Ensuring student success has long been on the research agenda in higher education. In this study, we seek to understand if the changes students make in light of academic failure are consistent with this literature. Little is known about students who fail but subsequently persist in their studies. Through an online survey with students who had…

The authors explore how collaborative assessment design is an often overlooked but valid opportunity for professional learning. The article examines how student feedback and a well-designed assessment can reveal potential improvements to the teaching and learning of fractions.

Four upper secondary school teachers in Iceland were asked to implement a silent video task, intended to support students' understanding of mathematical concepts, with their 17-18 years old students and to give feedback to the researcher developing the task. The task was challenging for teachers because it required them to make a short transition…

Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to…

The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written…

This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both…

This study used qualitative constructivist grounded theory research methods to explore with focus groups of 16 racial/ethnic minority undergraduates underrepresented in STEM (science, technology, engineering, and math) their experiences of microaggressions, sense of belonging in STEM, and their strategies to negotiate these experiences.…

This literature review critically synthesizes 10 years of international teacher expectations research using a simplified "expectation effect process" model. New developments in teacher expectation research are outlined, including effects of teacher expectations on students, teachers' development of expectations, teachers' differential…

Research on American universities' involvement in slavery has primarily been historical. We drew upon Critical Race Quantitative Inquiry, or QuantCrit, to devise a methodology to measure various ways Black college students respond to their institution's history of slavery, and to explore factors that may relate to these responses. Data were…

Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic…

Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving student learning and retention when compared with traditional, lecture-based teaching practices. Despite evidence supporting the effectiveness of active learning in improving STEM undergraduate education,…

A positive emotional state of students has proved to be essential for favouring student learning, so this paper explores the possibility of obtaining student feedback about the emotions they feel in class in order to discover emotion patterns that anticipate learning failures. From previous studies about emotions relating to learning processes, we…

In 1995, Huffman and Heller used exploratory factor analysis to draw into question the factors of the Force Concept Inventory (FCI). Since then several papers have been published examining the factors of the FCI on larger sets of student responses and understandable factors were extracted as a result. However, none of these proposed factor models…

This paper reviews the debate over the use of trigger warnings when teaching sensitive material and discusses the importance of teaching difficult texts in light of troubling subject matter. The argument is that trigger warnings may provide students with the opportunity to manage their stress and anxiety when encountering material that may be…

This study was born out of a concern that U.S. community colleges were currently using or considering using noncognitive variables for academic placement without an understanding of how students would react to these scales in a high-stakes setting. While the use of noncognitive variables for placement often stems from a desire to overcome the…