Results 241 to 250 of about 957,719 (302)

Less is more: Qualitative insights into physically active learning in secondary math education. [PDF]

PLoS One
González-Pérez M, Grao-Cruces A, Bandera-Campos FJ, Chalkley A, Camiletti-Moirón D, Sánchez-Oliva D.   +5 more
europepmc   +1 more source

Strategies teachers use to support students' self‐regulation skill development in mainstream primary schools: A scoping review

British Educational Research Journal, EarlyView.
Abstract This scoping review has explored the interventions and approaches used by teachers in mainstream (general education) primary schools (students aged 4–11) to support self‐regulation skill development in the classroom. The review followed the PRISMA Extension for Scoping Reviews (PRISMA‐ScR) guidelines for reporting and was guided by the Joanna ...
Kim Griffin, Kate Wilmut, Carol Brown, Tanya Rihtman   +3 more
wiley   +1 more source

Leaving no one behind in NTD programmes: lessons from implementing a risk assessment tool. [PDF]

Int Health
Harvey D, Milson T, Downs P, Akongo S, Oye J, Makoge N.   +5 more
europepmc   +1 more source

‘The best year’/‘I struggled with everything’: Widening participation experiences of pandemic online learning

British Educational Research Journal, EarlyView.
Abstract Improving retention and graduate outcomes for students from a widening participation (WP) background is key to achieving more equitable outcomes. However, evidence suggests WP students experienced different challenges than their peers during the COVID‐19 pandemic.
Wilhelmiina Toivo, Emily Nordmann, Jacqui Hutchison, Alison Browitt, Jill R. D. MacKay   +4 more
wiley   +1 more source

The role of teachers' language usage in the relationship between their awareness toward the concept of gender equality and gender pedagogy practice in upper primary schools. [PDF]

BMC Psychol
Berhanu KZ, Ayele WG, Naidoo P.
europepmc   +1 more source

Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and the Netherlands

British Educational Research Journal, EarlyView.
Abstract Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public
Rikkert M. van der Lans, Remmert Daas, Joost Jansen in de Wal, Elaine Wilson, Noriyuki Inoue, Tracy L. Durksen, Frank Cornelissen   +6 more
wiley   +1 more source

First year nursing students' knowledge, skill levels and learning persistence in nursing practices: a comparison between classical lecture and flipped classroom. [PDF]

BMC Med Educ
Özkan ÇG, Demırbağ BC.
europepmc   +1 more source

Exploring the use of interactive data dashboards as a tool to support a data‐driven approach to whole‐school health improvement: Case studies from the DATAMIND project in Wales and Scotland

British Educational Research Journal, EarlyView.
Abstract School is an important setting for supporting young people's healthy development and positive mental wellbeing. Recent curriculum changes in Scotland and Wales reflect this, adopting a whole‐school approach to health and wellbeing as a central pedagogical focus and responsibility of all working in the sector. Alongside education system reform,
Mary Wilson, Sara Long, Gillian Hewitt, Dawn Haughton, Judith Mabelis, Judith Brown, Sarah Macdonald, Simon Murphy, Joanna Inchley   +8 more
wiley   +1 more source

Effectiveness of village doctors led cognitive behavioral therapy for COPD patients in a randomized controlled trial. [PDF]

Sci Rep
Zhang M, Zhang P, Dong Z, Zhang W, Liu Y, Qiao C, Wang Y, Jiang Y, Chen B, Chen Y.   +9 more
europepmc   +1 more source