Gotowe bibliografie tematyczne / Student Engagement -Making

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Gotowa bibliografia na temat „Student Engagement -Making”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Student Engagement -Making"

Al-Zahrani, Abdulrahman M., and Talal Alasmari. "Learning Analytics for Data-Driven Decision Making." International Journal of Online Pedagogy and Course Design 13, no. 1 (2023): 1–18. http://dx.doi.org/10.4018/ijopcd.331751.

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This study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content

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McGowan, Wayne S., and Lee Partridge. "Student Engagement and Making Community Happen." Educational Philosophy and Theory 46, no. 3 (2013): 237–54. http://dx.doi.org/10.1111/j.1469-5812.2011.00815.x.

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Çali, Megi, Loren Lazimi, and Beatrice Maria Luna Ippoliti. "Relationship between student engagement and academic performance." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2211–18. https://doi.org/10.11591/ijere.v13i4.28710.

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This research aims to investigate the impact of student engagement on academic performance. Using a sample of 196 students from the University of Tirana, Faculty of Economics, we used multiple regression to assess the effect of behavioral engagement, cognitive engagement, and emotional engagement on student’s performance. The results of the engagement model created using three constructs show a correlation between overall student engagement and academic performance. In this study, we identified that behavioral engagement was the only significant factor for academic performance, while the

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Fransén, Lina, Victor Hellgren, Magnus Mortensen, et al. "Culture of engagement." International Journal for Students as Partners 8, no. 1 (2024): 144–61. http://dx.doi.org/10.15173/ijsap.v8i1.5531.

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Students can influence their education through evaluations and as representatives in university decision-making bodies. A way to give them more power is through participation in course development as equal partners. In this study, the relationship between the outcome of a student-teacher partnership and a culture of student influence and engagement is explored. This is done through specifically targeting examination, an area where formal power rests far away from the actual partnership. The partnership outcome was evaluated through post-project surveys and group interviews, together with post-

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Onabadejo, Dr Juliet, and Richard Camacho. "Student Engagement in Concept Mapping." Imagining SoTL 2, no. 1 (2022): 39–52. http://dx.doi.org/10.29173/isotl598.

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Student engagement has been an important discourse in higher education, and researchers have determined that engagement in educational activities is vital for student retention. Retaining students in learning is crucial in a stressful healthcare environment, hence the need to identify the associated engagement factors. Concept mapping offers students a realistic venue for critical thinking, clinical reasoning, and engagement in educational activities. Building on the results obtained from a basic qualitative study where, interviews and journals were analyzed, we examined the theoretical basis

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Clandinin, Jean. "Commentary: Narrative Conceptualizations of Student Engagement." LEARNing Landscapes 1, no. 1 (2007): 19–25. http://dx.doi.org/10.36510/learnland.v1i1.234.

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This commentary explores what it might mean to conceptualize student engagement narratively, that is, by conceptualizing it in terms of the curricula that children and teachers are living out in classrooms. It draws on recent school-based narrative inquiries and earlier theoretical work on curriculum making as negotiating a curriculum of lives. Thinking narratively about student engagement puts lives at the centre of curriculum making and calls forward questions about educators’ purposes and intentions in schools.

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Al-Dmour, Hani, Rand Al-Dmour, Yazeed Al-Dmour, and Ahmed Al-Dmour. "Transforming international student recruitment." Journal of International Students 15, no. 8 (2025): 25–52. https://doi.org/10.32674/m2fmc286.

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In this study, we examine the role of AI-driven marketing in international student recruitment, focusing on how perceived usefulness, trust, and personalization influence decision-making. Grounded in the Technology Acceptance Model (TAM), the Trust-Based Decision-Making Model, and the Personalization‒Privacy Paradox, we studied how AI-powered recruitment tools—such as chatbots, predictive analytics, and personalized content—impact student engagement and enrollment intentions. Based on the responses from 350 prospective international students, the findings indicate that AI-driven marketing enha

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Albert, Lillie R., Gail Mayotte, and Sheila Cutler Sohn. "Making Observations Interactive." Mathematics Teaching in the Middle School 7, no. 7 (2002): 396–401. http://dx.doi.org/10.5951/mtms.7.7.0396.

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This article focuses on a yearlong collaborative project to study the role of interactive observational assessment in student learning of mathematical concepts. Interactive observational assessment is a pedagogical approach that invites engagement between teacher and student through written dialogue to help students develop their understanding of mathematics. Students are engaged in a mathematical problem while the teacher circulates among them to observe and make note of their work. Rather than nod and say, “Yes, you have it” or tell the students that they “have not found the solution yet,” t

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Beniston, Jane, and Deborah Harris. "To engage or not to engage? That is the question. Students' Perceptions of Engagement at a West Midlands University." Journal of Educational Innovation, Partnership and Change 3, no. 1 (2017): 135. http://dx.doi.org/10.21100/jeipc.v3i1.570.

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As part of the REACT research team, students from Newman University embarked on a two-year research project which set out to explore and compare how the concept of student engagement was perceived by students who were involved in a range of undergraduate and postgraduate programmes. The rationale for undertaking the study was with a view to developing a shared understanding of student engagement across the institution, making student engagement more visible across the institution and ensuring that strategies implemented to encourage student engagement were fit for purpose, particularly for the

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Mavers, Diane. "Student text-making as semiotic work." Journal of Early Childhood Literacy 9, no. 2 (2009): 141–55. http://dx.doi.org/10.1177/1468798409105584.

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Semiotic work is principled engagement in the making of meaning. The semiotic work of school-based learning entails interpretation and expression framed by the curriculum and the social practices of the classroom, and realized multimodally in diverse pedagogic interactions and activities. Micro-examination of the relationship between a teacher's multimodally constituted framing of a task and students' responses in drawing and writing on individual dry-wipe whiteboards investigates the resources they selected in order to demonstrate their engagement, to make their texts suited to how they would

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Rozprawy doktorskie na temat "Student Engagement -Making"

Carey, Philip. "Student engagement in university decision-making : policies, processes and the student voice." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/67667/.

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This thesis explores student engagement in university decision-making. Universities are expected to involve their students in a range of governance activities. Yet, the conceptual base for this is under-formed and often draws from learning theories. As a result, the emphasis is on what students should do and how they can be motivated to engage. This thesis proposes an alternative view that examines the issue from a public participation perspective. To support this, it offers a model of engagement that refocuses the debate onto the processes and procedures of the university. These shape the nat

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Zhang, Qianhui. "THE ROLE OF DISPOSITIONAL MINDFULNESS ON OCCUPATIONAL ENGAGEMENT AND EMOTIONAL CAREER INDECISION AMONG COLLEGE STUDENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/614.

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Mindfulness, characterized with present-moment awareness, non-judgment, and non-reactivity, has demonstrated its potential in contemporary counseling psychology as a cultivatable coping mechanism for healing against negative emotions and symptomology. Researchers have identified health benefits for those who possess higher levels of this trait without practice. Limited research has explored the potential benefits of mindfulness in contributing to the cultivation of adaptive career decision-making. In particular, there is no study investigating the the role of mindfulness on college students' c

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Johnson, Rebecca Lynn. "Direct Voice: Including the student voice in academic governance in a large, research-intensive university." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19620.

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Since the end of the last century, universities have moved from regarding students as the passive subjects of education to a model where the student is more often included in governance and operates as a co-producer of their learning. In this same timeframe, organisational learning has emerged as a rich framework through which to study and understand complex organisational communication and knowledge processes. Despite the demonstrated usefulness of organisational learning in a range of organisations, there have been limited empirical applications of this framework to higher education. The em

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Tullier, Sophie M. "“It Was More About the Functional Area”: Pursuing and Persisting in Student Affairs Community Engagement Positions." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366296021.

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Ayers, Joseph J. "Exploring the Dual-natured Impact of Digital Technology on Student-classroom Engagement in a Texas Public High School." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822755/.

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The past decade has become rife with an eagerness to integrate new digital technology into teaching. While there have been decades of research done on the importance of curriculum and pedagogy on student engagement, findings of actual technology integration are scarce. Moreover, what does it take to engage students in classroom activities and lessons when technology is introduced? The purpose of this study was to explore how digital technology, when integrated into classroom teaching and activities, impacted the students-classroom engagement based on the interim-cognitive, meta-cognitive, moti

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House, Theresa L. "Making authentic connections between art and life an evolution of student engagement in the process of learning art in an elementary classroom /." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1213021116.

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Cortes, Kelly Periera. "The role of socio-demographics, personality characteristics, social support, and well-being in student's intention to drop out / Kelly Periera Cortes." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8442.

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Student intention to drop out is a concern for higher education institutions as well for their students. Students with the intention to drop out may eventually drop out and contribute towards the already high dropout rates, which are causing economic damage. Students leaving their institution have vast financial consequences for their institution, as institutions obtain grants from the government according to their success rates. Although previous research has been conducted on students’ intention to drop out, it is limited, especially when looking at possible predictors that are specific to t

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House, Theresa L. "Making Authentic Connections Between Art And Life: An Evolution Of Student Engagement In The Process Of Learning Art In An Elementary Classroom." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1213021116.

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Garcia, Castillo Erin. "Making short films in French class : the role of collaborative short films projects in social cohesion and student engagement in the Core French classroom." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43456.

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Based on the principles of social constructivism, multiliteracies and Freire’s (1970) critical pedagogy concept of dialogue, I observed and reflected upon my current practices as a teacher of additional languages. The main purpose for this study was to examine the role of creating collaborative short films in social cohesion and student engagement in the Core French classroom. The study included one grade 10 Core French class who explored course content (television and film genres) by creating their own collaborative short films. The short film unit, including an optional show casing in the sc

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Rutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.

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This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to resu

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Książki na temat "Student Engagement -Making"

Tromp, Coyan. Wicked Philosophy. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988774.

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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-so

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Making and molding identity in schools: Student narratives on race, gender, and academic engagement. State University of New York Press, 1996.

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Making space for diverse masculinities: Difference, intersectionality, and engagement in an urban high school. Peter Lang, 2010.

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Asokan, Dr N. Empowering Educators: Mastering Curriculum Decision Making. Jupiter Publications Consortium, 2024. https://doi.org/10.47715/978-93-86388-86-5.

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Curriculum Decisions Matters Effective curriculum decision making is the backbone of exceptional education. It has the power to inspire, engage, and transform students, teachers, and entire learning communities. Yet, for many educators and educational leaders, curriculum development and implementation can be a daunting and complex task. The ever-changing educational landscape, diverse student needs, and competing stakeholder demands can make it challenging to create and implement a curriculum that truly supports student success for their life and career. “Empowering Educators: Mastering Curric

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Ridnouer, Katy. Everyday Engagement: Making Students and Parents Your Partners in Learning. Association for Supervision & Curriculum Development, 2011.

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Ridnouer, Katy. Everyday Engagement: Making Students and Parents Your Partners in Learning. Association for Supervision & Curriculum Development, 2011.

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Ridnouer, Katy. Everyday Engagement: Making Students and Parents Your Partners in Learning. Association for Supervision & Curriculum Development, 2011.

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Ridnouer, Katy. Everyday Engagement: Making Students and Parents Your Partners in Learning. Association for Supervision & Curriculum Development, 2011.

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Ridnouer, Katy. Everyday Engagement: Making Students and Parents Your Partners in Learning. Association for Supervision & Curriculum Development, 2011.

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Everyday engagement: Making students and parents your partners in learning. ASCD, 2011.

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Części książek na temat "Student Engagement -Making"

Conduit, Jodie, Ingo O. Karpen, and Francis Farrelly. "Student Engagement: A Multiple Layer Phenomenon." In Making a Difference Through Marketing. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0464-3_17.

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O’Rourke, Deb. "Alpha Alternative School: Making a Free School Work, in a Public System." In Alternative Schooling and Student Engagement. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54259-1_2.

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Yahya, Yazrina, and Doria Binti Abdullah. "Making students feel at home through a student ambassadorship program." In International Student Support and Engagement in Higher Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003321330-6.

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Holness, Marilyn, and Hameed Mozaffari. "Student engagement and retention through a data driven approach in higher education." In Making Inclusive Higher Education a Reality. Routledge, 2023. http://dx.doi.org/10.4324/9781003253631-9.

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Buckley, Carina, and Maria Kukhareva. "Making Inspiration Mainstream: Innovative Pedagogies for the Real World." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_12.

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Abstract Innovative pedagogies represent a flexible, student-centred approach to learning by focusing on authentic, situated, real world tasks, which are complex and non-linear. When contextualised with learning development, this type of real world learning allows for engagement that goes beyond the individual, beyond the curriculum and beyond the classroom. This ‘beyondness’ of learning allows for alternative ways of seeing through the cross-pollination of disciplinary approaches, interactivity outside the subject group and flexibility in teaching spaces. The model presented makes explicit a

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Galindo, Mauricio Javier Osorio, and Luis Angel Montiel Moreno. "Creative Composition Problem: A Knowledge Graph Logical-Based AI Construction and Optimization Solution." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72308-8_4.

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AbstractContribution of this work is to Define the Creative Composition Problem (CCP) for Human Well-being Optimization by Construction of Knowledge Graph using Knowledge Representation and logic-based Artificial Intelligence reasoning-planning where the computation of the Optimal Solution is achieved by Dynamic Programming or Logic Programming. The Creative Composition Problem is embedded within Cecilia: an architecture of a digital companion artificial intelligence agent system composer of dialogue scripts for Well-being and Mental Health. Where Cecilia Framework is instantiated in Well-bein

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Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.

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AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to comple

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Collins, Justin A. "Chapter Three. Robe Policy Making." In Battling the Student Engagement Front. Rowman & Littlefield Publishers, 2014. https://doi.org/10.5771/9781610487559-87.

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Gavan, Collette. "Developing a Framework for the Effective Use of Learning Analytics." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch018.

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Research and experimentation is uncovering forms of best practice and possible factors on which to centre the analysis of students in an effective way, however learning analytics has yet to be comprehensively implemented country-wide in the United Kingdom. The chapter explores the current impact of learning analytics in higher education at mome discusses and observes the current vacancies with which a framework enabled to function with data visualisation could be utilised. The deliverable seeks to design an initial framework that has the potential to be utilised in a higher education setting f

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Billingham, Stuart. "Supporting Student Success: Making Excellence Inclusive ¹." In From Access to Engagement and Beyond. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/978-1-80382-037-820221007.

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Streszczenia konferencji na temat "Student Engagement -Making"

Lande, Micah. "Tinkering and Making to Inspire Engagement in First-Year Mechanical Engineering Students." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893040.

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Mudd, Blake, and Barbara Stewart. "Utilizing A Professional Trade Association for Undergraduate Student Engagement." In Making Waves Toward A Sustainable and Equitable Future. Iowa State University Digital Press, 2025. https://doi.org/10.31274/itaa.18875.

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Dehon, Catherine, Philippe Emplit, and Emma Van Lierde. "A case study of learning analytics within a statistics course for undergraduate students in economics." In Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19407.

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Higher education institutions globally face a continuous expansion of their enrolment in which learner success constitutes a major challenge. Therefore, there is growing interest in the analysis of data linked to student learning engagement. Indeed, large amounts of learning-related student data are currently not being fully exploited, while their aggregation and quantitative analysis would definitely be elements valuable to support teachers and students, to optimize students’ learning experience. In this global context, we have applied, in a public university without any academic filter for e

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Trejo, Helen Xiomara, and Isabella Andrade. "Towards Equity: Creating Capacity for Continuous Student Engagement with Slow Fashion." In Making Waves Toward A Sustainable and Equitable Future. Iowa State University Digital Press, 2025. https://doi.org/10.31274/itaa.18714.

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Trejo, Helen Xiomara, Nichole Dwyer, Irma D. Villanueva, Seoha Min, and Yishuang Li. "Developing Inclusive Activities with Technology to Stimulate Apparel Student Engagement at a Hispanic Serving Institution." In Making Waves Toward A Sustainable and Equitable Future. Iowa State University Digital Press, 2025. https://doi.org/10.31274/itaa.18701.

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Georg, Kadi, and Katrin Poom-Valickis. "Measuring Student Teachers Level of Situation-Specific Skills for Need-Supportive Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.07.

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In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata & Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological

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Layag, Diana Genevieve. "A formative evaluation of the program for student representatives in a university discipline panel." In International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-07.

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The university employs a representation of different sectors in the academic community when dealing with major student conduct violations. Among them is the representative of the students. At the time of the study, the student representatives were qualified students who were recruited and trained to become part of the university discipline case conference panel. Upon successful completion of the training, these students were appointed to be members of a program for the pool of student representatives who sit as part of the university adjudicating body, which makes decisions for the university

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Retzlaff, Lisa, Sama Ghoreyshi, Andrew Olewnik, and Scott Ferguson. "Exploring the Effects of a Problem Typology Framework on Student Engagement in a Selection Problem." In ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/detc2024-143733.

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Abstract In most engineering curricula, students are often not given opportunities to solve design problems outside their introductory engineering courses and capstone design. This inhibits them from exercising their ability to navigate ill-structured and complex problem elements inherent to design problems. Problem-based learning (PBL) can help provide opportunities to exercise these abilities by allowing students to gain experience in problem framing and decision-making. However, implementing PBL is often challenging because faculty must navigate problem design, facilitation, and assessment.

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Hassad, Rossi. "Perceived usefulness of the introductory statistics course as a correlate of student engagement in statistics." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17312.

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Some non-academic factors, particularly perceived usefulness, are salient determinants of student success, and engagement in a discipline. This study explored the association between college students’ ratings of the usefulness of an introductory statistics course, their beliefs about where statistics will be most useful, and their intentions to take another statistics course. A cross-sectional study of 106 students was conducted. The mean rating for usefulness was 4.7 (out of 7), with no significant difference by gender and age. Sixty-four percent reported that they would consider taking anoth

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Wiederspahn, Peter, and Patrick Kana. "Furniture Urbanism: A Pedagogy for Fabrication and Social Engagement." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.11.

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Furniture Urbanism is a fabrication-oriented design studio conducted to provide our students with an experience of engaging the realities of full-scale fabrication and the complexities of designing objects for public urban spaces. Co-conceived and co-led by an architecture professor and a fine-furniture maker who manages the university maker spaces, this course highlighted their varying yet complimentary pedigrees of furniture, fabrication, and material insights. Furniture Urbanism is a hypothesis that is related to urban furniture, the human-scaled urban objects and infrastructures that popul

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Raporty organizacyjne na temat "Student Engagement -Making"

Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup

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Cameron, Amy, Ali Floyd, Erin Hardee, Ailsa Mackintosh, Nicola Stanley-Wall, and Emma Quinn. Using An Evaluation Framework to Direct Public Engagement Work: 2017-2022 with Case Studies. University of Dundee, 2023. http://dx.doi.org/10.20933/100001290.

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We are the School of Life Sciences Public Engagement team. This team encompasses the Schools Outreach Organiser and Public Engagement and Communications Officer as well as the WCAIR Public Engagement Manager and Public Engagement Officer and the Academic Lead. We provide support for the staff and students within the School of Life Sciences in engaging with the public, including training, resource development, administrative support, and specialist expertise. We have staff and student development, and social purpose at the heart of all that we do. In 2017 we defined four main aims as part of ou

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti

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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi

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Alexander, Serena, Luana Chen, and Maxwell Belote-Broussard. Exploring Equity Frameworks for a Cross-Jurisdictional Vehicle Miles Traveled Mitigation Program in Santa Clara County. Mineta Transportation Institute, 2024. http://dx.doi.org/10.31979/mti.2024.2346.

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The Santa Clara Valley Transportation Authority (VTA) partnered with a Mineta Transportation Institute (MTI) research team and San José State University (SJSU) students for assistance in developing the equity framework for the agency’s proposed Equitable Vehicle Miles Traveled (VMT) Mitigation Program. The goal of the program is to reduce the amount of driving generated from new developments in Santa Clara County through transportation solutions with equity and cross-jurisdictional collaboration in mind. During the Fall 2023 semester, graduate urban planning students from SJSU worked to develo

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Pautz Stephenson, Stefani, Rebecca Banks, and Deblina Pakhira. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/164.

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SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring res

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Veung, Naron. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/cdri.

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Collaboration with the private sector has been an influential tool in addressing a variety of complex issues or problems in both developed and developing economies around the globe. Like many countries, Cambodia has strongly promoted collaboration with the private sector across all education sectors. In the Cambodian TVET sector, the Royal Government of Cambodia has emphasised public-private partnerships (PPP) in its national TVET Policy 2017-2025 and Skills Development Roadmap 2023-2035. Such collaboration can make TVET more industry-relevant by increasing the private sector’s role, duties, a

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Naron, Veung. Enhancing the Collaboration between TVET Institutions and the Private Sector in Cambodia: Implications for Skills Provision. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp-150.

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Darmody, Merike. Care to college: An exploratory study on care-experienced students’ educational journeys. ESRI, 2025. https://doi.org/10.26504/jr13.

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New research by the Economic and Social Research Institute (ESRI) and Empowering People in Care (EPIC) highlights the importance of the combined effects of school experiences and care experiences on the post-school lives of young people leaving care. At the end of February 2025, there were 5,801 children (0–17 years) in care in Ireland. Although being in the care of the state is common among these children and young people, they are not a homogenous group, and their personal experiences and circumstances vary. This exploratory study draws on focus group interviews with a small group of care-ex

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