pop quizzes, high-stakes assignments, and cold calling created the most stress. Policies that allow grade recovery, clear instructions, feeling known by the professor, and flexible deadlines alleviated the most…
Descriptors: Undergraduate Students, Student Attitudes, Student Reaction, College Instruction
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Yue Hu – Innovations in Education and Teaching International, 2024
Kahoot!, a game-based student response system, is increasingly being incorporated into classrooms to maintain student engagement, improve classroom dynamics, and enhance learning outcomes. However, empirical studies exploring how using Kahoot! affects university students' learning, particularly in China, are scant. This exploratory, one-group,…
Descriptors: Game Based Learning, Educational Games, Technology Uses in Education, Student Reaction
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Henrik Sällberg; Emil Folino – Education and Information Technologies, 2024
The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges…
Descriptors: Distance Education, Foreign Countries, Higher Education, College Faculty
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Cristina L. Lash – Theory and Research in Social Education, 2024
This study explores how the ideology of racial individualism--which prioritizes an understanding of racism as individual wrongdoing--becomes embedded in the curriculum and discourse of the middle school social studies classroom and becomes embedded in the curriculum and discourse of the middle school social studies classroom to shape the racial…
Descriptors: Individualism, Racial Factors, Middle Schools, Social Studies
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Kohei Nagayama; Kamiyama Tsutomu; Kazusa Wakabayashi – Journal of Special Education, 2024
Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Special Needs Students
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Qingtang Liu; Xinxin Zheng; Yaoyao Liu; Linjing Wu; Si Zhang; Ni Zhang; Qiyun Wang – British Journal of Educational Technology, 2024
Problem-oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the…
Descriptors: Teacher Characteristics, Teaching Methods, Learning Activities, Problem Solving
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Stein Dankert Kolstø; Vegard Havre Paulsen Paulsen; Idar Mestad – Cultural Studies of Science Education, 2024
Students' critical thinking is often researched using quantitative tests designed to measure critical thinking. In contrast, this study qualitatively analyses group and whole-class dialogues in an interdisciplinary SSI project by focusing on students' critical thinking practices. As such, the study provides an in-depth example of an immersion…
Descriptors: Critical Thinking, Science and Society, Climate, Middle School Students
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Holly N. Johnson; Ya-yu Lo; Morgan E. Nichols – Educational Research and Development Journal, 2024
Promoting a high level of student engagement has been a goal for many teachers. Opportunities to respond (OTR) offer a low-cost instructional practice that allows teachers to improve student engagement in the classroom. In this study, we explored the potential effects of a data-driven coaching model on one elementary school teacher's…
Descriptors: Data Use, Decision Making, Coaching (Performance), Learner Engagement
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Michelle Newcomb; Alyssa Venning – Journal of Social Work Education, 2024
Trigger warnings have become a hotly contested practice in higher education, including within the field of social work. Learning to become a social worker can be a demanding process that requires in-depth study about often socially taboo and traumatic topics. The learning process can, understandably, cause discomfort that may result in a…
Descriptors: Social Work, Higher Education, Trauma, Anxiety