Background: The integration of generative artificial intelligence (Gen-AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen-AI has shown promise in supporting language production skills, its application in reading, particularly in pre-reading scaffolding, remains underexplored.…

Teacher evaluation systems and their associated incentives have produced fairly mixed results. Our analyses are motivated by theory and descriptive evidence that accountability systems are highly racialized, and that individuals are less likely to respond to incentives when they have low expectations of success (and vice versa). Using a regression…

Background: Vocal music is a multifaceted subject, as students not only need to master skills but also to appreciate and critically interpret the singing process. Conventional vocal music learning methods emphasise practice and feedback, but deeper learning often stems from reflective assessment, especially when students adopt the perspective of…

This study provides insight into teacher technology knowledge and implementation in K-12 classrooms, addressing a gap in quantitative research of in-service teachers' practices aligned with the International Society for Technology in Education (ISTE) Standards for Educators. Using the Technological Pedagogical Content Knowledge (TPACK) and Teacher…

Although higher education is becoming increasingly diverse, the widespread adoption of Universal Design for Learning (UDL) remains limited. UDL provides a curricular framework designed to reduce barriers, account for learner's intersectional identities, and address variability. Using quantitative and qualitative measures, this research showcases…

The objective of this study was to examine students' experiences with regard to the factors influencing academic self-efficacy (ASE) in higher secondary schools, employing a mixed-method approach. There is a considerable body of literature examining the role of parents and schools in supporting ASE. However, there is a paucity of data on the role…

This support document accompanies the research report, "Understanding the Value of Pre-Apprenticeships," which examines the effect of pre-apprenticeship programs on apprenticeship completions and the value that both students and employers place on pre-apprenticeship programs in helping students to obtain successful apprenticeship…

Two decades ago, transition pedagogy was borne out of my frustration as an educator that decades of research admiring the first-year student success "problem" had not delivered significant practical improvement for many students. Today, transition pedagogy is embraced as a pragmatic, programmatic response to students' continuous…

Special educators who work with students with significant behavior support needs require professional development opportunities that provide practice-based professional development and create the social support inherent in communities of practice. We outline a practice-based professional development model with follow-up sessions using the U.S.…

This study sought to explore the professional knowledge competence (PKC) of teachers responsible for teaching CED in the West Gojjam administrative zone of Ethiopia, taking into account some selected demographic factors. Descriptive and inferential statistics were employed to analyse quantitative data collected from 260 CED teachers working in…

In the twenty-first century, inclusive education has emerged as a vital strategy for ensuring equal learning opportunities for all students, regardless of their abilities or personal characteristics. It affirms every learner's right to a quality education within a supportive and equitable environment. This study investigated the attitudes of M.Ed.…

This report presents two attempts made to promote learner autonomy at a Sino-British university in China. The first is a flipped learning approach in a Common European Framework of Reference (CEFR) A1 level module, where approximately 600 students were enrolled. It was introduced to run the module effectively without reducing the number of groups…

Background/purpose: Since teachers' self-efficacy (TSE) beliefs influence the instructional practices used in the classroom, investigating TSE beliefs in using learner-centred instructional practices may inform research, policy, and practice. Therefore, this study aimed to validate a survey questionnaire to measure science and mathematics…

This study investigates intervention strategies aimed at enhancing student participation in blended learning and teaching, particularly in low-resource environments. With the increasing adoption of blended learning methodologies, many students face challenges related to access and affordability of technological resources, which can hinder their…

The use of data to inform instruction has been linked to improved student outcomes, early identification of intervention needs, and teacher decision-making and efficacy. Additionally, data are used as a means of accountability within educational settings. However, little is known about data use practices among early grades teachers. The purpose of…