Explore the vast range of titles available.

In this study, 676 middle school students in grades 6, 7 and 8 were asked to complete a survey online, during class time, which asked them their opinions on using iPads in school. Responses to the survey questions were generally positive however comments written at the end were very critical of the initiative. Significant differences were found when comparing the responses of 6th, 7th and 8th grade students. Seventh grade students, who had been using the iPad since 6th grade, were significantly more positive than the 6th or 8th grade students. Also, the younger students in grade 6 were significantly more positive about using iPads than students in 8th grade. Gender differences were also found, with boys being more positive in their opinions than girls. Distraction and technical problems were among the problems students commented on, as well as eye strain from using the iPad for long periods of time. Increased engagement was evident from the high percentage of students who either agreed or strongly agreed with the statement that “the iPad makes learning more fun and interesting”.

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

Asserts that self-handicapping students protect their self-images by deliberately not trying to achieve for fear of trying hard, failing anyway, and appearing \"dumb.\" Surveys of high school students examined three areas of students' perceptions (self-handicapping, academic self-efficacy, and classroom environment). The correlation between academic self-handicapping and academic self-efficacy was significant. The more competitive the classroom environment, the more students tended to self- handicap. (SM)

A study examining the relationship between classroom environment and academic self-efficacy surveyed 951 mathematics students in grades 8 and 10 in 4 Canadian high schools. Improved levels of involvement, investigation, and task orientation were associated with higher levels of academic efficacy. Conventional classrooms may foster academic efficacy more effectively than constructivist classrooms. (TD)

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2006 students responded to a questionnaire that assessed student perceptions of classroom environment and self- handicapping. Simple and multiple correlational analyses showed that classroom environment accounted for small but significant proportions of variance in self-handicapping. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self- handicapping. For Australian and Canadian students the relationship between each classroom environment scale and self-handicapping. A commonality analysis revealed that conventional rather than constructivist classroom environment dimensions accounted for most of the variance in self-handicapping. [Author abstract]

Researchers, clinicians, policymakers and patients are increasingly interested in questions about therapeutic interventions that are difficult or costly to answer with traditional, free-standing, parallel-group randomized controlled trials (RCTs). Examples include scenarios in which there is a desire to compare multiple interventions, to generate separate effect estimates across subgroups of patients with distinct but related conditions or clinical features, or to minimize downtime between trials. In response, researchers have proposed new RCT designs such as adaptive platform trials (APTs), which are able to study multiple interventions in a disease or condition in a perpetual manner, with interventions entering and leaving the platform on the basis of a predefined decision algorithm. APTs offer innovations that could reshape clinical trials, and several APTs are now funded in various disease areas. With the aim of facilitating the use of APTs, here we review common features and issues that arise with such trials, and offer recommendations to promote best practices in their design, conduct, oversight and reporting.