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Belete Hiluf; Marew Alemu; Hailay Tesfay Gebremariam – Cogent Education, 2024
Emotional intelligence (EI) refers to the ability to recognize, understand, and manage emotions, which has been found to play a crucial role in academic achievement. However, there is limited research on the impact of EI on writing performance, particularly in the Ethiopian context. Therefore, this study aims to address this gap by examining the…
Descriptors: Writing Achievement, High School Students, Emotional Intelligence, Cultural Context
Yovav Eshet – International Journal for Educational Integrity, 2025
This research explores the impact of the unforeseen global crisis on education and assessment practices, investigating plagiarism rates through a comprehensive analysis of 25,864 written assignments from 42 academic institutions in 2019, 2020, and 2023 before, during, and after crises, such as pandemics. Utilising the theory of planned behaviour…
Descriptors: COVID-19, Pandemics, Plagiarism, Comparative Analysis
Bati, Kaan – Critical Questions in Education, 2022
In this research, pre-service science teachers' writings written in a biology laboratory course were examined and the development of writings skills was monitored from the critical thinking skills perspective. In this context, the preservice teachers were asked to design and build a fully enclosed ecosystem model (bottle ecosystem), collect data…
Descriptors: Preservice Teachers, Reflection, Critical Thinking, Writing Skills
Bayram, Huseyin; Tikman, Fatih – Turkish Online Journal of Distance Education, 2022
This study examined the plagiarism rates of student teachers (hereafter students) during the distance education process and investigated the reasons for plagiarising. Qualitative dominant sequential exploratory design was used. The sample consisted of students studying at two different universities in Turkey. The study group was determined in two…
Descriptors: Student Teachers, Plagiarism, Foreign Countries, Teacher Education Programs
Jana Majercíková – Journal of Pedagogy, 2024
The paper discusses the issue of homework in primary education in Slovakia. It attempts to contribute to uncovering the homework narrative that is created and used by its teaching staff and to relate it to the discourse on homework and its place in education in the Anglo-American environment. The research used content analysis of the written…
Descriptors: Foreign Countries, Elementary Education, Homework, Elementary School Teachers
Jessica Cail – Teaching of Psychology, 2025
Background: Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the "robot proof" human skills future workers will need, such as creativity, communication, and critical thinking. Objective: The study objective was to explore…
Descriptors: Psychology, Accuracy, Artificial Intelligence, Technology Integration
Shengji Li; Huma Akram – SAGE Open, 2024
Effective communication and academic writing in English hinge on a solid grasp of grammar, with pronouns representing a pivotal aspect. However, non-native, particularly English as a second language (ESL) students, often find difficulties in employing pronouns effectively, especially in reference to their antecedents within sentences. The current…
Descriptors: Second Language Learning, English (Second Language), Writing (Composition), Writing Evaluation
Mirva Heikkilä; Miira Häkkinen; Anni Vidbäck; Mirjamaija Mikkilä-Erdmann; Ilari E. Sääksjärvi – Environmental Education Research, 2025
Environmental content is becoming increasingly important in schools, but teachers may have difficulty grasping accurate knowledge. This study investigated how student teachers construct a conceptual understanding of biodiversity loss in an online environment. Sixty-five first-semester primary student teachers at a Finnish university were given the…
Descriptors: Student Teachers, Teacher Education Programs, Biodiversity, Scientific Concepts
Van Heerden, Martina – Assessment & Evaluation in Higher Education, 2020
Research has shown that written feedback is important for student learning and development. However, the messages embedded in feedback may lead to students being misled about what they need to learn or how they need to develop. This article reports on a small-scale investigation into the messages embedded in feedback. Legitimation Code Theory was…
Descriptors: Feedback (Response), Instructional Effectiveness, Content Analysis, College Freshmen
Garcia, Antero; Levinson, Amber Maria; Gargroetzi, Emma Carene – American Educational Research Journal, 2020
This article investigates the civic writing practices of more than 11,000 students writing letters to the next president in the lead up to the 2016 U.S. election. We analyze how letter topics are associated with socioeconomic factors and reveal that 43 topics--including ones prevalent among students such as immigration, guns, and school…
Descriptors: Civics, Citizenship Education, Writing Assignments, Writing (Composition)
Priniski, Stacy J.; Rosenzweig, Emily Q.; Canning, Elizabeth A.; Hecht, Cameron A.; Tibbetts, Yoi; Hyde, Janet S.; Harackiewicz, Judith M. – Journal of Educational Psychology, 2019
Utility-value (UV) interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in science, technology, engineering, and mathematics fields. As researchers move toward scaling…
Descriptors: Intervention, Writing Assignments, Introductory Courses, Essays
Priniski, Stacy J.; Rosenzweig, Emily Q.; Canning, Elizabeth A.; Hecht, Cameron A.; Tibbetts, Yoi; Hyde, Janet S.; Harackiewicz, Judith M. – Grantee Submission, 2019
Utility-value (UV) interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in science, technology, engineering, and mathematics fields. As researchers move toward scaling…
Descriptors: Intervention, Writing Assignments, Introductory Courses, Essays
Einbinder, Susan D. – InSight: A Journal of Scholarly Teaching, 2018
This process and outcome qualitative study describes and critically assesses the experiences of the faculty who participated in the one-semester FLC addressing CLTs through a content analysis of individual narratives completed at the end and ten months after the FLC ended. The existence and contributions of four prerequisites for successful…
Descriptors: Qualitative Research, College Faculty, Communities of Practice, Teacher Collaboration
Lee, Youngju – Australasian Journal of Educational Technology, 2018
The purpose of the study was to investigate how structured blogging influences pre-service teachers' writings. In this study, pre-service teachers were provided with structured guidance for blog writing to support their instructional media development, undertaken as part of their teacher education course. Content analysis was conducted to examine…
Descriptors: Preservice Teachers, Electronic Journals, Student Journals, Writing Instruction
Kane, Danielle; Otto, Kristin – Teaching Sociology, 2018
We argue that the literature on critical thinking in sociology has conflated two different skill sets: critical sociological thinking and higher-level thinking. To begin to examine how sociologists weigh and cultivate these skill sets, we interviewed 20 sociology instructors and conducted a content analysis of 26 assignments. We found that while…
Descriptors: Critical Thinking, Thinking Skills, Educational Objectives, Writing Assignments