Political discord, social tensions, and global conflicts compel teachers to guide students in exploring diverse perspectives and engaging in constructive, respectful dialogues. Furthermore, the rapid evolution of technology, particularly artificial intelligence (AI), necessitates teachers and school leaders to consider entirely new paradigms in…

Growing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning have become increasingly popular in postsecondary institutions; yet, quantitative evidence on the effectiveness of these programs is limited. Using…

This study investigated pedagogical agent (with/without) and feedback (explanatory/confirmatory) types on achievement, flow experience, and cognitive load in a digital game-based learning environment. We developed a game about spreadsheets and prepared four versions of the game in the context of pedagogical agent and feedback types. Through the…

Professional development is vital to PK-12 teachers' growth and student learning, contributing to school improvement (Barghani, 2021; Bredeson, 2000; Darling-Hammond, 2000; Snow-Renner & Lauer, 2005). Yet, with all the systems that have been put into place by NCLB (2001), and ESSA (2015) to provide PK-12 teachers with effective professional…

This paper presents an action research study as part of a Dissertation in Practice. Based on observations from the classroom of the participant-researcher, Problem of Practice is described: an over-reliance on teacher-centered instructional methods and the mismatch of these instructional techniques to the pedagogy endorsed by the International…

A carefully constructed method of assessment using short, formative, invigilated in-tutorial quizzes is investigated to see how successful this method is compared to previous assessment tasks. We look at whether student engagement increased, given that students who enter university often face issues with the transition from school, and engagement…

The study aims to examine the effectiveness of interactive digital content based on the technological pedagogical content knowledge framework (TPACK) model in developing the skills of educational aids production and enhancing cognitive achievement among early childhood students at Jadara University. The researcher relied on the quasi-experimental…

This study aimed to investigating the impact of project-based learning strategy on action research skills of Jordanian basic school students in light of some variables while teaching the unite of "Water". Semi-experimental design was used on a sample of 9th grade female students distributed in experimental group of (40) and a control…

This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in…

Supplemental instruction (SI) confers student success, as represented by grades, knowledge retention, and student engagement. However, studies often report professional, not undergraduate, program findings. To measure these effects, students studying human anatomy at a university in Ontario, Canada, attended structured (peer-assisted) or…

Online interventions promoted to enhance cognitive ability hold great appeal for their potential positive impact in social, employment, and educational domains. Cognitive training programs have, thus far, not been shown to influence performance on tests of general cognitive aptitude. Strengthening Mental Abilities with Relational Training (SMART)…

As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the…

This study presents findings on the effectiveness and perception of teacher professional development in online-only and blended learning (BL) formats. The analysis of a total of 115 studies from the research field of online teacher professional development (OTPD) showed that digitized training predominantly led to positive effects on teachers'…

Growing literature documents the promise of active learning instruction in engaging students in college classrooms. Accordingly, faculty professional development (PD) programs on active learning have become increasingly popular in postsecondary institutions; yet, quantitative evidence on the effectiveness of these programs is limited. Using…

One of the biggest barriers preventing teachers from utilizing the flipped classroom approach in their teaching practices is the lack of a general and practical framework for guiding the design and implementation of flipped classrooms. This leads to the fact that the effectiveness of the flipped classroom approach is unconfirmed. Building on…