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Julie Arnold; Jill Willis – Australian Educational Researcher, 2024
Student experience of Assessment for Learning (AfL) pedagogies ideally provides multiple entry points for students to take past learning forward into future learning. In practice, points of disconnection may confound the accessibility of AfL's repertoire of practices. This paper investigates the AfL experiences of students with likely language and…
Descriptors: Foreign Countries, Secondary School Students, Language Impairments, Attention Deficit Disorders
Marie Therese Farrugia – Journal of Education, 2024
Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3-7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8-11, learning outcomes are subject-based, and new mathematics textbooks are being phased…
Descriptors: Mathematics Education, Foreign Countries, Educational Objectives, Play
Stefania Manca; Manuela Delfino – British Journal of Educational Technology, 2021
In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID-19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the…
Descriptors: Foreign Countries, COVID-19, Pandemics, Emergency Programs
Piliouras, Panagiotis; Lathouris, Dimitris; Plakitsi, Katerina; Stylianou, Liana – World Journal of Education, 2015
The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of "developmental work research" as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the…
Descriptors: Action Research, Science Teachers, Faculty Development, Case Studies

Delahaye, Brian – Australian Journal of Adult Education, 1987
The author administered the Student Orientation Questionnaire to 205 tertiary students to measure students' orientation towards pedagogy or andragogy. Results indicate that the second factor is independent of the first factor. Thus, he argues that the relationship between pedagogy and andragogy is orthogonal. (CH)
Descriptors: Adult Education, Andragogy, Developmental Continuity, Foreign Countries
Kohler, Michelle – Babel, 2003
This paper describes a project that set out to explore teachers' engagement with the issue of continuity in teaching, learning, and assessment as a central dimension of transition. The project revealed that teachers are deeply concerned with questions such as what progress students are making and how to maximise students' learning in the short and…
Descriptors: Foreign Countries, Developmental Continuity, Second Language Instruction, Academic Achievement
Braund, Martin; Driver, Mike – Education 3-13, 2005
Pupils transferring to secondary school are positive about science and look forward to practical work. The research reported here explored Y6 and Y7 pupils' perceptions of practical science in school and the world of work. Pupils at both ages saw practical work as a natural and enjoyable consequence of scientific endeavour and of use to society.…
Descriptors: Student Attitudes, Scientific Attitudes, Research Reports, Transitional Programs
Pain, K. – 1984
Included in this document are two reports of studies using data from the same l5 research sites in Alberta, Canada. The first study, "Critical Variables in ECS-Grade One Articulation," documented factors associated with successful articulation of Early Childhood Services (ECS) and primary school programs. Data were collected through…
Descriptors: Articulation (Education), Classroom Environment, Curriculum Evaluation, Developmental Continuity