The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre-and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction.

Evidence demonstrating the effectiveness of the School‐wide Positive Behaviour Intervention Support model (SWPBIS) in managing problem behaviour among school students has been widely disseminated. As a result, the SWPBIS model is now widely implemented in schools across the US. Despite its widespread implementation and evidence demonstrating its efficacy, little is known about its sustainability. The scarcity of research studies examining the factors that influence the sustainability of SWPBIS provides a strong rationale for this study. The purpose of this study was to explore the relationship between school personnel's confidence with using SWPBIS and its sustainability. Participants were 104 school personnel employed in schools that implement SWPBIS in a southern region of Illinois. Regression analyses revealed that there is a significant relationship between personnel's confidence with using the model and its sustainability. The results led to important implications for practitioners involved in the implementation of SWPBIS and directions for future research are provided.

The use of Information and Communication Technologies (ICT) in education has expanded significantly worldwide. Many countries develop Educational ICT policies to promote national agendas for economic, social, and political growth. The implementation of ICT in education is designed to prepare students to assimilate into the global market, attain equal access to education, and to be technologically prepared citizens. Many African governments are therefore developing ICT policies to expand integration of ICTs in primary and secondary education. However, successful integration of ICTs requires concerted efforts across stakeholders, as well as consistency in policy implementation and evaluation. Although several Southern African countries have ICT policy blueprints for education, not much is known about the implementation of the policies on the ground. This study reviews educational ICT policy implementation, successes, and challenges in three Southern African countries: Angola, South Africa, and Zimbabwe.

The chapter presents a program planning and evaluation model that can be used in training educators to integrate and increase the use of instructional technology in the classroom. The Instructional Technology Classroom Professional Development (ITCPD) Program Planning and Evaluation (PPE) model is a two-phase model that involves the initial training of trainers followed by the trainees transferring their knowledge to peer educators. Phase 1 is a modified interactive model with four components: needs assessment, program planning, program implementation, and evaluation. The center of the model simply represents the desired goal of planning the program. Phase 2 is presented through a logic model that has five components: assumptions, inputs, activities, output, and outcomes. The developed model's phases are interconnected as they feed from each other. The outcomes and needs assessment in one phase will inform the other. Goals and objectives are not fixed as such should be developed for every distinct cycle.