Results 191 to 200 of about 57,618 (272)

Mentors' Experiences of Nursing Students' Peer Learning in Clinical Practice: A Systematic Review of Qualitative Studies

Journal of Advanced Nursing, Volume 82, Issue 11, Page 9507-9526, November 2026.
ABSTRACT Aim To synthesise the best available evidence on mentors' experiences in mentoring nursing students during peer learning clinical practice. Design A systematic review of qualitative studies. Methods Qualitative or mixed‐methods (with a qualitative component) studies that met the inclusion criteria based on the phenomenon of interest were ...
Sanna Kulojärvi, Sara Palander, Toni Haapa, Erika Jarva, Agostinho A. C. Araújo, Kristina Mikkonen, Jonna Juntunen   +6 more
wiley   +1 more source

Advanced language learning: The contribution of Halliday and Vygotsky by Heidi Byrnes (Ed.)

Canadian Journal of Applied Linguistics, 2010
Hossein Nassaji
doaj  

Caregiver–Child Spatial Talk During Museum Tinkering and Children's Spatial Language at Reflection: The Roles of Storytelling and STEM Belonging

Mind, Brain, and Education, Volume 20, Issue 4, November 2026.
ABSTRACT Informal learning experiences in museums can offer rich spatial learning opportunities crucial for STEM success, but questions remain about how to design activities that support both family engagement in spatial thinking and belonging. We examined whether integrating storytelling into a museum tinkering program would support families' spatial ...
Riley E. George, Lauren C. Pagano, David H. Uttal, Catherine A. Haden   +3 more
wiley   +1 more source

Blending Generative AI and Traditional Pedagogy in Geography Education: Evidence From a Pilot Study in Tanzania

Transactions in GIS, Volume 30, Issue 7, November 2026.
ABSTRACT This paper presents a pilot project exploring the integration of generative artificial intelligence (GenAI) into geography education in Zanzibar, Tanzania. Responding to systemic challenges such as overcrowded classrooms, teacher shortages, and limited resources, the study developed and implemented a localized, GenAI‐assisted teaching platform.
Siqin Wang, Xiao Huang, Xuebin Wei, Xianyi Li, Idowu Ajibade   +4 more
wiley   +1 more source

Creating space(s) for learning in prison: Developing an andragogical framework

British Educational Research Journal, Volume 52, Issue 5, Page 3256-3274, October 2026.
Abstract Learning in prison is too often excluded from wider discussions of educational experiences, processes and impact. This paper proposes, for the first time, an iterative andragogical framework to conceptualise learning spaces within prison contexts.
Morwenna Bennallick, Jayne Finlay, Ross Little, Helen Nichols   +3 more
wiley   +1 more source

Validation of the ABL + DT model: An ecosystemic framework for integrating arts and digital technologies in primary education

British Educational Research Journal, Volume 52, Issue 5, Page 3792-3823, October 2026.
Abstract Primary education teachers face increasing challenges in engaging diverse learners and fostering creativity, digital competence and other transversal skills, often lacking clear, practical guidance for integrating these skills into their classrooms.
Nella Escala, Montse Guitert, Teresa Romeu   +2 more
wiley   +1 more source

Cooperative learning strategies to raise attainment in mathematics with pupils aged 11–16 years: A systematic literature review

British Educational Research Journal, Volume 52, Issue 5, Page 3949-3980, October 2026.
Abstract Cooperative learning is a widely adopted teaching method to improve academic achievement. This review synthesises existing research on the use of cooperative learning within a school setting for pupils aged 11–16 years. Such a review has not been undertaken to date and will present an evidence base for educators considering implementation ...
Patricia Hampson, Zhe. Li, Allen Thurston   +2 more
wiley   +1 more source

Emergent Learner Agency in Implicit Human–AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background As agentic artificial intelligence (AI) systems move beyond tool‐like support toward more autonomous, team‐like roles, a central question concerns the extent to which such systems can meaningfully participate in collaborative learning.
Yueqiao Jin, Roberto Martinez‐Maldonado, Dragan Gašević, Xibin Han, Lixiang Yan   +4 more
wiley   +1 more source

Deceptive Overgeneralization: When Adaptive Learning Enables Systematic Misapplication

Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026.
ABSTRACT Background Adaptive learning systems infer mastery from observed correctness, but this approach may fall short when learners exhibit ‘deceptive overgeneralization’—performing correct actions based on incomplete understanding. This phenomenon can mislead systems into prematurely stopping practice, leaving knowledge gaps unaddressed.
Marshall An, Bruce M. McLaren, John Stamper   +2 more
wiley   +1 more source

Theory and theoretical framework use for engineering education research: A systematic review of undergraduate disability research in the United States

Journal of Engineering Education, Volume 115, Issue 4, October 2026.
Abstract Background Use of theory is a quality marker in engineering education research. However, it can be challenging to select an appropriate theoretical framework and explicate how that framework was used. Purpose Using undergraduate STEM disability research as an example, this systematic review develops a framework of theory use in engineering ...
Mariel A. Pfeifer, Ariel Chasen, Maura Borrego   +2 more
wiley   +1 more source