Publication Date
In 2025 | 2 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 5 |
Since 2016 (last 10 years) | 15 |
Since 2006 (last 20 years) | 27 |
Descriptor
Active Learning | 27 |
Learner Engagement | 27 |
Professional Development | 27 |
Foreign Countries | 13 |
Teaching Methods | 10 |
Inquiry | 8 |
Student Attitudes | 7 |
Student Projects | 7 |
Electronic Learning | 6 |
Program Effectiveness | 6 |
Thinking Skills | 6 |
More ▼ |
Source
Author
Publication Type
Journal Articles | 19 |
Reports - Research | 17 |
Collected Works - Proceedings | 5 |
Reports - Descriptive | 2 |
Reports - Evaluative | 2 |
Tests/Questionnaires | 2 |
Books | 1 |
Collected Works - Serial | 1 |
Numerical/Quantitative Data | 1 |
Education Level
Audience
Administrators | 1 |
Teachers | 1 |
Location
Germany | 3 |
South Africa | 3 |
Turkey | 2 |
United States | 2 |
Australia | 1 |
California | 1 |
Canada | 1 |
China | 1 |
Colombia | 1 |
Cyprus | 1 |
Denmark | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Chandler Patton Miranda – International Journal of Qualitative Studies in Education (QSE), 2025
This critical ethnographic case study explores the impact of Performance-Based Assessment Tasks (PBATs) on high school dynamics and instructional practices, particularly in schools serving immigrant communities. PBATs, considered alternatives to standardized testing, have shown promise in enhancing student engagement, critical thinking, and…
Descriptors: High School Students, High School Teachers, Principals, Assistant Principals
Replicating or Franchising a STEM Afterschool Program Model: Core Elements of Programmatic Integrity
Stevenson, Nikolaus; Sommers, Amie S.; Grandgenett, Neal; Tapprich, William; McQuillan, Julia; Phillips, Michelle; Jensen, Rachael; Cutucache, Christine – International Journal of STEM Education, 2022
Background: Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generation, and STEM literacy for youth in grades kindergarten through 8th grade (ages 5-14). The model empowers post-secondary students…
Descriptors: Undergraduate Students, STEM Education, After School Programs, Models
Verena Petermann; Andreas Vorholzer; Claudia von Aufschnaiter – Journal of Research in Science Teaching, 2025
Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…
Descriptors: Foreign Countries, Science Teachers, Science Education, Teacher Attitudes
Mayombe, Celestin – International Journal of Lifelong Education, 2020
This article analyses the perceptions of adult learners towards the use of constructivist approach in teaching and learning in non-formal education (NFE) centres of KwaZulu-Natal, South Africa. The analysis is based on five principles of the constructivist theory of learning-interactive learning, collaborative learning, facilitating learning,…
Descriptors: Adult Students, Student Attitudes, Constructivism (Learning), Nonformal Education
Crawford, Christina; Obenland, Carrie; Nichol, Carolyn – Journal of STEM Outreach, 2021
Pre-college engineering education has gained traction in U.S. schools over the past twenty years. This growth is evident with engineering emerging as a crosscutting discipline in the Next Generation Science Standards. However, the scarcity of professional development (PD) for K-12 teachers who want to teach engineering and the few PD opportunities…
Descriptors: Professional Development, Program Length, Program Effectiveness, Inservice Teacher Education
Alston, Daniel M.; Marshall, Jeff C.; Smart, Julie B. – Science Educator, 2020
In the United States, reform movements have been a part of the science education community for decades. Inquiry-based instruction has a long history in reform documents and while it is not explicitly used in the Next Generation Science Standards (NGSS), the underlying tenants of this instructional strategy are still evident. Thus, inquiry-based…
Descriptors: Inquiry, Active Learning, Academic Standards, Science Instruction
Hunter, Jane; Fitzgerald, Terry – Journal of Computers in Mathematics and Science Teaching, 2021
In a study on digital game-based learning in five high-poverty elementary schools in the Philippines, the teachers' professional development experiences were investigated. Research conducted for the study was part of a university-industry partnership with the developer of a new platform designed to give teachers and students experience of…
Descriptors: Professional Development, Elementary School Teachers, Poverty, Disadvantaged Schools
Watkins, Jessica; Jaber, Lama Z.; Dini, Vesal – Journal of Science Teacher Education, 2020
Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-based visions of science learning and to address problems of access to reach teachers nationwide. While studies of online professional development offer…
Descriptors: Science Teachers, Professional Development, Elementary School Teachers, Middle School Teachers
Temple Clothier, Anne; Matheson, David – Journal of Further and Higher Education, 2019
Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise…
Descriptors: Undergraduate Students, Bachelors Degrees, Honors Curriculum, Education Majors
Craig Phillips; Jacqueline O’Flaherty – Student Success, 2019
Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning…
Descriptors: Foreign Countries, Undergraduate Students, Nursing Students, Nursing Education
Shuster, Michèle; Glazewski, Krista; Villa, Christopher – Interdisciplinary Journal of Problem-based Learning, 2020
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based…
Descriptors: Workshops, Genetics, Case Method (Teaching Technique), Pedagogical Content Knowledge
Hardman, Jan – Active Learning in Higher Education, 2016
While much of the recent academic literature into university seminar teaching has focused on collaborative learning involving student-student interaction, little research has been done into tutor-student interaction and how tutors interact with students during whole class, group-based and one-to-one teaching. In response to this finding, this…
Descriptors: Tutors, Professional Development, Higher Education, Active Learning
Bers, Trudy; Chun, Marc; Daly, William T.; Harrington, Christine; Tobolowsky, Barbara F. – National Resource Center for the First-Year Experience and Students in Transition, 2015
"Foundations for Critical Thinking" explores the landscape of critical-thinking skill development and pedagogy through foundational chapters and institutional case studies involving a range of students in diverse settings. By establishing a link between active learning and improved critical thinking, this resource encourages all higher…
Descriptors: Critical Thinking, Thinking Skills, Skill Development, Teaching Methods
Impact of Sustained Professional Development in STEM on Outcome Measures in a Diverse Urban District
Capraro, Robert M.; Capraro, Mary Margaret; Scheurich, James Joseph; Jones, Meredith; Morgan, Jim; Huggins, Kristin Shawn; Corlu, M. Sencer; Younes, Rayya; Han, Sunyoung – Journal of Educational Research, 2016
Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities,…
Descriptors: Professional Development, STEM Education, Urban Schools, School Districts
Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy – Journal of Science Teacher Education, 2012
This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…
Descriptors: Inquiry, Active Learning, Sensory Experience, Science Instruction
Previous Page | Next Page »
Pages: 1 | 2