Examining the Role of the Learner and the Teacher in Language Learning Motivation
Motivation Student-Teacher Relationships Student Effort This study explored the interaction between two critical topics: the personalities of language learners and the instructional motivational practices of teachers. Researchers aimed to answer questions about how to predict English learning motivation and self-efficacy. Different Types of Learners The literature review highlights several frameworks to understand students’ learning motivation […]
Teachers’ Mind, Brain, and Education Literacy
Cognitive Science Mind, Brain and Education (MBE) While awareness of Mind, Brain, and Education (MBE) and its implications for teaching practice is growing, many educators are still unclear about the key concepts in this field that could improve their teaching. This study was conducted to identify the essential domains of current MBE knowledge that teachers […]
The Effect of Learning-Centered Leadership and Teacher Trust on Teacher Professional Learning
Law & Policy, Professional Learning, Cultural Context This study explored teacher professional learning in Turkey by investigating the effects of principal leadership and teacher trust on teacher professional learning. Most existing studies focus on either Anglo-Saxon countries, where schools have held a certain level of autonomy, or East Asian countries that have experienced significant decentralization […]
How Culturally Responsive Teaching Relates to Instruction in Schools
Cultural Context, Self-Efficacy The conceptual scholarship on Culturally Responsive (CR) teaching identifies a key problem with its current implementation: schools have taken a “reductionist” approach—reducing CR teaching to a set of instructional practices without considering the crucial aspects of teacher disposition central to CR teaching. Existing studies are primarily small case studies, often focusing on […]
School-Based Mental Health Interventions Targeting Depression or Anxiety
Interventions, Mental Health, Metacognition The reason for the study is to address the shortcomings of past studies in mental health interventions, which lacked stringent inclusion criteria and diverse moderators. The aim is to employ more rigorous methods to provide updated and evidence-based results on interventions targeting anxiety or depression. This study presents an updated analysis […]
An Experimental Test of Children’s Reactions to Tone of Voice Used by Teachers
Cognitive Science, Mental Health Teachers’ behaviors drive motivational climates that shape children’s engagement and well-being in the classroom. Still, few studies examine how specific teachers’ behaviors such as wording, body language, or voice contribute to these outcomes in isolation. This study set out to discover the role that teachers’ tone of voice plays in a […]
Self and Peer-Correction Techniques in Teaching
Interventions, Pedagogy Teaching writing skills allows students to interact in an ever-increasing digital world and more effectively communicate their ideas, share information, and gain new vocabulary inside and outside of a school setting. While writing skills are crucial to teach, it is also difficult to do so. The authors in this study wanted to explore […]
Artificial Intelligence Enabled Personalized Assistive Tools To Enhance Education of Children With Neurodevelopmental Disorders
Personalized Learning Mind and Brain Education Mental Health Children’s ability to learn effectively can be impacted by social and communication deficits and difficulties adapting to changes in their environment. To improve outcomes for children, it is important to provide timely and effective interventions. This review summarizes the range and effectiveness of AI-assisted tools, developed using […]
The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator
Many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on the disappointment theory, this study aimed to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates […]
Let’s talk evidence–The case for combining inquiry-based and direct instruction
Inquiry-based learning has been regularly criticized by scholars who favor direct instruction. The authors in this paper push back on this sentiment by reviewing the evidence and arguing that a more complete interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction in a science/STEAM […]
