This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N =…

What kind of knowledge informs the practice of English teachers? Recent policy developments, in England and elsewhere, have sought to specify a knowledge base for teachers. Drawing on case studies produced by pre-service English teachers, this essay explores the complex, multifaceted and situated character of the knowledge that teachers develop in…

Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying…

The capacity to cope with test anxiety that contain high concentrations of cognitive, behavioral, and physiological manifestations, is becoming increasingly important in educational contexts as well as evaluative settings. The developing ability to deal with test anxiety relative to the increasingly strict evaluative practices students encounter…

Three studies were to conducted to examine the correlates of adolescents' bystander responses to different forms of bullying in schools, namely generalized (based on individual differences such as being shy) and bias-based bullying (due to group membership such as being an immigrant or a refugee). Research on bystanders' responses to bullying…

In recent years, the largely punitive accountability measures imposed by the 2001 No Child Left Behind Act have given way to an emphasis on financial incentives. Although most policy interventions have focused primarily on linking teacher compensation to student test scores, several recent studies have examined the prospects for the use of…

This study builds on previous research that investigates the nature of engagement as it occurs "in the moment" in urban classrooms (Goldin, Epstein, Schorr, & Warner, 2011). In this article, we report on a young male student, Eric, who called out an answer in front of all his peers in response to a question posed by the teacher.…

The use of systems of rewards and sanctions within behaviour policies has now been adopted formally in UK schools. Such systems potentially represent competing theoretical ideas when considered alongside current approaches to teaching and learning. There is also opportunity for inconsistent use of rewards and sanctions resulting from the absence…

In this action research project report, the teacher researcher focused on the problem of lack of achievement of students in middle school social studies classes. The purpose of the project was to increase motivation and engagement of students by incorporating the use of technology; thereby, increasing achievement. A total of 105 sixth-grade…

The current study presented 1,933 adolescents from 13 schools with a scenario about a hypothetical peer's plan to "do something dangerous" at school and asked how likely they would be to respond with four different actions: intervene directly, tell a teacher or principal, discuss it with a friend but not an adult, and do nothing. High school…

In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…