If professional competencies were of any importance in any educational environment, they would be clearly and emphatically covered in teacher training and in-service training programs in that environment, leading to a common perception among both working teachers and student-teachers. To explore this situation here in Kordestan, a group of 16 student-teachers and 15 working teachers were interv...

Students do not enter college tabula rasa. They come with a variety of high school academic experiences, exposure to college information, and family socioeconomic and educational influences, all of which help shape expectations and attitudes of what it is like to be an enrolled college student. Research studies show that high school experiences, engagement, and academic achievement, as well as ...

introduction. in educational centers, evaluation of educational activities of teachers is done in different ways. one of the most common ways » nearly in all important universities « is student evaluation of teaching (set), which is done by questionnaires. scientific evidences have showed that in spite of frequent usage of this kind of evaluation, opinions of students about teacher’s performanc...

This paper is about an authoring tool for Intelligent Tutoring Systems (ITS) that generates virtual reality educational games. The ITS common practice of modelling the student has been expanded to include characteristics of players such as their level of game-playing competence irrespective of the domain of the educational game. Such characteristics are domain-independent and they may affect th...

Peers, Neighborhoods and Immigrant Student Achievement: Evidence from a Placement Policy Immigrants typically perform worse than other students in the OECD countries. We examine to what extent this is due to the population characteristics of the neighborhoods that immigrants grow up in. We address this issue using a governmental refugee placement policy which provides exogenous variation in the...

Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in ...