Publication Date
In 2025 | 1 |
Since 2024 | 29 |
Since 2021 (last 5 years) | 143 |
Since 2016 (last 10 years) | 284 |
Descriptor
Source
Author
Clarke, Emma | 4 |
Butt, Rosemary | 3 |
Carter, Mark | 3 |
Mowrey, Sascha C. | 3 |
Pirttimaa, Raija | 3 |
Sarah N. Douglas | 3 |
Stephenson, Jennifer | 3 |
Visser, John | 3 |
Webster, Amanda | 3 |
Atikah Bagawan | 2 |
Benstead, Helen | 2 |
More ▼ |
Publication Type
Education Level
Location
United Kingdom (England) | 29 |
Australia | 17 |
United Kingdom | 14 |
New Zealand | 11 |
Canada | 9 |
United Kingdom (Wales) | 8 |
Spain | 7 |
Finland | 6 |
Norway | 6 |
Washington | 5 |
Arkansas | 4 |
More ▼ |
Laws, Policies, & Programs
Head Start | 2 |
Elementary and Secondary… | 1 |
Every Student Succeeds Act… | 1 |
Individuals with Disabilities… | 1 |
No Child Left Behind Act 2001 | 1 |
Workforce Investment Act 1998 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Clark, Amy; Henderson, Peter; Gifford, Sue – Education Endowment Foundation, 2020
"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…
Descriptors: Mathematics Skills, Young Children, Early Childhood Education, Teaching Methods
Singer-Freeman, Karen; Bastone, Linda – National Institute for Learning Outcomes Assessment, 2016
Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students.…
Descriptors: Small Classes, Class Size, Large Group Instruction, Evidence Based Practice
Vine, Michelle M.; Chiappetta-Swanson, Catherine; Maclachlan, John; Brodeur, Jason J.; Bagg, Julianne – Canadian Journal for the Scholarship of Teaching and Learning, 2016
The objectives of this research study were to examine local level factors shaping the implementation of a blended pedagogical approach for geospatial- and information-literacy, and to understand implementer satisfaction. As such, we addressed the following research questions: What local-level factors shape the implementation of the blended…
Descriptors: Foreign Countries, Program Implementation, Blended Learning, Information Literacy
Starcevic, Jelena; Dimitrijevic, Bojana; Macura-Milovanovic, Suncica – Center for Educational Policy Studies Journal, 2016
The aim of the present paper is to examine the risks and challenges related to the cooperation of pedagogical assistants (PAs) with Roma parents/families and their work with Roma pupils, as well as to offer further insight into ways to overcome these risks and challenges. Roma pupils and parents/families face numerous difficulties in education,…
Descriptors: Minority Group Students, Minority Groups, Teacher Aides, Barriers
Clarke, Linda; Abbott, Lesley – British Journal of Educational Technology, 2016
This paper describes an iPad project in a Northern Ireland primary school. It evaluates how the technology impacted on learning in literacy, numeracy and in pupil skills. The youngest pupils were asked about their iPad experiences using small-group interviews based on the circle time approach. Their teacher and two classroom assistants were…
Descriptors: Foreign Countries, Handheld Devices, Telecommunications, Technology Uses in Education
Butt, Rosemary – School Leadership & Management, 2016
Reliance on teacher assistants (TAs) in mainstream schools to support students with disability and learning difficulties is an increasing trend in Australia. In 2011, over 80,000 TAs were employed costing approximately $3billion per annum [DEEWR. 2012. Job Outlook. Accessed June 2013. http://joboutlook.gov.au/default.aspx]. This paper reports on…
Descriptors: Foreign Countries, Teacher Aides, Personnel Management, Work Environment
Snow, Kathy – Canadian Journal of Learning and Technology, 2016
Sustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013). In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended…
Descriptors: Preservice Teacher Education, Foreign Countries, Blended Learning, Multicultural Education
Ruich, Lawrence Joseph – ProQuest LLC, 2016
This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and…
Descriptors: Qualitative Research, Secondary School Teachers, Special Education Teachers, Self Contained Classrooms
Walter, Shawna Lee – Online Submission, 2016
The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the…
Descriptors: Sequential Approach, Brain, Qualitative Research, Program Implementation
Sibieta, Luke – Education Endowment Foundation, 2016
REACH is a targeted reading support programme designed to improve reading accuracy and comprehension in pupils with reading difficulties in Years 7 and 8. It is based on research by the Centre for Reading and Language at York and is delivered by specially trained teaching assistants (TAs). This evaluation tested two REACH interventions, one based…
Descriptors: Foreign Countries, Randomized Controlled Trials, Comparative Analysis, Secondary School Students
Blitz, Lisa; Anderson, Elizabeth McKendry – AERA Online Paper Repository, 2016
Negative outcomes for students of color and those who are economically disadvantaged are troubling patterns in schools nationwide. Systemic racial disparities are part of the problem. Children who live with poverty, however, also have heightened exposure to adverse experiences. Implementing a culturally responsive trauma-informed whole-school…
Descriptors: Minority Group Students, Economically Disadvantaged, Racial Bias, Poverty
Gates, Zaynab; Román, Diego X.; del Rosal, Karla – Bilingual Research Journal, 2016
Utilizing Ruiz's (1984, 1995) language orientation and language policy work, this ethnographic study compared two intercultural bilingual education (IBE) schools located in two Wichí-Weenhayek communities on both sides of the Argentinean-Bolivian border. We examined Wichí-Weenhayek and non-Indigenous teachers' profiles, teacher-student…
Descriptors: Foreign Countries, Geographic Regions, Educational Policy, Language Planning
Spies, Tracy Griffin; Lyons, Catherine; Huerta, Margarita; Garza, Tiberio; Reding, Cristina – CATESOL Journal, 2017
The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge…
Descriptors: Faculty Development, Urban Areas, Educational Quality, Learning Processes
Miller, Sarah; Biggart, Andy; Sloan, Seaneen; O'Hare, Liam – Education Endowment Foundation, 2017
Success for All (SfA) is a whole-school approach to improving literacy in primary schools. Teachers receive training in areas including group learning strategies, phonics, and assessment, and are provided with structured daily lesson plans and teaching materials. There is also support for school leadership in areas such as data management, ability…
Descriptors: Holistic Approach, Literacy Education, Elementary Education, Faculty Development