Results 191 to 200 of about 3,136,540 (295)

Form flows function: Learner‐centered game Re‐design in a STEM classroom

British Educational Research Journal, EarlyView.
Abstract Re‐designing games facilitates interest‐driven learning and immerses learners in systems thinking. However, there are limited studies exploring how the form and function of tabletop games influence learners' design decisions and learning experiences. To address this gap, we conducted a mixed‐methods study in a STEM classroom in western Canada.
Farzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard   +2 more
wiley   +1 more source

The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers. [PDF]

Front Psychol
Gürbüz MÇ, Özkul R, Şen S.
europepmc   +1 more source

Exposing the work of the market through the case of Alternative Provision for English school students

British Educational Research Journal, EarlyView.
Abstract Pupils in England who, for some reason, are not able to attend school often find themselves in Alternative Provision (AP). These are special arrangements designed to address their specific needs and help them return to mainstream schooling.
Nick Pratt, Elizabeth J. Done, Sam Morahan   +2 more
wiley   +1 more source

Exploring the determinants of mathematics teachers' willingness to implement STEAM education using structural equation modeling. [PDF]

Sci Rep
Tang M, Wijaya TT, Li X, Cao Y, Yu Q.
europepmc   +1 more source

Educational pathways and outcomes for care‐experienced children: A 16‐year longitudinal study

British Educational Research Journal, EarlyView.
Abstract Children who are removed from their birth families during childhood—termed care‐experienced—can be at risk for lower educational attainment and poorer school experiences, often linked to deprivation and behavioural factors. However, research often uses aggregated measures that obscure the complexities of care (e.g.
Emily Lowthian, Stuart Bedston, Olivia Deavall, Tom Crick, Lucy J. Griffiths, Ashley Akbari, Alex Lee, Gemma Hammerton, Jon Heron, Donald Forrester   +9 more
wiley   +1 more source

Growth mindset is positively associated with mathematics attainment in Scotland—But socioeconomic status plays a greater role

British Educational Research Journal, EarlyView.
Abstract There is currently a gap in knowledge around pupils' growth mindset (GM) and attainment in Scotland, particularly in relation to Socioeconomic Status (SES). This study offers insights on the relevance of growth mindset in Scotland for attainment in mathematics by drawing on large‐scale data from the OECD's Programme for International Student ...
Catherine Reid, Ellen Boeren
wiley   +1 more source

Exploring the relationship between AI literacy, AI trust, AI dependency, and 21st century skills in preservice mathematics teachers. [PDF]

Sci Rep
Zhang D, Wijaya TT, Wang Y, Su M, Li X, Damayanti NW.   +5 more
europepmc   +1 more source

Publicly funded private schools and academic achievement: A comparative analysis of PISA data in European countries

British Educational Research Journal, EarlyView.
Abstract This paper analyses differences in academic achievement associated with attendance at publicly funded private schools and public schools across 11 European countries. Using eight waves of PISA data (2000–2022), we apply OLS, IPW and IPWRA estimators to account for observed heterogeneity and mitigate selection bias.
Priya Maurya, Léonard Moulin, Denis Fougère   +2 more
wiley   +1 more source

Uncovering mathematics teachers' instructional anticipations in a digital one-to-one environment: A modified UTAUT study. [PDF]

Heliyon
Weinhandl R, Helm C, Anđić B, Große CS.   +3 more
europepmc   +1 more source