Issue 3/2024 Special issue: Linking Technology Interventions, Practice, and Policy to Sustainable Change for Knowledge Acquisition
Content (24 Articles)
Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy
- Original research
Kausalai (Kay) Wijekumar, Shuai Zhang, Debra McKeown
Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment
- Original research
Marianne Rice, Kausalai Wijekumar, Kacee Lambright, Abigail Bristow
Instructional Support for Visual Displays: An Updated Literature Review
- Original research
Jennifer G. Cromley, Runzhi Chen
Teachers’ Beliefs and Usage of Video Exemplars and Engagement Features of an Online Professional Learning System for Promoting Early Writing
- Original research
Hope K. Gerde, Gary E. Bingham
A Road Less Traveled for Designing Rigorous Studies to Identify Effective Technology-Based Reading Interventions
- Original research
Herb Turner, Raifu Durodoye
An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5
- Original research
April Camping, Ashley Stack, Abigail Bristow, Kausalai Wijekumar, Debra McKeown, Pilar Sierra, Sandra Hotcaveg
An Analysis of Comprehension Strategies and Visuals Within Grade 6–8 Science Textbooks in the United States
- Original research
Andrea L. Beerwinkle, Chellie Nelson
Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation
- Original research
Herb Turner, Annette Turner
The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review
- Original research
Kacee Lambright
Teacher Professional Development and Student Reading Comprehension Outcomes: The Heterogeneity of Responsiveness to Text Structure Instruction in Grade 2
- Original research
Shuai Zhang, Kausalai Kay Wijekumar
Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish
- Original research
Ashley M. Stack, Kausalai (Kay) Wijekumar, Elsa Cárdenas-Hagan
First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design
- Open Access
- Original research
Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch
Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science
- Original research
Umar Bin Qushem, Solomon Sunday Oyelere, Gökhan Akçapınar, Rogers Kaliisa, Mikko-Jussi Laakso
Examining Blended Learning Adoption Towards Improving Learning Performance in Institutions of Higher Education
- Open Access
- Original research
Bokolo Anthony Jnr
Voluntary E-Learning Exercises Support Students in Mastering Statistics
- Open Access
- Original research
Jakob Schwerter, Taiga Brahm
Impact of Embedded Learning Strategy Activities: Student Engagement and Performance
- Original research
Alan da Silveira Fleck, Tingting Zhu
The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session
- Open Access
- Original research
Sabrina Oppl, Nicole Kronberger, Christian Stary, Stefan Oppl
Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective
- Original research
Pirgit Sillaots, Kairit Tammets, Terje Väljataga, Martin Sillaots
Learning Analytics in Serious Games as Predictors of Linguistic Competence in Students at Risk
- Open Access
- Original research
Susana Sánchez Castro, Mª Ángeles Pascual Sevillano, Javier Fombona Cadavieco
Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A Case Study
- Open Access
- Original research
Lénia Carvalhais, Paula Azevedo
The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs
- Original research
Davut Sarıtaş, Oktay Kızkapan
Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care
- Open Access
- Original research
Marianne Undheim, Natalia Kucirkova, Torstein Unstad, Maria Dardanou
Developing a Scale of Attitudes Towards Flipped Learning Model
- Original research
Nagihan Kadıoğlu, Özge Özyalçın Oskay
The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes
- Original research
Fernando Almeida, Zoltan Buzady