Video-based learning (VBL) is popular, yet students tend to learn video material passively. Instilling teaching expectancy is a strategy to promote active processing by learners, but it is unclear how effective it will be in improving VBL. This study examined the role of teaching expectancy on VBL by comparing the learning outcomes and…

In many teacher expectation studies, it is suggested that teachers can overcome expectation bias through enhanced "awareness." In this exploratory paper, I extrapolate and map the conceptual demarcations of 'teacher awareness' based on a thematic analysis of twenty-six teacher expectation studies identified in a systematic literature…

Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self-motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While…

Student behaviour is a perennial concern for educators, parents, and policy-makers alike. The present study involved an ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in primary school classrooms in the Republic of Ireland. Online survey data from 1035 primary school teachers revealed that the most…

Experimental evidence of effects of instructors' growth or fixed mindsets has so far been provided only by studies on U.S. university students. Research outside the US and on primary and secondary school students has relied on correlational data. In two preregistered vignette experiments with secondary school and university students in Germany (N…

For a number of years now, the use of information and communication technology (ICT) in the education sector has grown significantly. The purpose of this study was to evaluate the relationships between teachers' perceived usage of technology and the knowledge domains from the Technological Pedagogical and Content Knowledge (TPACK) framework and…

This study investigated whether students' gender, prior achievement, and socioeconomic status (SES) moderated the magnitude of teacher expectation effects on students' English-as-a-foreign-language (EFL) achievement. A sample of 30 university teachers and 845 first-year undergraduate students from EFL classrooms participated in the study. Data on…

Now in a revised and updated second edition addressing the evolving needs of today's K-12 educators, this established classroom resource is written by leaders in positive behavioral interventions and supports (PBIS). Brandi Simonsen and Diane Myers provide a vital classroom management and behavior support toolkit with a primary focus on universal…

In England, examinations for general qualifications (GCSE, AS and A level) were cancelled in summer 2020 and summer 2021 in response to the COVID-19 pandemic and replaced with contingency measures involving teacher judgements. For summer 2020, the intention was to calculate grades using rankings provided by centres, prior attainment data for the…

Trust is fundamental for effective student engagement with feedback in higher education. This study aimed to develop a conceptual framework delineating the specific instructor practices and learning environment conditions that facilitate trustful feedback processes. Open-ended survey responses from higher education instructors (n=147) were…

The plight of African American males continues throughout America and is prevalent in its educational system. Not only are these students negatively impacted by low expectations of their non-African American teachers; policy makers are impeded from devising effective strategies to improve their academic achievement. This qualitative Delphi study…

Teacher autonomy support and provision of structure are crucial for students' learning and motivation, yet it is unclear how to best blend them. Research describes autonomy support and structure as independent but mutually supportive, equivalent, and even opposite. These contradictions jeopardize the generalizability of findings across studies and…

Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers'…

Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree…

Alternative assessment approaches, such as pass/fail and feedback-based designs, aim to reduce academic stress and foster deeper learning. Few studies have examined feedback-based evaluation in formative settings in medical education, but none among graduate anatomy students. This exploratory study investigated the impact of feedback-based versus…