In 2018 the Organisation for Economic Co-operation and Development (OECD) launched its International Early Learning Child Well-being Study (IELS), also known as Baby PISA. In the first round of data collection, the IELS focused on three OECD countries: England, Estonia and the United States. In this article we show that a similar study of…

The study aimed to identify significant disparities in the reading growth of English learners (ELs) enrolled in either push-in or pull-out EL services, as measured by the ACCESS and MAP assessments. Conducted at a middle school in southwestern Illinois, the research focused on the impact of different EL programming types on the reading performance…

This quasi-experimental study aims to compare the effects of using combinations of written text, animation and narration in multimedia courseware. 114 sixth grade students assigned in three conditions were participated in the study. Three versions of the courseware with combinations of animation, text and narration were developed taking modality…

Mathematical fact fluency, particularly in addition and subtraction, is crucial for students' success in later mathematical concepts and is often a focus of elementary education. Educators are exploring tools to enhance math fluency, such as Reflex Math, a digital program designed to accelerate students' fact fluency through adaptive learning…

We investigated French primary school teachers' assessment practice in mathematics. Using an online questionnaire on teachers' background, teaching, and grading practice, we were able to determine assessment profiles of 604 primary school teachers. As evidenced by the teachers' scores on the latent factors Assessment purposes, Assessment…

Teachers lack effective curriculum-based instruments to assess their students' scientific competence that would provide information for modifying their inquiry instruction. The main purpose of this study was to develop and validate a Curriculum-Based Scientific Competence (CBSC) test to assess students' scientific competence in a 1-semester Grade…

This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher…

This study aims to reveal the similarities and differences in the secondary mathematics curricula (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of the comparative education approaches, was used in…

In this paper, we present a novel approach to defining, teaching, and assessing creativity by examining its origins and delineating the processes involved. The rationale for introducing this framework developed from studying existing thinking and questioning the current metrics for measuring creativity, which we posit are unfit for purpose. We…

Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. 'Funds of…

The traditional exam has a strong holding within Norwegian higher education and is very often the preferred way of assessing students. Digital technology opens up for alternatives to the traditional exam, but so far focus has predominantly been on exchanging pen and paper with personal computers within the traditional framework. Digital…

There has been a growing interest among educators over the past few years in formative assessment. Formative assessment, referred to as assessment for learning or assessment as learning, is a planned, ongoing process during which teachers collect information on students' academic performance to enhance the learning and teaching experience and…

Since March 2020, COVID-19 has required the implementation of remote learning options in K-12 public schools across North Carolina, ranging from fully online classroom experiences to hybrid scenarios in which students attend school both in person and remotely. In some locales, students continue to attend school in person most of the time, but with…

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning…

This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don't need to choose between differentiating to meet students'…