Selection and implementation of evidence-based reading interventions is a complex process that requires careful consideration of factors such as intervention effectiveness and social validity. Social validity refers to how key stakeholders, including teachers, students, and parents, perceive the goals, methods, and outcomes of an intervention.…

This Case Study is based on original research motivated by the lack of literature discussing national and international consensus to develop entrustable professional activities for dermatology doctoral learners. We aimed to collect experts' opinions to reach a consensus on activities expected from doctoral dermatology learners as a primary…

The Give-N (give-a-number) task has become a popular assessment of children's number words and counting knowledge since Wynn's (1990, 1992) seminal work over 30 years ago. Using the Give-N task, numerous studies have shown that children learn the first few number words slowly, before they understand how counting represents number. This learning…

In recent years, teaching as a profession has seen a sharp decline in the number of individuals entering teacher education programs, and certified teachers are leaving the classroom at alarming rates. Although there are a myriad of reasons cited for this trend, we posit as others have, that one challenge to our profession has been the…

The goal for all students is that they become proficient readers. When students are not making adequate progress with core or supplemental reading supports, their instruction needs to intensify until they are on track for reading success. Intensifying instruction for students with reading difficulties is challenging. There are many evidence-based…

Proficiency in written communication is an essential prerequisite for achievement in both academic settings and broader life contexts, yet many struggle with initiating writing and engaging in deep self-reflection and text revision. To address this challenge, this study integrated augmented reality (AR) technology with formative peer assessment…

In this study, our team observed sixth-grade teachers as they taught fractions to students in their mathematics intervention classes to see whether they were including motivational-supportive messages within the framework of Situated Expectancy-Value Theory. Messages in the intervention lessons and teacher transcripts were explored and analyzed,…

Growth mindset has gained educators' attention in order to shape students' self-beliefs about their intelligence. However, research findings lack consensus on using a growth mindset to improve student outcomes. Therefore, the current study explored the pedagogical practices of selected primary school teachers intending to foster a growth mindset…

Didactic transposition transpose knowledge relatively across various institutions, or the place where knowledges live within. In this study we analyse the position and the role of reduction of fraction arithmetic, specifically on how the piece of knowledge takes account, in the mathematics school textbooks of Japan, Indonesia, and Malaysia. We…

Structures and procedures that govern education provision inextricably generate positions for an articulation of pedagogy. Further, wider social-political and cultural-historical frames offer Discourses (after Gee 2012) that position pedagogy within educational provision. For the last 40 years neoliberalism, in various guises, has provided the…

The juxtaposition of the increasing numbers of Asian and Asian American students and persisting shortages of Asian and Asian American teachers has piqued scholarly interest in the lives and teaching of Asian American teachers. Building on this scholarship, the current study focused on the lived experiences and pedagogies of three Asian American…

The study explores the impact of critical reflection on visual communication design teaching for undergraduate programs in Pakistan. Critical reflection is a self-initiated thinking tool with practical implications to improve teaching and professional practices. The qualitative phenomenological research included teachers and practitioners from the…

This study employed a quantitative research design to investigate Chinese teachers' conceptions of classroom assessment and perceived skills. A total of 746 teachers were recruited through professional teaching groups. Results showed that a higher percentage of Chinese teachers selected contemporary assessment approaches to classroom assessment…

Student teachers (N = 22) in a New York State Graduate School of Education pre-service teacher preparation program reported feeling ineffective in using classroom management (CM) skills and strategies. Using an Improvement Science approach and Bandura's work on self-efficacy, this mixed methods research project examined whether providing…

Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design,…