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Empowering Educators for the AI Revolution: Bridging Gaps in Preparedness and Equity in Classrooms
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Samra Maqbool; Hafiz Muhammad Ihsan Zafeer; Sufyan Maqbool; Ayesha Tariq; Amjad Islam Amjad – International Journal of Technology in Education, 2025
The integration of Artificial Intelligence (AI) in education offers transformative opportunities for personalized learning and efficient instructional practices. However, the successful adoption of AI in classrooms is contingent upon teachers' preparedness, technological literacy, and understanding of ethical considerations. This study examined…
Descriptors: Artificial Intelligence, Technology Uses in Education, Teacher Competencies, Readiness
Collective Teacher Efficacy and Its Relationship to Attitudes to Inclusion of Students with Special Educational Needs in Sweden
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Lisa Fohlin; Mara Westling Allodi; Mina Sedem – European Journal of Special Needs Education, 2025
This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The…
Descriptors: Teacher Attitudes, Classroom Techniques, Inclusion, Rating Scales
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian Doabler; Jessica Turtura – Journal of Learning Disabilities, 2025
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted,…
Descriptors: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems