The use of immersive environments such as 3D virtual worlds (3DVWs) and augmented reality (AR) in education has been profusely explored during the last decades, showing significant evidence of its benefits for learning. However, the attempts to integrate immersive environments in everyday educational practice are hampered by the difficulties that these environments pose to teachers willing to s...

We review recent studies that asked: do college students learn relatively more from teachers whom they rate highly on student evaluation forms? Recent studies measured learning at two-time points. When learning was measured with a test at the end of the course, the teachers who got the highest ratings were the ones who contributed the most to learning. But when learning was measured as performa...

The Tennessee Value-Added Assessment System (TVAAS) employs a sophisticated statistical methodology to estimate the aggregated yearly growth in student learning, as reflected in changes in test scores in five tested academic subjects. It assumes that changes in test scores from one year to the next accurately reflect student progress in learning. By tracking progress and linking it to schools a...

This report presents the experiment and consequent evaluation of introducing the Logic-ITA in a second year tertiary undergraduate class. The Logic-ITA is a web-based Intelligent Teaching Assistant system, aimed at alleviating some of the problems caused by large classes or distance learning. Its domain of application is the construction of formal proofs in logic. The system acts as a complemen...

We propose an automatic math expressions reading system, called KANID. KANID is an educational tool, for blind and visually impaired (VI) students, to facilitate access to math materials. Although blind and VI students can access math documents/materials via many channels, e.g., human reader, math Braille codes, and audio (talking) books, these channels have limited availability. KANID was desi...

There is also a growing consensus that evidence of teachers’ contributions to student learning should be a component of teacher evaluation systems, along with evidence about the quality of teachers’ practice. “Value Added Models” (VAMs) for looking at gains in student test scores from one year to the next are promoted as tools to accomplish this goal. Policy makers can benefit from research abo...

The New National Curriculum in Norway from 2006 recommends that teachers and students acquire a high degree of digital literacy in school education. One way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This wo...

INTRODUCTION The world prevalence of ADHD ranges between 5-10%. The prevalence in Israel was generally studied from prescriptions of methylphenidate and not from cohorts of children. METHODS We assessed the prevalence of ADHD among a cohort of early school age children in the Jewish and Arab populations using DSM-IV criteria and evaluated the difference between teachers' and parental assessme...