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Ninth-grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines
(2019)
On completing middle-school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy-Value Theory (EVT), identified and modeled the factors ...
Developing preschool children’s computational thinking with educational robotics: the role of cognitive differences and scaffolding
(2019)
The development of computational thinking is as important as writing, reading and arithmetic, and, it should start as earlyas kindergarten (Wing, 2008). However, little has been done in terms of investigating the factors ...
Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?
(2018)
Teacher effectiveness, which impacts student attainment even when controlling for student characteristics, is of key importance as a factor in educational effectiveness and improvement. Improving the quality of teaching ...
Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
(2014)
The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated ...
School self-evaluation for school improvement: Examining the measuring properties of the LEAD surveys
(2016)
Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy ...
Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development
(2009)
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behaviour and whether these types are related with different student ...