Education Research Questions

What are the language teachers’ beliefs about their learners’ learning styles?

How do African American, first generation college students describe their academic experiences attending a selective institution of higher education?

How do African American, first generation college students describe their social experiences attending a selective institution of higher education?

What challenges do students face during the Gallery Walk focused on Spatial Geometry?

How can the written communication of students be characterized during the Gallery Walk focused on Spatial Geometry?

How can the oral communication of students be characterized during the Gallery Walk focused on Spatial Geometry?

What are teachers’ classroom assessment practices in secondary schools in Kazakhstan?

What are some of the principles, patterns, relationships and synergies that are integral to promoting optimal health, well-being, continuous learning, and sustainability for the individuals and for the system as a whole?

Is there one or possibly two system environments that might be considered to be the leverage point or enablers for significant change towards a health promoting continuous learning sustainable system?

What are teachers’ predominate SoC with the implementation of blended learning as identified by the Stages of Concern Questionnaire?

What are teachers’ top three concerns related to the implementation of blended learning in their classes?

What are the experiences of the male professional career and technical educators of gender non-traditional career pathway programs in Georgia secondary school districts with an exemplary record of teaching female students and preparing them for high-wage, high-skilled, and in-demand jobs?

What organizational practices did exemplary male [Career, Technical, and Agricultural Education] teachers responsible for gender non-traditional career preparation programs in Georgia secondary school districts utilize when recruiting and retaining female students for technical, trade, and industry jobs?

What negative predispositions can affect young adult Millennial students’ ability to write in college?

What teaching strategies and classroom management practices can college English 1010 instructors use to aid in building positive writing communities?

What are the qualitatively different ways in which Singaporean teachers conceive of wisdom?

What are the life and career experiences of successful algebra teachers who employ IXL as a teaching strategy in rural South Georgia mathematics classrooms?

What are the best implementation strategies as -- perceived by successful algebra teachers who employ IXL as a teaching strategy -- in rural South Georgia mathematics classrooms?

If teachers have experienced implementing integrated [Social Emotional Learning] and [Culturally Responsive Practices], what are their experiences of implementing integrated SEL and CRP?

What are the life experiences, career experiences, and Professional Learning Community-related experiences of identified middle school principals in rural south Georgia who regularly promote Professional Learning Communities in their schools?

What are the perceptions of identified middle school principals in rural south Georgia of the Professional Learning Community process?

What processes do identified middle school principals who regularly participate in Professional Learning Communities in rural south Georgia find most effective?

What are the life and career experiences of successful veteran teachers who completed the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) in southwest Georgia?

What were the perceived barriers of successful veteran teachers who completed the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) in southwest Georgia?

What strategies were used by successful veteran teachers who completed the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) in southwest Georgia to mitigate completion barriers?

How do public high school teachers perceive their use of culturally relevant pedagogy in the classroom?

How do public high school teachers describe strategies for fostering an equitable and inclusive classroom through culturally relevant pedagogy?

What knowledge and skills do leaders and teachers bring to the role in supporting the inclusive program?

What were the experiences and perceptions that led faculty from the University System of Georgia higher education institutions to participate in an instructional consultation?

How beneficial did the faculty member perceive the consultation process in addressing the reason for the consultation?

What are the self-perceived traits among educational leaders regarding the practices of Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act and Encourage the Heart?

What are learners’ responses to my teaching with information and communication technology (ICT) in Grade 10 Physical Sciences?

What are the lived experiences of provisionally accepted, first-time, full-time, Black male students within their first academic year at state colleges and state universities in Georgia?

What are the common perceptions of provisionally accepted, first-time, full-time, Black male students that influence their academic success at state colleges and state universities with the [University System of Georgia]?

Are college students aware of the crime prevention resources on their campus?

What were the leadership practices of the principals in selected successful [National Strategy Learner Attainment] schools?

What are the perceptions of recently graduated in place/traditional special education teacher candidates on their student teaching experiences?

To what extent do teacher candidates believe student teaching experiences contributed to their success/challenges in the classroom?

What are the perceptions of experienced field supervisors regarding the traditional and in place student teaching experiences?

In the section of the BUSN 1440 course that utilized the multimedia discussion tool, VoiceThread, for class discussions, what are the opinions of the students about the technology and its impact on the course?

How do ABE program administrators describe the effects of policies developed at the federal level on their practice?

What factors shape the implementation of the policies by local ABE program administrators?

What factors and practices contribute to success and flourishing of academic leaders in the higher education context?

What leadership competencies are key for effective academic leadership in the higher education context?

What are [Advanced Certificate in Education] Technology Education lecturers’ and in-service teachers’ understanding of the design process?

What incidental adult learning occurs as a result of being involved with Early Head Start in rural Central Texas?

What is the amount and percent of instructional time that teachers spend implementing reading comprehension instructional strategies during 7th grade [English Language Arts/Reading] and [social studies] instruction?

What is the amount and percent of instructional time that teachers spend implementing vocabulary instructional activities during [English Language Arts/Reading] and [social studies] instruction?

What do the high school music teachers in this study believe students learn through the use of music notation software?

Have policy objectives been met in the implementation of [Education White Paper 6] within [full-service schools]?

What are the barriers to implementing [Education White Paper 6] within [full-service schools]?

What factors promote or impede N4 [Quantity Surveying] students’ engagement with the assessing and processing of information from engineering graphics and specification drawings?

What teaching strategies are used by mathematics teachers in teaching area and perimeter in grade 6?

How do tutees perceive the effectiveness of writing center tutorials?

How do tutors perceive the effectiveness of writing center tutorials?

What are writing program instructors’ perspectives on planning and enacting digital multimodal composing projects?

What patterns emerge in length and quality of student summaries?

What are seventh-grade teachers’ perceptions about student performance on collaborative GIST summary writing?

What are seventh-grade students’ perceptions about their performance on collaborative GIST summary writing?

What are seventh-grade teacher and student perceptions about collaborative GIST summary writing with technology?

To what degree is analogy involved in connecting different representations of a phenomenon to each other and to the represented phenomenon?

What are students’ and teachers’ experiences of student voice efforts, prior to the classroom-based student voice initiatives in Singapore schools?

How are teachers and moderators trained to equip them as competent examiners?

How does the examining body (BEC) ensure that all examiners adhere to the quality control mechanisms?

What are principal perceptions of the benefits of Georgia public elementary extended learning programs?

What is the nature of teachers’ [Assessment for Learning] strategies?

Will the investment of AR implementation in the learning process pay off?

What are the perceptions and attitudes of band directors in the Northwest District toward the Music Performance Adjudication (MPA)?

What are the motivating factors for band directors in the Northwest District to attend [Music Performance Adjudication]?

How do students from marginalized groups describe their experiences in engineering education?

What do students say faculties of engineering and engineering educators could do to make engineering education more inclusive?

What were the life experiences of selected African-American university faculty members prior to becoming university faculty members at a university research institution in a southeastern U.S. state?

What barriers, if any, did selected African-American university faculty members at a university research institution in a southeastern U.S. state encounter in their efforts to become university faculty members?

If barriers were encountered, what strategies did select African-American university faculty members use to overcome the barriers at a university research institution in a southeastern U.S. state?

How do teachers describe factors that promote achievement with African American males in Gifted and Talented Programs?

How do ethnic Kazakh returnee students from China describe a student experience in Kazakh-medium higher education?

What are their perceptions and beliefs about the conditions that facilitate or impede the process of educational technology integration?

What are the life and career experiences of identified female school superintendents in rural Georgia regarding their career advancement?

What do female school superintendents in rural Georgia believe are strategies for increasing female superintendents at school districts in the southern U.S. region?

What experiences, both challenges and triumphs, are participating Latinas in central office roles facing?

What strategies (if any) of cariño do they utilize to sustain themselves in their workplaces?

How do teachers perceive the effectiveness and quality of the four critical areas in their teacher preparation programs?

What elements do teachers identify as essential in teacher training and professional development based on their perceptions and experiences?

What various roles did the students undertake in their community of practice?

What kinds of multimodal and linguistic resources do [Black/African Descendant] high school youth and alumni/ae of [New York City independent schools] use to express their identities as members of various communities?

According to [Black/African Descendant] alumni/ae, what are the lasting impacts of their [New York City independent schools] experiences on their present day lives?

How do the regional high school district teachers and administrators of Title I schools perceive the use of data to make informed decisions from a district and building perspective?

How do school administrators and teachers perceive the district data team in relation to their building based data use efforts?

What data do first-year teachers have access to in Indiana schools?

How do first-year teachers feel they receive support with data use?

What is Anishinaabe ecological relational knowledge and what principles and concepts of Anishinaabe ecological relational knowledge are made visible in a public school classroom?

What do teachers perceive as important characteristics of a profes- sional learning community?

What kind of challenges have the teachers faced regarding outdoor education in multicultural preschool groups?

What are the characteristics of middle school students' understanding of signs in mathematical writing form in problem solving in areas of algebra and function?

What are the characteristics of middle school students' change in understanding of preferences in communicative writing using mathematical writing form?

What are the teacher’s attitudes and perceptions about the use of digital video in distance higher education?

What opportunities and challenges do music teachers perceive regarding the content and execution of music education when using digital tools?

How do music teachers use artificial intelligence (AI) in their teaching?

What are the writing feedback practices and perceptions of disciplinary instructors?

What are the writing feedback preferences, perceptions, and strategies of students in their disciplinary courses?

What are administrator and staff’s perceptions of malleable exosystem factors that facilitate the inclusive education of children with early intervention and early childhood special education service needs in their center-based community early childhood education programs?

What are educators’ reflections on the Junior Secondary Integrated Consumer Sciences curriculum?

What lesson may be learnt from the educators’ reflections, for the purpose of improving the curriculum?

What are educators’ reflections on the implementation of Agricultural Sciences [Curriculum and Assessment Policy Statement]?

What lessons can be learnt with educators’ reflections in the implementing of Agricultural Sciences [Curriculum and Assessment Policy Statement]?

How useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents?

What does the implementation of an engaged scholarship partnership with a local hospice look like within the boundaries of an undergraduate Radiation Therapy Program?

What are the pedagogical practices relative to English (EFL) education in two private kindergarten classes in Korea?

How do the members of the two classes (i.e., the children, ECE teachers, and English language instructors) perceive the language, language teaching and learning, and pedagogical practices?

What challenges did a group of EFL pre-service teachers face in speaking English?

What are the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra learning?

[W]hat strategies are used by the award-winning [institutions of higher education] to evaluate internationalization efforts?

[W]hat do the Chief International Education Administrators from a subset of award-winning [institutions of higher education] value in regards to internationalization processes in their institutions?

[W]hat do the Chief International Education Administrators (CIEAs) from a subset of award-winning [institutions of higher education] value in regards to international graduate students’ enrollment on their campuses?

What are the challenges and benefits of implementing online formative assessment?

What are the teachers’ perceptions of the overall impact of [Formative Assessment Lesson] implementation?

What was the distribution of graduates, who graduated from a high school in Texas who were college ready based on proficiency on the Texas Success Initiative assessment in both ELA and Math?

Of those who graduated in the classes of 2015 – 2018 from high schools in Texas, what proportion of African American, Hispanic, and economically disadvantaged graduate students were college ready based on proficiency on the Texas Success Initiative assessment in both ELA and Math?

Of those graduates who enrolled in a Texas Institution of Higher Education, what were the percentages of African American, Hispanic, and economically disadvantaged students who were college ready (met proficiency in ELA and Math sections)?

What are the general education teachers’ perceptions of factors that affect the academic progress of former bilingual education students who have exited into all-English classes?

What instructional accommodations do general education teachers report using with their formerly bilingual education students?

What models are appropriate for mentoring geographically-dispersed Supplemental Instruction Leaders?

How did students grow in early literacy and cognitive selfregulation skills across the preschool year?

What were the experiences of first-generation, low-income students throughout their first semester in a dual enrollment course at a two-year postsecondary institution in the rural south?

What are the perceptions of first-generation, low-income students pertaining to their college preparedness throughout their first semester in a dual enrollment course at a two-year postsecondary institution in the rural south?

What implications can be drawn for disability policy to enhance social justice in higher education?

What music literacy practices appear in music education and music classes?

What contribution has higher education made to the capabilities and valued functionings of selected black women graduates regarding the professional and personal lives they have reason to value?

Do black women graduates have the agency and freedom to achieve what they value both professionally and personally?

How do parents and instructors perceive children’s learning in the natural environment in an early childhood learning setting?

What does play-based writing look like in a hybrid bilingual preschool classroom?

What is the understanding of sustainability education among Finnish pre-service teachers?

What are teachers’ experiences in the selection processes of school leaders?

Which teaching strategies do teachers normally use to teach mathematics in Grade 9 at Mkhuhlu circuit?

What is the level of support that teachers receive from the different levels of the system?

How do teachers view the implementation of CEFR-aligned assessments for writing skills in ESL classrooms?

How do teachers implement CEFR-aligned assessments for writing skills in ESL classrooms?

What issues do teachers face in implementing CEFR-aligned assessments for writing skills in ESL classrooms?

How do NST pre-service teachers represent their understanding of an integrated Natural Science and Technology curriculum?

What is the leadership role of high school counselors in advocating for support of undocumented Latinx students’ pursuit of post-secondary options in a majority Latino urban school district?

What are the experiences of lecturers and tutors using translanguaging as a teaching strategy in IsiZulu second language teaching?

What are the significant factors influencing learners` low academic performance in the [Seventh-Day Adventist] secondary schools?

What academic interventions can enhance learners` high academic performance in the [Seventh-Day Adventist] secondary schools in Malawi?

What process do college music majors use to find potential universities?

To what extent do the faculty participants utilize the flipped classroom teaching method?

What factors, according to the students and teachers, are important for developing and fostering oral communication skills?

What are teachers’ experiences in incorporating [Information Communication Technology] into language Pedagogy in the Foundation Phase?

What are the attitudes and responses of teachers towards the use of [Information Communication Technology] in language teaching and learning?

What are the levels of teachers’ resistance to the use of [Information Communication Technology]?

What is the level of appropriate use of [Information Communication Technology] for curriculum delivery in language teaching and learning?

What is the landscape of [Physics Education Research] in Canada; who are our [Physics Education Research] experts and what are their areas of research focus?

What do Canada’s [Physics Education Research] experts consider to be the most pressing needs and priorities to address the gender equity issue?

What sort of feedback options (format, timing, quantity) do high school students and teachers find most useful in a touch-screen app?

To what degree can a touchscreen app provide technically adequate measures of instruction?

How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?

How do participants of the hackathons perceive their learning process?

What is the curriculum policy informing the teaching of HIV and AIDS education in Lesotho secondary schools?

How are teachers trained for their role as HIV and AIDS educators in schools?

How do the different [Initial Teacher Education (ITE)] cohort groups use Pepper in terms of its functions and features?

According to instructors, what factors contribute to the development of community online?

How do students perceive and use Pepper as an extension of their classroom environment?

How has technology influenced the way people prefer to engage in self-directed learning?

What are the most frequently used technological platforms for self-directed learning?

What are the preferred technological characteristics for cognitive, psychomotor, and affective learning?

What were the reasons, counts, and trends over time for determination of eligibility for Part C services for infants and toddlers who were documented to be exposed to and/or affected by illegal substance abuse?

What were the reasons, counts, and trends over time for services recommended for infants and toddlers who were documented to be exposed to and/or affected by illegal substance abuse?

What are the critical design principles and characteristics of Internet-based learning environments for young people who are living with type 1 diabetes?

What factors and processes do designers need to consider when building an online learning environment for young people living with Type 1 diabetes?

What are Latina students’ experiences in transitioning from high school to higher education?

What are the forms of social and cultural capital that Latina students identify as helping them to transition from high school to higher education?

What are the perceived best practices for transitioning Latina high school students into institutions of higher education?

How do plurilingual [English for Academic Purposes] teachers portray the relationship between their identities and practices?

What were the perceptions of followers, in the Office of the Registrar, of the role(s) their leader played in fostering effectiveness during change (crisis)?

What were the self-perceptions of leaders, in the Office of the Registrar, of their role(s) in fostering employee effectiveness during change (crisis)?

What are the experiences of Latina non-student facing staff mentors in a Latina college mentoring program at a public four-year Hispanic-serving university in southwest Texas?

To what extent do teachers implement social constructivist-based learning environments, required by the [revised National Curriculum Statement], in Grade 9 Natural Science classes?

What are teachers’ attitudes towards e-learning and purpose for using it?

What are the driving factors and barriers of e-learning implementation?

What types of environments support teachers to address the challenges of teaching with multimodal practices?

How do evaluators describe the influence of Evaluation Participant Engagement on use?

What challenges do teachers in physical education and health experience when creating inclusive teaching?

What are the goals of [information literacy] programmes in senior secondary schools in Botswana?

What are the content, resources, and teaching strategies for delivering [information literacy] to students?

What are the roles of teachers, librarians, school principals and the Director of Curriculum Development in promoting [information literacy] integration into senior secondary school curriculum?

What are the attitudes and perceptions of teachers, librarians and school principals towards [information literacy] in senior secondary schools?

Is there a pattern of community engagement that emerges amongst higher education institutions in the state of Georgia?

What are instructors’ perceptions of their experiences with postsecondary pedagogical approaches or instructional methodologies implemented in their university?

What are instructors’ perceptions of their experiences with the degree to which [Authentic Learning (AL)] is important, implemented, and supported at the university level?

What are instructors’ perceptions of the [Indigenous African Education (IAE)] pedagogy and how they relate it to their current postsecondary instructional methodologies?

How do faculty in [online learning environments] experience encounters regarding accessibility for students who have print related disabilities?

What aspects of accessibility and Universal Design for Learning (UDL) do faculty members practice in [online learning environments] and what meaning do they ascribe to the lived experience of providing these accommodations?

What are the characteristics of [single-case research] studies, published through March 2019, that promote self-determination for students with or at-risk of [emotional and behavioral disorders] in a school setting?

What self-determination elements (Wehmeyer, 1997) are incorporated within the interventions?

What is the quality of the identified [single-case research] studies according to the What Works Clearinghouse Design Standards?

What are the experiences of White secondary teachers working with Black students in a small, southern community?

What role do White teachers play in facilitating Black students’ success?

What are the learning strategies that are used by successful science students?

Through the ecovillage experience (as a visitor or resident), what is learned about living sustainably?

What are the lived experiences of former teachers that chose to leave the profession?

What factors influenced teachers to leave the profession pre-retirement in Oklahoma?

What changes to practice will teachers sustain after engaging in a cycle of Lesson Study?

What activities do students perform with modelling tasks in learning logarithmic functions?

What was the trend of CRCT mathematics achievement of African American students in School Districts A and School Districts B from 2009 to 2014 after the enactment of NCLB?

What are the life and career experiences of educators who teach identified remedial mathematics students with moderate to high math anxiety at identified postsecondary institutions in South Georgia?

What are the descriptive statistics of treatment adherence and Ratings of Classroom Management and Instructional Support?

How confident are pre-service teachers in their abilities to support and manage mental health in the classroom?

What mentoring relationships have primary school vice-principals experienced in the course of their career?

How well did students rate their experiences of the whole [Teaching-Learning Sequence]?

What experiences contributed to middle school math teachers’ understanding and use of the pedagogical strategies that have contributed to their success?

Under what conditions will implementing mobile learning technologies provide the most value (learning/usefulness/ease of use)?

What are the requirements for delivering educational value to Navy users of mobile learning?

Will targeted and learned skills be demonstrated towards peers who were not trained as part of the [Peer Mediated Instruction and Intervention] program?

What specific facilitators exist which support the appropriation of IT?

What specific barriers exist which hinder the appropriation of IT?

What are some of the essential conditions to support technology usage policies in schools and what are some of the constraints of those policies?

What are the perceptions that technology directors have about the ethical and legal implications of their technology usage policies within the context of implementing a personalized 1:1 technology initiative in their district?

What educational and professional experiences influenced the instructor’s visions of science learning and teaching?

In summary, what visions of science learning and teaching were promoted in the participants’ science teaching methods course?

What visions of science learning and teaching did the newly qualified teachers bring with them as they graduated from the teacher preparation program?

How do some teachers and special education teachers define the concept of an accessible learning environment and how can it be designed?

What are the perceptions of how the accessible learning environment affects pupils' early literacy?

What perceptions emerge regarding how the special education teacher can contribute to the development of an accessible learning environment with a focus on early literacy?

What are the parental perceptions of the nature and availability of learning support services in Singapore?

What are the stories of four adult poets becoming engaged in Spoken Word practice?

What personal experiences do high-achieving African American males perceive as contributing to their academic success in a large urban community college?

What institutional programs or services do high-achieving African American males perceive as contributing to their academic success in a large urban community college?

What experiences have first year/first generation Black male students had when in need of help and/or when asking for help?

From what they have been taught and from their experiences, what perceptions of help-seeking have first year/first generation Black male students developed?

What are the perceptions of translanguaging amongst English teachers in township primary schools?

What are Russian and Kazakh-speaking EFL teachers’ perceptions of translanguaging?

What are principals’ perspectives on the position of the deputy principals in selected secondary schools?

What paradigm informs the mediation strategies of teachers of Life Orientation?

What information have districts received about dyslexia requirements, and how have they been informed?

How do participants perceive their informal learning, formal education, or training that influenced their sustainability and mobility in the programs?

What factors do participants perceive as influencing their personal and family sustainability?

What are primary school teachers' perceptions of their responsibility to promote positive mental health?

What do teachers perceive to be their technical and professional socialization needs experienced during the planning and implementation of student formative assessment and how are these met?

What are the school principals’ perceptions of how they address the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment?

What are teacher educators’ experiences of quality enhancement in teacher education?

What are the main perceived barriers to the use of research by secondary school leaders?

What is the experience of school leaders with addressing the root cause of inequities in school discipline?

What is the experience of school leaders with the Equity Matrix as a tool for responding to student discipline?

What perceptions do educators have regarding the overall attractiveness of an educational leadership position, such as the principalship?

What perceptions do educators have regarding the probability of seeking, being offered, and accepting an educational leadership position in the foreseeable future?

How do the teachers perceive their experiences in the country (Kuwait and UAE) as having shaped their positions as intercultural sojourners and teachers of English as a foreign language?

What experiences, sources of knowledge and discourses do they draw upon in their understanding of culture/interculturality - both in terms of something they are living and something they are teaching?

What are the servant leadership behaviors of [General Equivalency Diploma] graduates?

What are the teachers' perspectives regarding the use of simulations as sensemaking tools?

What are the learners’ experiences of learning siSwati as a subject at two senior secondary schools in the Lubombo region of Eswatini?

Do children and young people write about physical education, and in what contexts are these writings connected?

Do children share experiences of physical education, and if so, what are they?

What is the student attitude, satisfaction, and intention towards accepting online learning technology in the Southland region of Invercargill?

Is there a need for customised online learning to make the learning experience better?

What is the frequency of occurrence of each of the five elements of blended learning design (online activity as an extension of live events, self-directed learning activity, collaboration and communication, assessment, and reference materials) within the courses of the review period?

What is the most important blended learning design element based on importance scores reported by students?

What do students identify as enabling factors that supported their interest in pursuing science in a postsecondary pathway?

How do teacher leaders who serve on school leadership teams in exemplary middle schools perceive their role?

What organizational structures support distributed leadership in middle schools and what organizational structures impede it?

What are the leadership activities that influence instructional decision making?

How do [Diploma Program] humanities teachers perceive academic honesty at one [International Baccalaureate] school in Kazakhstan?

What practices do [Diploma Program] humanities teachers use in the classroom to promote student academic honesty at one IB school in Kazakhstan?

[W]hat factors are perceived to be most important to developing a positive school climate?

How do teachers perceive their personalities influencing student engagement in the classroom?

[W]hat is the overall level of teacher sense of efficacy surrounding classroom behavior management for elementary teachers in [Positive Behavior Interventions and Supports] schools located in a large urban district?

What are the district teachers’ suggestions to improve [Positive Behavior Interventions and Supports] implementation in elementary schools to increase teacher efficacy in classroom behavior management?

How do teachers of grades 4-6 of different ages use digital games in mathematics instruction?

For what purpose do teachers of grades 4-6 of different ages use digital games in mathematics instruction?

What is the role of new media and technology in changing older adults’ lifestyles?

What are the motivations of older adults to venture into the use and exploration of technology and new media?

What experiences or circumstances contribute to choral teachers' action or inaction toward more inclusive practices for transgender and gender-expansive students?

What are the purposes and tensions of a strong translanguaging stance for elementary [dual-language immersion] teachers?

What perceived benefits and weaknesses do teachers identify in the TechnoMath program?

How do secondary school mathematics teachers describe their ways of integrating technology?

What difficulties do teachers have when they try to integrate technology into mathematics classrooms?

What importance is given to textual genres in the organization of the Bem-me-quer mais língua portuguesa collection?

What are the most recurrent textual genres in the textbooks in this collection?

For the choral director, what personal experiences and past musical backgrounds shape the teacher’s feelings and attitudes about participating in an “America Sings!” festival?

What are the benefits and/or challenges of attending an “America Sings!” festival?

What range of student behaviors can be observed during their preparation for and performance in the “America Sings!” festival?

To what extent are middle school students able to differentiate their individual performance from the performance of the group in instrumental music environments?

What are the conditions necessary for promoting teachers’ engagement in self-directed professional development?

What are teachers’ perceptions of the principal’s role in supporting, fostering, encouraging, and sustaining the professional development of teachers?

Did the students engage in and benefit from [Discovery Scholars Program] events and feel supported by the DSP groups?

Did the [Discovery Scholars Program] program help students feel more comfortable and confident as a part of the [University of Texas at Austin] community?

What are the views of geography teachers on the quality of the geography teacher preparation programme offered by the University of Zambia?

What are the experiences of geography teachers in teaching geography in secondary schools?

How does the instructor of the Thesis Writing course perceive the graduate candidates’ autonomy?

How do university leaders, faculty, and administrative staff perceive the impact of their proficiency in Kazakh, Russian, and English on their ability to manage international collaborations at Kazakhstani public universities?

What specific language-related challenges and barriers do university leaders, faculty, and administrative staff encounter in management practices related to international collaborations?

What strategies can be proposed to improve language proficiency and enhance management practices to support successful international collaborations?

[W]hat evaluated programmes meet the characteristics of social innovation education, what are their characteristics, and how are they evaluated?

What are the current demographics of college students enrolled in entry-level college math?

What resources are in place to support the delivery of entry-level college math?

How do teachers perceive the implementation of ICT to promote teaching and learning in the classroom?

What strategies do teachers use in ICT implementation to promote teaching and learning?

What are the challenges experienced by teachers when implementing ICT to promote teaching and learning in the classroom?

What kinds of games are presented by teachers on social media to develop students´ mathematical conceptual ability in mathematics?

What aspects of the teacher´s role are displayed on social media when it comes to students´ mathematical concept development through play?

What are elementary (K -5) teachers’ perceptions of successful reading instruction?

What are the experiences of mainstream educators who teach learners diagnosed with ADHD?

What intervention strategies do educators employ to handle learners with ADHD?

What support structures exist in schools to assist educators of learners with ADHD?

What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching?

What resources do popular music theory pedagogues explore, and what are their criteria for inclusion, when selecting curricular materials?

How effectively do CREDE activity center tasks accommodate students with different learning preferences?

What are the lived experiences of school counselors regarding any training and preparation for working in a virtual K-12 setting?

How do school counselors perceive the effectiveness of any training and preparation in addressing the specific challenges of working in a virtual K-12 setting?

How do the teachers think that their work with reading aloud can support the students' language development?

How do the teachers describe their design of read-aloud lessons to promote learning?

What are the life histories of eight Black males pursuing doctoral studies?

What tools do the specialists of the [Psychological, Medical and Pedagogical Consultations] use to identify learning disabilities in children?

What approaches do the specialists of the [Psychological, Medical and Pedagogical Consultations] employ to identify learning disabilities in children?

What are the lived experiences of 10 high school students who took the human geography class that contributed to their understanding of culture?

What are the long-term benefits that students experienced or anticipate experiencing from taking the human geography class?

What does the preschool teacher describe as the causes of children's exercise of power in play?

What is the strategy behind the focus on knowledge creation and innovation within the transitioning higher education system?

Did the developed instrument satisfactorily measure students’ perceptions of culturally responsive teaching and sense of belonging in agriculture and STEM within higher education?

Did the structural equation model for this study demonstrate a good model fit?

Which specific French language outcomes do educators expect kindergarten children to have achieved by the end of kindergarten?

What is an elementary school principal’s understanding of school health?

How do elementary school principals perceive their role in school health?

What are the key factors shaping the sense of belonging in transnational education programs?

Does the course PPL30 in the Health and Physical Education curriculum (OME, 2000a) policy document include expectations that encourage knowledge about the practice of environmental sustainability?

What are the Uzbek speaking minority students’ experiences of social and academic integration in Kazakh and Russian medium programs in Kazakhstani [Higher Education Institutions]?

How do fourth grade students with learning disabilities in a small rural school district perceive themselves as readers across three different classroom settings?

What are the teachers’ perceptions of their students’ reading ability?

What is the experience of students with dyslexia concerning reception and support in secondary school?

In connection with what kinds of higher education policy research topics has the concept of academic drift been utilised?

What are the notions of children, family and class in the reading-books?

Which information/historical and geographical knowledge do students produce by reading and exploring Miniatures in History?

What is the contribution of iconic sources (miniatures and thematic maps) in the teaching and learning process of geographic and historical knowledge?

What dimensions of democracy, cultural legitimacy, and participation emerge in their descriptions of teaching?

How do the children perceive their multilingualism and the value in their multilingual abilities?

What kind of resources can contribute to the empowerment of preschool children, in the construction of critical, creative and active thinking?

What teaching practices have been developed with digital technologies at a Portuguese public university after the COVID-19 pandemic?

What are the narratives of children and adults about being a child and being an educator in the context of early childhood education?

Is it possible to find the concept of inventiveness in the discourses of children and adults in early childhood education institutions?

What elements of what we call inventiveness can contribute to a more inclusive pedagogical educator/child relationship?

Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense?

Are LGBTQ questions relevant and of interest in the education?

Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room?

What extra adaptions are made for pupils’ with reading and writing difficulties?

What routines exist for working with extra adaptions and special support?

What is the receptivity of students to the repertoire of instruments in Music Initiation?

What do the teachers of the instrument think about the application of this repertoire, in the development of the student?

What ideas do students have about heritage, artistic-religious heritage, and about heritage as historical evidence?

What types of heritage sources do students know about Chaves concerning the Baroque period and what relevance do they attribute to the construction of knowledge of local/national history?

What historical evidence do students build from their exploration of the local (artistic-religious) heritage of Chaves?

Does the current appraisal model suit professional control or the regulation of professional development most?

How much swimming instruction do students receive in upper secondary schools?

What is the opinion of physical education teachers about the necessity of swimming in the curriculum?

Do physical education teachers feel that swimming lessons in upper secondary schools are beneficial?

Is the goal of strengthening swimming and lifesaving skills in the curriculum being fulfilled?

What are the contributions of immersive technologies to the field of architecture?

How do principals describe language development work and their role in leading and developing this work?

What function is attributed to special educational competence in language development work, and how do principals describe a preferred form of collaboration with this competence?

What different ways of experiencing the phenomenon of relationships between quantities can be discerned in student interviews?

What subject positions are enabled and made available for pupils in media education at upper secondary school?

Is there a difference between the amount of time [English Language Arts/Reading] and [social studies] teachers spend implementing vocabulary instructional activities?

Is there a difference between the amount of time beginner and seasoned teachers spend implementing vocabulary instructional activities?

Are there differences among beginner [English Language Arts/Reading], seasoned [English Language Arts/Reading], beginner [social studies] and seasoned [social studies] teachers, in the amount of time they teach vocabulary instructional activities?

Do [English Language Arts/Reading] and [social studies] teachers differ significantly in the frequency with which they implement reading comprehension and vocabulary instructional strategies to facilitate students’ comprehension of texts?

To what degree, if any, was there a significant difference in the academic achievement of students who participated in the after-school program compared to the students who did not participate in the after-school program in English/language arts on the Georgia Milestones End of Grade test?

To what degree, if any, was there a significant difference in the academic achievement of students who participated in the after-school program compared to the students who did not participate in the after-school program in mathematics on the Georgia Milestones End of Grade test?

To what degree, if any, was there a significant difference for students who attended the after-school program for more than one academic year attaining higher math scores compared to students who only attended for one year on the Georgia Milestones End of Grade test?

Is there a difference in elementary principals’ sense of efficacy based on their leadership styles?

Is there a difference between elementary principals’ sense of efficacy and elementary teachers’ sense of efficacy?

Is there a difference between elementary teachers’ sense of efficacy depending on years of teaching experience?

How did six recent high school graduates from a fine arts high school compare learning science in an [Arts-Integrated Learning] environment to traditional instruction without it?

How do small, medium, and large Georgia public elementary schools utilize extended learning programs?

How do small, medium, and large Georgia public elementary schools utilizing extended learning programs compare on teacher quality, program focus, and program size?

How do small, medium, and large Georgia public elementary schools utilizing extended learning programs compare in structure of funding?

Is there a statistically significant difference in mean third-grade mathematics pass rates, as measured by the Georgia [Criterion Reference Competency Test], among small, medium, and large Georgia public elementary schools that implement an extended learning program?

Is the learning process improved with or without AR supported technology?

What similarities and differences are described by students with different identities (i.e., different genders, races, sexual orientations, socio-economic status etc.)?

What are the key factors influencing students’ decisions to pursue computing education in Sweden and Bangladesh, considering the socioeconomic and cultural disparities between the two countries?

How do Mainstream and Extended Programme students perform in their first year of university studies at a higher education institution?

Is there a statistically significant difference in the number of disciplinary incidents involving repeat offenders between [Positive Behavioral Support] and non-PBS schools?

Is there a statistically significant difference in reading performance between students who received [Positive Behavioral Support] and those who did not receive this intervention?

Is there a difference in accounting students’ knowledge of basic tax rules, with respect to partnership taxation, when a topic-centered instructional strategy is used versus the use of whole task-centered instruction?

Are accounting students able to solve authentic problems with respect to partnership taxation when a topic-centered instructional strategy is used versus the use of a whole task-centered instruction?

Do differences exist in the rates at which students experience an in-school suspension across geographic district typologies?

Does the effect of early literacy or cognitive self-regulation skills, or the relationship between early literacy and cognitive self-regulation skills differ from one community to another?

What are the differences and similarities concerning university policies and other arrangements for disabled students at the two universities?

Do factors influencing a music majors’ choice of university vary depending on the field of study?

Do different levels of congruence of students’experienced (i.e., actual) and preferred learning environments in selected Grade 9 classrooms occur and, if so, why?

How are inclusive practices manifested in the core curriculum for basic education before and after the reform of support for learning and school attendance?

Is there a difference in patterns of institutionalized community engagement by institution type and institution control?

How do Ilorin Senior Secondary School (SSS) (grade 11) students in the convergent temporal speech cueing group, narrated screen text group, and on-screen text group differ in their attentional focus on the electric circuits tutorial?

How do the Ilorin SSS students (grade 11) in the three groups differ in their performance following the intervention with the Electric Circuits Tutorial?

How do the Ilorin SSS students (grade 11) in the three groups differ in their learning of electric circuits after the latency period of six weeks?

Are there gender differences in course enrollment patterns or student responses to course taking or failure in remedial math?

To what degree, if any, was there an achievement gap in CRCT mathematics scores in the following comparisons following the enactment of NCLB from 2009 to 2014: a. Between African American students and Caucasian students in City School District A?

What are the pros and cons for Navy users of personal versus government-issued mobile learning devices?

How do the visions of science learning and teaching that were promoted in the participants’ science teaching methods course compare to the reform documents?

How do teachers with different linguistic backgrounds use translanguaging in their teaching?

Is there a significant difference in student achievement in English Language Arts (as measured by English Language Arts EOCTs) for students enrolled in career academy charter schools versus traditional public schools implementing career academies in the academic year following the implementation?

Is there a significant difference in student achievement in math (as measured by Math EOCTs) for students enrolled in career academy charter schools versus traditional public schools implementing career academies in the academic year following the implementation?

Is there a significant difference in student achievement in science (as measured by Science EOCTs) for students enrolled in career academy charter schools versus traditional public schools implementing career academies in the academic year following the implementation?

How do the beliefs of primary teachers, elementary teachers, and middle school teachers differ on the topic of grade-level retention?

How do the beliefs of primary teachers, elementary teachers, and middle school teachers differ regarding factors that influence their decisions to retain students?

How does the knowledge base of primary teachers, elementary teachers, and middle school teachers differ on the topic of grade-level retention?

Is one intervention method more effective than the other for the group as a whole?

Have the descriptions of children and young people regarding contexts, opinions, and experiences changed over time?

Are there any differences in student mean successful completion rates (percent of students receiving a grade of C- or higher) among classes with different instruction delivery method (blended learning, in-person, or online)?

Are there any differences in student mean withdrawal rates (percent of students withdrawing from a course) among classes with different instruction delivery method (blended learning, in-person, or online)?

Are there any differences in student mean completion rates between classes that have a blended learning design element (online activity as an extension of live events, self-directed learning activity, collaboration and communication, assessment, and reference materials) and those that do not have the element?

Is there a significant difference in academic setting (departmentalized or self-contained) by level of economically disadvantaged (ED) students on the teacher's mean scale score on the Georgia Milestones Assessment System (GMAS)?

Do students enrolled in a Mathematics Support class achieve at a significantly higher rate than students who are not enrolled in a Mathematics Support class as measured by the [End of Course Test]?

Are scores on the mathematics [End of Course Test] significantly higher for the 2013-2014 school year as compared to the 2012-2013 school year?

Do students enrolled in a Mathematics Support class demonstrate more growth than students who are not enrolled in a Mathematics Support class as measured by the [Student Growth Percentile]?

Are the [Student Growth Percentile] in mathematics significantly higher for the 2013- 2014 school year as compared to the 2012-2013 school year?

After engaging in the regular practice of revision, what is the change in students’ perceptions and feelings about writing?

After engaging in the practice of revision, what is the change in the quality of student writing?

To what extent do the graduate candidates enrolled in the course perceive themselves autonomous at the start and end of the course?

Is there a significant difference across time on the [Oregon Assessment of Knowledge and Skills] Reading Test for middle school schedule type ([treatment group] versus [comparison group])?

Is there a significant difference across time in the [Oregon Assessment of Knowledge and Skills] Reading Achievement Standards of Nearly Meeting, Meeting, or Exceeding for middle school schedule type ([treatment group] versus [comparison group])?

Is there a statistically significant difference in the measure of school organization themes based on the School Culture Survey between selected low and high performing elementary schools in Georgia?

Which similarities and / or differences are there in the methodology as a tool for music instrument education on flute and oboe?

Does one of the selected statistical procedures generate a more accurate classification model based on Cohen’s Kappa, ROC curves, and sensitivity and specificity by certificate or diploma type?

What is the difference in achievement amongst [KwaZulu-Natal] schools in the TIMSS Grade 8 Science test, with particular reference to rural secondary schools?

Were there any significant differences in students’ perceptions of culturally responsive teaching among students in terms of race, academic classification, gender, college affiliation, and institution type?

Is there any difference in integration experiences for Russian and Kazakh medium groups; and what is the role of a language of instruction choice in this process?

What differences are there in the use of learning models between different municipal departments?

What differences/similarities exist in the reading books from the 1950s to the recent decades?

What similarities as well as differences do educators experience between the two methodologies DP and NLP?

Which similarities and differences are found regarding the readability of the narrative texts and the factual texts?

Which similarities and differences are found regarding the type of questions that are asked in relation to the narrative texts and to the factual texts?

Which reading strategies are tested in the national test and which reading strategies are practiced through the teaching materials?

Did any of the groups that participated in the study stand out in terms of motivation (study burnout or study engagement) from other groups that participated in the study— or in comparison to other studies?

How are English Language Proficiency, academic achievement, and academic growth in English Language Learner related to one another?

Do proficiency levels of exiting ESOL students differ in relationship with academic achievement?

To what extent is the relationship between English Language Proficiency level and academic achievement of English language learners mediated by academic growth?

Is a college student’s decision to stay enrolled in community college dependent on their demographic characteristics (i.e., age, enrollment status, educational goals, ethnicity, and gender)?

Is a college student's decision to stay enrolled in community college dependent on their financial status (i.e., receipt of financial aid – Yes or No)?

Is a college student’s decision to stay enrolled in community college dependent on their academic performance (i.e., grade point average (GPA)?

How do principal job attributes, factors associated with the certification rule change, and demographic variables predict an educator’s willingness to pursue a degree or certification in educational leadership in Georgia?

To what extent are the servant leadership behaviors of [General Equivalency Diploma] graduates affected by their selected demographic characteristics?

Are there relationships among grit, organizational commitment, and retention among superintendents in the southern region of the United States?

[W]hat are the district teachers’ perceptions of the effects of [Positive Behavior Interventions and Supports] implementation on their ability to manage behaviors in the classroom?

Is there a correlation between principals’ perceptions of technology use and of percentage of passing rates on the math portion of the Georgia High School Graduation Test scores in small public schools in Georgia?

Is there a tension between the established norms (habitus) regarding the repertoire used in public schools, and practicing band directors’ professional contextual realities?

How do selected variables (grade level, past musical experiences, gender) interact with the influence of a group composition activity on students’ musical self-efficacy?

[W]hat are the reciprocal relations between [social innovation education] and student wellbeing?

[H]ow is teacher engagement related to a student-focused [social innovation education] programme?

To what extent and in what manner do teachers’ self-efficacy (efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management), and instructional strategies (student-directed instruction, direct instruction, promotion of student thinking, and academic performance feedback) predict teachers’ adaptive instruction in K-12 classrooms that include [English Language Learners]?

Do the funding allocations for instruction, academic support, student services, and institutional support adequately predict the three-year graduation rate at community colleges, primarily certificate and diploma granting institutions, in the southeastern region of the United States?

Is there a statistically significant correlation between school organization themes as measured by the School Culture Survey and school performance in selected low and high performing elementary schools in Georgia?

Are environmental factors (Pell eligibility, single parent status, displaced homemaker status), background factors (age, race or ethnicity, gender, high school diploma type, high school graduation date), and academic integration components (student GPA and program type) significant predictors of nontraditional student retention for certificates 18–36 credit hours in length?

What is the correlation, if any, between the motivation of middle and high school students and their scores on MOS certification exams?

What is the correlation, if any, between the reading comprehension levels of middle and high school students and their scores on MOS certification exams?

How do students’ motivation and reading comprehension predict their performance in MOS exams?

To what extent does the Grade Placement Committee (GPC) decision in the 5th grade predict high school graduation?

What were the relationships among students’ perceptions of culturally responsive teaching, sense of belonging and academic self-efficacy?

To what extent are students engineering design self-efficacy, metacognitive awareness, and/or prior making experiences correlated with their professional dispositions to be an engineer, designer, or maker?