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Refinado por: assunto: Education & Educational Research remover
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The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’
The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’
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The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’

Leckie, George ; Goldstein, Harvey

British educational research journal, 2017-04, Vol.43 (2), p.193-212 [Periódico revisado por pares]

London: Wiley-Blackwell

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2
Facial recognition technology in schools: critical questions and concerns
Facial recognition technology in schools: critical questions and concerns
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Facial recognition technology in schools: critical questions and concerns

Andrejevic, Mark ; Selwyn, Neil

Learning, media and technology, 2020-04, Vol.45 (2), p.115-128 [Periódico revisado por pares]

Routledge

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3
Improving Underrepresented Minority Student Persistence in STEM
Improving Underrepresented Minority Student Persistence in STEM
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Improving Underrepresented Minority Student Persistence in STEM

Estrada, Mica ; Burnett, Myra ; Campbell, Andrew G ; Campbell, Patricia B ; Denetclaw, Wilfred F ; Gutiérrez, Carlos G ; Hurtado, Sylvia ; John, Gilbert H ; Matsui, John ; McGee, Richard ; Okpodu, Camellia Moses ; Robinson, T. Joan ; Summers, Michael F ; Werner-Washburne, Maggie ; Zavala, MariaElena Marsteller, Pat

CBE life sciences education, 2016-09, Vol.15 (3), p.1 [Periódico revisado por pares]

United States: American Society for Cell Biology

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4
Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID‐19 pandemic?
Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID‐19 pandemic?
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Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID‐19 pandemic?

Chan, Jenny Yun‐Chen ; Byrne, Chloe ; Jerusal, Janette ; Liu, Allison S. ; Roberts, Justin ; Ottmar, Erin

British journal of educational technology, 2023-07, Vol.54 (4), p.943-966 [Periódico revisado por pares]

Coventry: Wiley

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5
The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
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The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course

Jung, Eulho ; Kim, Dongho ; Yoon, Meehyun ; Park, Sanghoon ; Oakley, Barbara

Computers and education, 2019-01, Vol.128, p.377-388 [Periódico revisado por pares]

Elsevier Ltd

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6
Editorial: Progress monitoring and data-based decision-making in inclusive schools
Editorial: Progress monitoring and data-based decision-making in inclusive schools
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Editorial: Progress monitoring and data-based decision-making in inclusive schools

Gebhardt, Markus ; Blumenthal, Stefan ; Scheer, David ; Blumenthal, Yvonne ; Powell, Sarah ; Lembke, Erica

Frontiers in education (Lausanne), 2023-04, Vol.8 [Periódico revisado por pares]

Frontiers Media S.A

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7
Determining Quality and Distribution of Ideas in Online Classroom Talk using Learning Analytics and Machine Learning
Determining Quality and Distribution of Ideas in Online Classroom Talk using Learning Analytics and Machine Learning
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Determining Quality and Distribution of Ideas in Online Classroom Talk using Learning Analytics and Machine Learning

Lee, Alwyn Vwen Yen

Educational Technology ＆ Society, 2021-01, Vol.24 (1), p.236-249 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology ＆ Society

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8
More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment
More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment
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More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment

Clark, Timothy

Assessment and evaluation in higher education, 2023-12, p.1-14 [Periódico revisado por pares]

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9
Assessing learning progress: validating a test score interpretation in the domain of sustainability management
Assessing learning progress: validating a test score interpretation in the domain of sustainability management
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Assessing learning progress: validating a test score interpretation in the domain of sustainability management

Aichele, Christine ; Hartig, Johannes ; Michaelis, Christian

Studies in higher education (Dorchester-on-Thames), 2021-10, Vol.46 (10), p.2047-2062 [Periódico revisado por pares]

Routledge

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10
Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress
Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress
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Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress

Bradbury, Alice ; Roberts-Holmes, Guy

British journal of sociology of education, 2017-10, Vol.38 (7), p.943-955 [Periódico revisado por pares]

Oxford: Routledge

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