Publication Date
In 2025 | 35 |
Since 2024 | 156 |
Since 2021 (last 5 years) | 447 |
Since 2016 (last 10 years) | 1307 |
Since 2006 (last 20 years) | 1999 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
Teachers | 95 |
Administrators | 50 |
Policymakers | 39 |
Practitioners | 38 |
Parents | 25 |
Researchers | 11 |
Students | 8 |
Community | 6 |
Counselors | 4 |
Media Staff | 2 |
Support Staff | 1 |
More ▼ |
Location
Florida | 83 |
California | 70 |
Texas | 66 |
Australia | 41 |
Massachusetts | 39 |
United Kingdom (England) | 36 |
North Carolina | 35 |
New York | 33 |
Tennessee | 32 |
Ohio | 25 |
Washington | 25 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 2 |
Meets WWC Standards with or without Reservations | 4 |
Does not meet standards | 4 |
Karin Hess – Teachers College Press, 2025
For more than 2 decades, Karin Hess has worked with the concept of depth of knowledge (DOK) and expanded applications of cognitive rigor across content areas and grade levels, proving that every student can experience deeper learning. This interactive book offers a self-guided journey beginning with the basics: what DOK is, what it is not, and…
Descriptors: Knowledge Level, Misconceptions, Difficulty Level, Academic Standards
Shepley, Collin; Grisham-Brown, Jennifer; Lane, Justin D.; Ault, Melinda J. – Topics in Early Childhood Special Education, 2022
Progress-monitoring data collection is an essential skill for teachers serving children for whom the general curriculum is insufficient. As the field of early childhood education moves toward tiered service provision models, the importance of routine data collection is heightened. Therefore, we evaluated the effects of a training package on…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Behavior, Data Collection
Healy, Karl V.; Weise, Solveig; Fink, Astrid; Frese, Thomas; Richter, Matthias; Knöchelmann, Anja – American Journal of Health Education, 2022
Background: Diabetes self-management education (DSME) improves disease-specific markers (HbA1c levels and bodyweight) and prevents disease-related complications. Yet, patients do not seem to benefit equally from such education, likely because of differences in approaches to learning. Purpose: We investigated which learning approaches are best…
Descriptors: Diabetes, Self Management, Training, Foreign Countries
Ifenthaler, Dirk; Sahin, Muhittin – Interactive Technology and Smart Education, 2023
Purpose: This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection…
Descriptors: College Students, Classification, Self Evaluation (Individuals), Progress Monitoring
Vahed, Anisa; Walters, Matthys Michielse; Ross, Ashley Hilton Adrian – Education Inquiry, 2023
Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics' knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate…
Descriptors: Assessment Literacy, Student Evaluation, Formative Evaluation, Summative Evaluation
Marissa J. Filderman; Clark McKown; Pamela Bailey; Gregory J. Benner; Keith Smolkowski – Beyond Behavior, 2023
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this…
Descriptors: Elementary School Students, Social Emotional Learning, Skill Development, Progress Monitoring
Sara Sanders; Lauren Hart Rollins; Aundrea McFall – Beyond Behavior, 2023
Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to…
Descriptors: Elementary School Students, Social Emotional Learning, Goal Orientation, Progress Monitoring
Valbona Nathanaili – European Early Childhood Education Research Journal, 2024
The aim of the article is to provide an analysis of professional passive practice mentoring system for the course of (passive) teaching practice, in the study program 'Teaching for pre-school education' of Albanian HEIs and highlights important areas for improvement to better prepare teacher candidates for the demands of the labour market. The…
Descriptors: Foreign Countries, Colleges, Teacher Educator Education, Preschool Education
Vicente Sanjosé; Carlos B. Gómez-Ferragud; Joan Josep Solaz-Portolés – European Journal of Psychology of Education, 2024
This study explores the process itself of comprehension monitoring of worked-out examples in mathematics. A 'reversal error' was embedded in a worked-out example of algebraic nature. Ninety-four engineers in a master's degree program to become secondary teachers of technology were asked to judge the comprehensibility of the statement and the…
Descriptors: Comprehension, Masters Programs, Engineering Education, Teacher Education
Susan Larson Etscheidt; Nicole R. Skaar; Kerri L. Clopton; Stephanie L. Schmitz – TEACHING Exceptional Children, 2024
This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need…
Descriptors: School Health Services, Mental Health, Students with Disabilities, Individualized Education Programs
Martin Boswell; Stephen Marshall; Kate Thornton – Quality in Higher Education, 2024
This article presents findings from a longitudinal case study of academic audit as enacted at a typical New Zealand university between 1994 and 2019. Academic audit is a higher education quality assurance methodology applied to New Zealand universities. The longitudinal study yielded findings that could not have been detected in a single,…
Descriptors: Educational Quality, Quality Assurance, Audits (Verification), Higher Education
Stacy Shamlin Junjulas; Jennifer Lasater McKinney; Kristie Byrne Chandler – Alabama Journal of Educational Leadership, 2024
This quantitative descriptive study, a collaborative effort of the research team and 316 Alabama public high school leaders is significant as it identifies the intervention strategies used in Alabama's public high schools and the school principals' perceived effectiveness of these strategies in improving student performance on the math portion of…
Descriptors: Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Mathematics Achievement
National Comprehensive Center, 2024
Accelerated learning is an essential component in learning recovery, especially to address the short- and long-term needs resulting from the COVID-19 Pandemic. This infographic provides effective strategies, high-quality instructional materials, and innovative models to support student learning.
Descriptors: COVID-19, Pandemics, Achievement Gains, Acceleration (Education)
Damian Betebenner; Charles A. DePascale – National Center for the Improvement of Educational Assessment, 2024
In the wake of the COVID-19 pandemic, educators and policymakers have scrambled to assess the impact on student learning. Popular metrics that have gained traction are the notions of "years of learning lost" or "months behind," which attempt to quantify the educational setbacks caused by the pandemic. The allure of these…
Descriptors: COVID-19, Pandemics, Progress Monitoring, Academic Achievement
Peña L. Bedesem; Brian R. Barber; Kara Rosenblatt – Intervention in School and Clinic, 2024
Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students' off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies…
Descriptors: Technology Uses in Education, Self Evaluation (Individuals), Student Behavior, Students with Disabilities