research on elementary education

Elementary Education Research Paper Topics

This comprehensive guide to elementary education research paper topics is designed to assist students and researchers in the field of education. The guide provides a wide array of topics divided into ten categories, each with ten unique topics, offering a diverse range of areas to explore in the field of elementary education. Additionally, the guide offers expert advice on how to choose a research topic and how to write an elementary education research paper. The final sections of the guide introduce iResearchNet’s professional writing services and encourage students to take advantage of these services for their research needs.

100 Elementary Education Research Paper Topics

Elementary education is a broad field with numerous areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Here, we present a comprehensive list of elementary education research paper topics, divided into ten categories. Each category contains ten unique topics, offering a diverse range of areas to explore in your research.

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1. Teaching Methods and Strategies

• The effectiveness of Montessori methods in elementary education.
• The role of play in learning in the early years.
• The impact of differentiated instruction on student achievement.
• The benefits and challenges of cooperative learning in the elementary classroom.
• The role of feedback in promoting student learning.
• The impact of teaching strategies on students’ motivation.
• The effectiveness of inquiry-based learning in science education.
• The role of storytelling in teaching literacy skills.
• The impact of technology on teaching and learning in the elementary classroom.
• The role of creativity in teaching and learning.

2. Curriculum and Instruction

• The impact of curriculum design on student learning.
• The role of interdisciplinary teaching in elementary education.
• The effectiveness of project-based learning in teaching science.
• The role of cultural relevance in curriculum design.
• The impact of standardized testing on curriculum and instruction.
• The role of critical thinking in the elementary curriculum.
• The effectiveness of integrating arts in the curriculum.
• The impact of curriculum alignment on student achievement.
• The role of experiential learning in the elementary curriculum.
• The challenges of teaching social studies in the elementary classroom.

3. Educational Technology

• The impact of digital technology on student learning.
• The role of educational games in teaching math.
• The effectiveness of using iPads in the classroom.
• The role of virtual reality in teaching science.
• The impact of technology on student engagement.
• The challenges of integrating technology in the classroom.
• The role of technology in promoting collaborative learning.
• The effectiveness of using technology in teaching reading skills.
• The impact of technology on teacher-student communication.
• The role of technology in personalized learning.

4. Social Aspects of Elementary Education

• The impact of classroom climate on student learning.
• The role of social-emotional learning in elementary education.
• The effectiveness of character education programs.
• The role of peer relationships in student learning.
• The impact of school culture on student achievement.
• The challenges of teaching diversity and inclusion in the elementary classroom.
• The role of student-teacher relationships in student learning.
• The effectiveness of anti-bullying programs in elementary schools.
• The impact of parental involvement on student achievement.
• The role of community partnerships in promoting student learning.

5. Special Education

• The effectiveness of inclusive education in the elementary classroom.
• The role of individualized education programs in supporting students with special needs.
• The impact of teacher training on the success of inclusive education.
• The challenges of teaching students with learning disabilities.
• The role of assistive technology in supporting students with special needs.
• The effectiveness of earlyintervention programs for students with special needs.
• The impact of classroom accommodations on the academic success of students with special needs.
• The role of collaboration between general and special education teachers.
• The effectiveness of behavior management strategies for students with emotional and behavioral disorders.
• The impact of special education policies on student outcomes.

6. Early Childhood Education

• The impact of early childhood education on academic success.
• The role of play in early childhood education.
• The effectiveness of early literacy programs.
• The role of parental involvement in early childhood education.
• The impact of early childhood education on social skills development.
• The challenges of teaching math in early childhood education.
• The role of creativity in early childhood education.
• The effectiveness of early intervention programs.
• The impact of early childhood education on cognitive development.
• The role of teacher-child relationships in early childhood education.

7. Educational Policies and Reforms

• The impact of No Child Left Behind on elementary education.
• The role of Common Core State Standards in curriculum development.
• The effectiveness of school choice policies.
• The role of educational policies in promoting equity in education.
• The impact of teacher evaluation policies on teaching and learning.
• The challenges of implementing educational reforms in elementary schools.
• The role of educational policies in promoting teacher quality.
• The effectiveness of policies aimed at reducing the achievement gap.
• The impact of educational funding policies on student achievement.
• The role of educational policies in promoting parental involvement.

8. Teacher Education and Professional Development

• The impact of teacher education programs on teacher effectiveness.
• The role of ongoing professional development in promoting teacher quality.
• The effectiveness of mentorship programs for novice teachers.
• The role of reflective practice in teacher professional development.
• The impact of teacher beliefs on teaching practices.
• The challenges of teaching in high-needs schools.
• The role of teacher collaboration in professional development.
• The effectiveness of teacher induction programs.
• The impact of teacher leadership on school improvement.
• The role of teacher autonomy in promoting job satisfaction.

9. Classroom Management

• The impact of classroom management strategies on student behavior.
• The role of positive reinforcement in promoting appropriate behavior.
• The effectiveness of classroom rules and procedures.
• The role of teacher-student relationships in classroom management.
• The impact of classroom environment on student learning.
• The challenges of managing disruptive behavior.
• The role of behavior management strategies in promoting a positive classroom climate.
• The effectiveness of conflict resolution strategies in the classroom.
• The impact of classroom management on student engagement.
• The role of classroom routines in promoting student responsibility.

10. Assessment and Evaluation

• The impact of formative assessment on student learning.
• The role of feedback in student assessment.
• The effectiveness of performance-based assessment.
• The role of self-assessment in promoting student learning.
• The impact of standardized testing on teaching and learning.
• The challenges of assessing student learning in diverse classrooms.
• The role of assessment in curriculum planning.
• The effectiveness of portfolio assessment.
• The impact of grading policies on student motivation.
• The role of assessment in identifying students at risk of academic failure.

This comprehensive list of elementary education research paper topics provides a wide range of areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Remember, the best research topic is one that you’re genuinely interested in and passionate about.

Elementary Education Research Guide

Elementary education, also known as primary education, is a crucial stage in the educational journey of a child. It is during these formative years that children acquire foundational skills in areas such as reading, writing, mathematics, science, and social studies. Additionally, they develop critical thinking skills, creativity, and social competencies that are essential for their overall growth and development.

Elementary education serves as the building block for all future learning. The experiences and knowledge gained during these years can significantly influence a child’s attitude towards learning, their academic success, and their lifelong learning habits. Therefore, it is essential to ensure that children receive quality education during these years.

Research in elementary education is of paramount importance. It helps educators, policymakers, and stakeholders understand the best practices, methodologies, and strategies to enhance learning outcomes in primary education. It also provides insights into the challenges faced in elementary education and how to address them effectively.

Elementary education research paper topics can span a wide range of areas, including teaching methods, learning styles, the impact of technology on learning, educational policies, classroom management, and many more. Choosing a research topic in this field requires careful consideration of various factors, including your interests, the relevance of the topic, and the availability of resources.

In the following sections, we provide a comprehensive list of elementary education research paper topics, expert advice on choosing a topic and writing a research paper, and information about iResearchNet’s professional writing services. Whether you are a student embarking on your first research project or a seasoned researcher looking for new areas to explore, this guide is designed to assist you in your research journey.

Choosing Elementary Education Research Paper Topics

Choosing a research topic is a critical step in the research process. The topic you select will guide your study, influence the complexity and relevance of your work, and determine how engaged you are throughout the process. In the field of elementary education, there are numerous intriguing topics that can be explored. Here are some expert tips to assist you in this process:

• Understanding Your Interests: The first step in choosing a research topic is to understand your interests. What areas of elementary education fascinate you the most? Are you interested in how teaching methods influence student learning, or are you more intrigued by the role of technology in the classroom? Reflecting on these questions can help you narrow down your options and choose a topic that truly engages you. Remember, research is a time-consuming process, and your interest in the topic will keep you motivated.
• Evaluating the Scope of the Topic: Once you have identified your areas of interest, the next step is to evaluate the scope of potential elementary education research paper topics. A good research topic should be neither too broad nor too narrow. If it’s too broad, you may struggle to cover all aspects of the topic effectively. If it’s too narrow, you may have difficulty finding enough information to support your research. Try to choose a topic that is specific enough to be manageable but broad enough to have sufficient resources.
• Assessing Available Resources and Data: Before finalizing a topic, it’s important to assess the available resources and data. Are there enough academic sources, such as books, journal articles, and reports, that you can use for your research? Is there accessible data that you can analyze if your research requires it? A preliminary review of literature and data can save you from choosing a topic with limited resources.
• Considering the Relevance and Applicability of the Topic: Another important factor to consider is the relevance and applicability of the topic. Is the topic relevant to current issues in elementary education? Can the findings of your research be applied in real-world settings? Choosing a relevant and applicable topic can increase the impact of your research and make it more interesting for your audience.
• Seeking Advice: Don’t hesitate to seek advice from your professors, peers, or other experts in the field. They can provide valuable insights, suggest resources, and help you refine your topic. Discussing your ideas with others can also help you see different perspectives and identify potential issues that you may not have considered.
• Flexibility: Finally, be flexible. Research is a dynamic process, and it’s okay to modify your topic as you delve deeper into your study. You may discover new aspects of the topic that are more interesting or find that some aspects are too challenging to explore due to constraints. Being flexible allows you to adapt your research to these changes and ensure that your study is both feasible and engaging.

Remember, choosing a research topic is not a decision to be taken lightly. It requires careful consideration and planning. However, with these expert tips, you can navigate this process more effectively and choose an elementary education research paper topic that not only meets your academic requirements but also fuels your passion for learning.

How to Write an Elementary Education Research Paper

Writing a research paper is a significant academic task that requires careful planning, thorough research, and meticulous writing. In the field of elementary education, this process can be particularly challenging due to the complexity and diversity of the field. However, with the right approach and strategies, you can write a compelling and insightful research paper. Here are some expert tips to guide you through this process:

• Understanding the Structure of a Research Paper: A typical research paper includes an introduction, literature review, methodology, results, discussion, and conclusion. The introduction presents your research question and its significance. The literature review provides an overview of existing research related to your topic. The methodology explains how you conducted your research. The results section presents your findings, and the discussion interprets these findings in the context of your research question. Finally, the conclusion summarizes your research and suggests areas for future research.
• Developing a Strong Thesis Statement: Your thesis statement is the central argument of your research paper. It should be clear, concise, and debatable. A strong thesis statement guides your research and helps your readers understand the purpose of your paper.
• Conducting Thorough Research: Before you start writing, conduct a thorough review of the literature related to your topic. This will help you understand the current state of research in your area, identify gaps in the literature, and position your research within this context. Use academic databases to find relevant books, journal articles, and other resources. Remember to evaluate the credibility of your sources and take detailed notes to help you when writing.
• Writing and Revising Drafts: Start writing your research paper by creating an outline based on the structure of a research paper. This will help you organize your thoughts and ensure that you cover all necessary sections. Write a first draft without worrying too much about perfection. Focus on getting your ideas down first. Then, revise your draft to improve clarity, coherence, and argumentation. Make sure each paragraph has a clear topic sentence and supports your thesis statement.
• Proper Citation and Avoiding Plagiarism: Always cite your sources properly to give credit to the authors whose work you are building upon and to avoid plagiarism. Familiarize yourself with the citation style required by your institution or discipline, such as APA, MLA, Chicago/Turabian, or Harvard. There are many citation tools available online that can help you with this.
• Seeking Feedback: Don’t hesitate to seek feedback on your drafts from your professors, peers, or writing centers at your institution. They can provide valuable insights and help you improve your paper.
• Proofreading: Finally, proofread your paper to check for any grammatical errors, typos, or inconsistencies in formatting. A well-written, error-free paper makes a good impression on your readers and enhances the credibility of your research.
• Incorporating Elementary Education Concepts: When writing an elementary education research paper, it’s crucial to accurately incorporate elementary education concepts. Make sure you understand these concepts thoroughly and can explain them clearly in your paper. Use examples where appropriate to illustrate these concepts.
• Analyzing and Interpreting Data: If your research involves data analysis, be sure to explain your analysis process and interpret the results in a way that is understandable to your readers. Discuss the implications of your findings for the broader field of elementary education.
• Discussing Real-World Applications: Elementary education is a practical field with many real-world applications. Discuss how your research relates to these applications. This can make your research more interesting and relevant to your readers.

Remember, writing a research paper is a process that requires time, effort, and patience. Don’t rush through it.Take the time to plan your research, conduct thorough research, write carefully, and revise your work. With these expert tips, you can write an elementary education research paper that is insightful, well-structured, and contributes to the field of elementary education.

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Elementary education : Journals

• The Elementary school journal "The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for more than one hundred years. ESJ publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching."
• Journal of research in childhood education : JRCE "The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence."
• YC young children "Young Children is a peer-reviewed professional journal published by the National Association for the Education of Young Children."
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• Published: 18 September 2023

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

• Aymee Alvarez-Rivero   ORCID: orcid.org/0000-0002-0489-5708 1 ,
• Candice Odgers 2 , 3 &
• Daniel Ansari   ORCID: orcid.org/0000-0002-7625-618X 1  

npj Science of Learning volume  8 , Article number:  40 ( 2023 ) Cite this article

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How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers ( N  = 911) in the United States and Canada at the end of the 2020–2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students’ academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers’ reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.

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Introduction.

The sudden onset of the COVID-19 pandemic had a profound effect on education worldwide 1 , 2 , with the aftermath of more than 180 countries experiencing school closures and more than 1.5 billion students left out of school 3 . Despite the efforts of governments and education institutions to provide alternative learning opportunities, the long periods that students had to spend away from the classroom have raised concerns about the potential long-term consequences on academic achievement, and the unequal effect that it will have on students from vulnerable and marginalized groups 4 , who had to navigate the challenges of at-home schooling while their families struggled with financial burdens 5 .

Empirical data about changes in students’ performance has been slow to emerge. One of the earliest pieces of evidence comes from a study in The Netherlands by Engzell, Frey, and Verhagen 6 . The authors analyzed changes in performance associated with school closures, using a uniquely rich dataset with more than 350,000 students in primary school. The data included biannual test scores collected at the middle and the end of each school year from 2017 and 2020. Critically, in 2020, the mid-year tests took place right before the first school closures in The Netherlands, providing a benchmark that authors could use to estimate learning losses. The authors identified an overall decrease in academic performance equivalent to 0.08 standard deviation units. Moreover, the effects on learning outcomes were not uniform, as students from less-educated households experienced losses 60% more pronounced than the general population.

These findings are critical since they provide evidence of the potential effects of the pandemic in a “best-case” scenario. More than 90% of students in The Netherlands had access to a computer at home, and more than 95% had access to the internet and a quiet place to study 7 . But even in this context of high levels of access to digital resources, equitable funding for elementary schools, and average-to-high performance prior to the pandemic, school closures have had tangible effects on learning outcomes, especially for children with disadvantaged backgrounds.

Similar studies comparing students’ performance before and after COVID have been conducted in other countries 8 , 9 . Most of them have found evidence of learning losses and slower rates of growth in academic abilities during the 2020–2021 school year 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , while others did not find any negative effects 23 , 24 , 25 , 26 .

Moreover, there is strong evidence suggesting that pre-existing inequalities in education have become more pronounced. Even before the pandemic, achievement gaps across socio-economic status (SES) were evident since kindergarten and persisted across education years 27 , 28 . During the pandemic, students from disadvantaged backgrounds suffered longer school closures 29 and had less access to computers and internet for schoolwork 7 , 30 , 31 , 32 . In addition, families facing financial struggles were in less favorable positions to dedicate resources and time to school activities at home 33 . As a result of these and other limitations, learning losses have been more severe for students from racial minorities 15 , 19 , 34 , with less educated parents 6 , 17 or those coming from low-income households 13 , 14 , 16 , 19 , 34 , 35 .

Recent attempts to synthesize the literature about learning losses 8 estimate that students have lost the equivalent of 35% of an academic year’s worth of learning. However, further data is necessary to assess the real extent to which the pandemic has impacted learning. On one hand, the data about changes in students’ performance is still very scarce, due to the limitations that remote learning imposed on school abilities to continue standardized assessments. Moreover, students from disadvantaged groups are more likely to be underrepresented 11 , 34 , 36 , both within countries and on a global scale 8 . Therefore, further evidence is needed to assess the real extent of the effects of the pandemic across different socio-economic conditions.

Teachers are a critical source of information that has not been considered enough. Teachers were at the front line of the education efforts during the pandemic and observed the impact on student learning and academic performance firsthand. While not free of biases, they are possibly the best-informed source of information about students’ abilities to benefit from these efforts, using their own previous experience as a comparison point. Critically, teachers’ observations are available across all school contexts and socio-economic strata. Therefore, they can provide insights into the effects of the pandemic that are representative of a wider variety of contexts than the ones included in a recent analysis of individual differences. Elementary school teachers more specifically, establish a unique relationship with their students, as they instruct them in multiple subjects, compared to higher education where students’ curriculum and interests are more heterogeneous, and students are often taught different subjects by different teachers. As a result, in the current context of data scarcity, elementary school teachers may be better prepared to aggregate individual student information into group-level estimates than can be accessed through survey methods.

Moreover, understanding teacher’s experiences throughout the pandemic is of critical importance for the future of education. Multiple studies have indicated that teachers have experienced higher levels of dissatisfaction and a lower sense of success during the pandemic 37 , 38 , 39 , 40 , 41 , resulting in increased levels of attrition rates worldwide 42 .

The present study presents the results of a survey distributed to teachers in Canada and the US, right at the end of the 2020–2021 school year. Our survey obtained participants’ assessments about three overarching issues: (1) How did teachers experience the transition to emergency remote learning? (2) How were equitable opportunities to access education impacted by school closures? and (3) Have students experienced learning losses or gains during the pandemic? We also collected additional data about variables regarding the socio-economic context of students to explore the generalizability of our data to different school and classroom contexts.

Teachers’ experience transitioning from in-person to remote classes

Table 1 summarizes some of the variables that assessed teachers’ experience transitioning to remote learning. We expected that teachers’ previous experiences with online teaching and technology may have influenced how well they adapted to these changes. Overall, the observed distributions show that we recruited participants with different levels of previous preparation and training in both countries.

Notably, the proportion of teachers with no previous experience teaching online goes from 40% for high-SES students, to more than 75% for low SES students. This association was statistically significant \(({\tau }_{c}=0.22{;p}\, < \,0.001)\) . Although weak, we also found significant interactions between student’s income level and the amount of training teachers received ( X 2  = 23.44; p  = 0.024, df  = 12, Cramer ′ sV  = 0.09). We also observed higher levels of proficiency using digital technologies for educational purposes \(({\tau }_{c}=0.08{;p}=0.007)\) for teacher of higher-income students. As we expected, switching to remote education was increasingly challenging for teachers with less experience teaching online \(({\tau }_{c}=-0.18{;p}\, < \,0.001)\) , and those with poor digital skills \(({\tau }_{c}=-0.11{;p}\, < \,0.001)\) .

Equitable opportunities to access education

Multiple items throughout the survey assessed to what extent learning opportunities were offered to students and their ability to benefit from them (Table 2 ). More than 96% of participants agreed that most to all students in their classroom had access to the resources needed for online classes. The distribution of responses was slightly different between countries ( X 2  = 17.82, p  < 0.001, df  = 3, Cramer ′ sV  = 0.15). But overall, even for teachers that had low-income students, reporting that few or none of their students had access to technology was rare.

Despite having the means to access online education, more than 65% of participants indicated that attendance to class decreased during the 2020–2021 school year. Overall, there was no significant difference in teachers’ reports of attendance across countries ( X 2  = 2.97, p  < 0.227, df  = 2, Cramer ′ sV  = 0.07). However, there was a difference in the association between attendance levels and students’ income across countries. For teachers in the US, lower levels of attendance were reported more frequently when students came from low-income households \(({\tau }_{c}=-0.19{;p}\, < \,0.001)\) . For Canadian teachers, this association was not present \(({\tau }_{c}=-0.03{;p}\, < \,0.517)\) .

Knowing the limitations of this survey in terms of providing individual data about attendance, we included one additional question to explore approximately what proportion of students were missing from the classroom. We asked respondents to break down their students into three different groups: students who attended regularly, students who attended irregularly and students who were completely absent from class throughout the whole year. According to teachers’ estimations, an average of 69.98% of students were present regularly in class, 21.24% came to class only irregularly and another 8.78% were completely absent during the whole school year. The proportion of students completely absent was consistently low for all SES levels \((F(4,611)=0.46,{p}=0.764,{\eta }^{2}=0.01)\) . In contrast, the number of students attending regularly increased linearly with SES levels \((F(4,611)=2.41,{p}=0.048,{\eta }^{2}=0.02{;linear\; trend}:t=2.12,{SE}=3.16,{p}=0.034)\) . Since these proportions are complementary, the proportion of students attending irregularly also decreased across SES levels \((F(4,611)=3.34,{p}=0.010,{\eta }^{2}=0.02{;linear\; trend}:t=-2.52,{SE}=2.28,{p}=0.012)\) .

During class, most participants indicated that they covered less content during online lessons than they do in a regular school year. Moreover, around 28% of participants considered that adult assistance was needed for students to complete schoolwork. Whether the support from a parent or caregiver was imperative or not, we also asked participants to estimate, approximately, what proportion of their students received help at home. More than 70% of participants perceived that most to all students in their class had the support of an adult to some degree. But more importantly, perceived levels of support were higher for teachers of students coming from higher-income households \(({\tau }_{c}=-0.25{;p}\, < \,0.001)\) .

Changes in academic performance during the pandemic

Another important goal of our survey was to get teachers’ input on how different aspects of academic achievement may have been affected because of the interruption of in-person classes (Table 3 ). More than 50% of teachers indicated that children in their class performed worse than in previous years (Fig. 1a ). Moreover, teachers who reported having students from lower socio-economic status were more likely to report that performance was below the expectations for the grade (Fig. 1b ; \({\tau }_{c}=-0.25{;p}\, < \,0.001\) ). There were no differences across countries in these estimations of students’ average performance ( X 2  = 2.97, p  < 0.227, df  = 2, Cramer ′ sV  = 0.07).

Teachers’ perceptions of the overall performance of students, compared to a regular school year ( a ) by country and ( b ) by classroom SES. Legend: - On average, students have performed below the expectations for their grade = On average, students have performed according to the expectations for their grade + On average, students have performed above the expectations for their grade.

Previous reports have suggested that learning losses during the pandemic have not been equally severe across different learning domains 11 . Motivated by those results, we asked participants to rate students’ performance in Math, Reading/Literature, and Spelling/Writing, separately. The distribution of responses for the three domains was slightly skewed, as most teachers reported learning losses to some degree for the three areas. We wanted to know if teachers’ perceptions of academic loss for specific domains varied depending on the subject they teach. Unfortunately, around 60% of our participants did not report that information. Moreover, out of the 40% who reported the subjects they were teaching, more than half of them taught multiple subjects that covered the three topics of interest. Nonetheless, we ran an exploratory analysis including just that 40% and we did not observe significant effects. (i.e. participants who teach math-related areas do not report better or worse learning losses in math when compared to other participants).

To complement these overall ratings, we requested more detailed information about the distribution of students in their classrooms, according to their performance level. Participants were asked to classify their students into three categories: students who performed below the expectations for their grade, students who performed according to the expectations for their grade, and students who performed above the expectations for their grade. Even though our data cannot inform about individual differences in performance, with this question we expected to obtain an estimate of the proportion of students who experienced the learning losses reported in the previous questions.

Comparing the data across the three domains did not yield significant differences in the severity of learning losses that teachers report for Math, Reading, or Spelling (Fig. 2 ). However, we did find differences across countries in the proportions of low, average, or high-performance students that teachers reported across all domains. Canadian teachers reported lower percentages than their US counterparts of students performing below standards during the 2020–21 school year \((F(1,904)=7.23,{p}=0.007,{\eta }^{2}=0.01)\) . They also reported higher proportions of students performing above standards for their grades despite the pandemic \((F(1,905)=37.54,{p}\, < \,0.001,{\eta }^{2}=0.03)\) . In summary, even though teachers of both countries reported an overall decrease in students’ performance, teachers from the US report having a higher percentage of students experiencing these losses.

Average performance of students compared to a regular school year in ( a ) Math, ( b ) Reading/Literature, and ( c ) Spelling/Writing. Legend: -- Much worse- Somewhat worse = About the same + Somewhat better + + Much better.

Participants were also asked to estimate whether the gap between the students performing at the higher level, and those performing at the lowest level had increased, decreased, or stayed the same, compared to a typical school year. This question was designed to elicit teachers’ views of individual differences between students in their classrooms. About 58% of teachers indicated that differences between students had widened during the 2020–2021 school year, in contrast to around 32% who didn’t perceive any changes and another 10% who indicated that this gap decreased. Finally, we included one general question in the survey to ask teachers if they believed that the pandemic would have long lasting effects on students and, if so, whether these effects would have a positive or negative outcome. A large proportion of the participants expressed that the changes occurring during the pandemic would most likely have a negative impact on students’ learning in the long run.

We distributed a survey to primary school teachers in the US and Canada at the end of the 2020–2021 school year. Our survey was able to reach teachers from different levels of SES, who were affected by school closure at varying degrees. Their responses provided relevant insights into how education took place during the COVID-19 health crisis, especially during the 2020–2021 school year, the first to fully occur within the pandemic.

Results from our survey suggest that a large proportion of students in both countries had access to the digital resources required to access these online alternatives (such as computers, internet, etc.). This was especially true for students from advantaged homes, but even in the lower SES levels, more than 90% of students had access to digital resources. This is not surprising, considering recent statistics showing that around 93% and 88% of students in Canada and the US, respectively, have access to a computer at home and more than 95% have access to the internet in both countries 7 , 32 .

However, the availability of digital resources is necessary but not sufficient to guarantee that students have access to educational opportunities. For example, our data indicates that the amount of instruction time decreased substantially, compared to a regular school year. Instruction time requirements for primary school in both Canada 43 and the US 44 vary across states, but the average is close to 30 h per week. The average number of hours of remote instruction reported by our participants fell below the 20 h, which represents less than two thirds of these typical requirements. Consistently, most participants reported not being able to deliver all the content they typically taught during a regular school year. In addition, most participants indicated that attendance to class was lower than in a traditional year. Was this trend due to just a few, or to many students consistently missing class? On average, our respondents report that approximately 3 in every 10 students in their class were attending inconsistently or completely absent. Although small, the reported proportions of students who were completely absent from class are of critical importance, since they represent students who were not able to benefit from education opportunities at all during the last school year.

Overall, nearly 56% of our participants agreed that students performed below the expectations for their grades during the 2020–2021 school year. These reports are converging with previous studies using standardized tests to compare students’ academic achievement before and during the pandemic (Engzell et al., 2020; Kuhfeld et al., 2020). Unlike previous studies, teachers’ rates of academic performance obtained during our survey do not suggest that the drop in math performance was more pronounced than in other domains (i.e., reading). It is possible that differences between learning losses experienced across domains exist in our student population, as suggested by studies analyzing individual data on standardized tests. However, those differences may not be large enough to be captured by the limited response options presented in our survey. It is also possible that presenting this question in a grid format may have increased the probability of straight-lining, or the tendency in which participants select the same answer choice to all items on the question.

More importantly, teachers’ rates of academic performance varied drastically according to the income-level of their students, and more than half of our participants agreed that differences between low and high performing students became more pronounced during the 2020–2021 school year. This learning gap between low and high performing students is fundamentally different from the overall performance trend. Assuming that teachers’ ratings are an accurate depiction of how actual performance was impacted by the school closures, the questions about overall performance should reflect perceived changes on the mean of the distribution, whereas the questions about the learning gap should reflect perceived changes on the difference between the lower and the upper tail of the distribution within their classrooms.

Like previous studies in the literature, our findings suggest that the pandemic has emphasized individual differences between students of different income levels, that are otherwise attenuated during in-person instruction. Figure 3 highlights the most noticeable differences between the lower and the top 20% of the SES distribution. The consistent pattern of interaction between teachers’ reports of the effects of the pandemic and their students’ socio-economic background suggests that students from low- and high-income households may have experienced school closures in very different ways.

We created two groups to represent the extremes of the SES distribution. To make the groups comparable in terms of size, the lower SES group included participants who reported that their students come from predominantly Low-Income households ( n  = 168), whereas the higher SES group included participants whose students predominantly come from High-Income households ( n  = 53), or a mix of Middle and High-Income ( n  = 119). Since our perceived SES measure is on a discrete scale, selecting exactly the top and bottom 20% is not possible. Instead, the lower and higher income groups represent 18.44% and 18.88% of the distribution.

First, our data suggest that teachers from classrooms with higher income levels may have been more prepared for the transition to remote alternatives, as they had more relevant experience with online instruction before the pandemic and they had better self-ratings of digital skills than teachers from lower SES classrooms. For example, 7 out of every 10 teachers of students in the lower 20% of the SES were teaching online for the first time during the pandemic, versus only 4 out of every 10 in the top 20% SES.

During the school closures, teachers from higher SES classrooms were also less likely to report a drop in overall attendance levels to online lessons, compared to a regular school year, and had higher proportions of students who consistently attended class. Moreover, they observed students receiving support from adults at home more frequently. This was one of the most striking contrasts observed in our data, which became more evident when comparing the two extremes of the distribution. Taken together, these results suggest that students in higher income levels may have been in a better position to benefit from the remote alternatives offered during the pandemic. Consistent with this prediction, teachers from higher income classrooms were also less likely to report learning losses during the pandemic.

These results have critical implications for our understanding of the long-term effect of the pandemic. Household income was already an important predictor of future academic achievement before the pandemic. With the closure of schools as a measure to contain the spread of the COVID-19 virus, children from disadvantaged socio-economic backgrounds who were already in a vulnerable position may find themselves falling further behind their peers. As a result, they may be more likely to experience dropout in the future and less likely to pursue higher levels of education, which may reinforce the already existing income inequalities into future generations.

There are limitations to our results due to the observational nature of the data. It is possible that some of the associations observed are the results of biases in teachers’ perceptions. In addition, it is important to bear in mind that teacher reports offer information that occurs at the classroom level and therefore cannot account for effects at the individual level.

Despite these limitations, teachers can provide insights into the effects that the pandemic has had on students that is unique and highly valuable. Teachers have been active observers of students’ performance before, during, and after the pandemic. They receive a constant stream of data from students and therefore may perceive trends that standardized tests taken at a single time point may not capture.

In addition, teachers can provide information that is representative of a wide range of socio-economic and classroom contexts, something that has been a limitation of previous analyses of individual data. Our survey has its own limitations when describing the effects of SES on learning during the pandemic. For instance, we cannot guarantee that the SES levels reported by teachers in the US will correspond perfectly with the same levels in Canada. In other words, what teachers consider low SES in one country may be considered middle SES in the other. But even if the levels do not overlap perfectly, what seems to be consistent across our data is that students in lower levels struggled more during the pandemic and that trend remains when analyses are conducted on each country separately.

Critically, the relevance of teacher surveys is not only limited to their role as informants of students’ achievement. Teachers have a critical role in carrying forward education efforts and understanding how they experienced the recent crisis is by itself a critical question that current research should address. The stress associated with abrupt changes in the work environment, combined with the high demands and responsibility levels puts teachers at risk of experiencing work-related burnout. In fact, previous studies have found that, during 2020, teachers were more likely to consider leaving the classroom before retirement age 39 , 45 , 46 , 47 , and at least 23% considered retiring specifically due to the pandemic 48 , which has aggravated the already existing global crisis of teacher shortages 42 . In our survey, as expected, the frequency of teachers considering leaving their profession was higher for those with more years of experience. However, even in the group of less experienced teachers, around 1 in every 4 considered retiring during the pandemic. Teachers are expected to continue to have a critical role as the pandemic continues to unfold and in future efforts to mitigate the learning losses experienced by students during this period. It is evident from these results that understanding teachers’ experiences and providing them with the necessary resources and support will be critical for the success of these efforts.

In summary, our results provide an insight into how teachers from these countries experienced remote education, and their observations about consequences for students’ academic achievement, measured right at the end of the first school year to fully occur amidst the pandemic. Our sample was diverse in terms of the geographical distribution of responses and the socio-economic background of the students. Nevertheless, our results may be specific to the higher-level socio-economic characteristics of these countries and may not be generalizable to different contexts. Our results suggest that even in the presence of widespread access to digital learning tools, consistent attendance to class and complete delivery of the curriculum could not be guaranteed. Most teachers reported observing a decline in students’ academic performance, and a growth in the gaps between low and high performing students. More importantly, our data suggest that the effects of the pandemic were not equally distributed. Students from lower SES levels had teachers who were less prepared for the transition to online activities and received less support from adults during homeschooling. Consistently, teachers from lower SES classrooms also reported drops in performance more frequently than those from the higher SES levels.

Even though the group estimations that teachers provide at the classroom level are not enough to suggest causal relationships between the variables we studied and individual differences in academic achievement, teachers contribute valuable information, based on their constant interaction with students. Their observations provide a unique perspective on the effects of the pandemic that is relevant to inform policy decisions and future research.

Participants

Teachers from public elementary schools were recruited through the Qualtrics Online Sample panel. We aimed at a sample size of 900 participants, 450 from Canada and 450 from the US. Our sample size was constrained by the availability of participants from the Qualtrics panel that fit into our inclusion criteria. We required participants to be elementary school teachers (grades 1 to 6), fluent in English, living in Canada or the US, who were actively teaching during the 2020–2021 school year. We surveyed 918 participants between June 16th and June 28th, 2021. Seven participants were removed for having a large number of missing responses. The final sample included 911 participants, 453 from Canada and 458 from the US (Fig. 4 ). The complete dataset can be accessed here: https://osf.io/3dsef .

Distribution of responses collected across Canada and the US 49 The circle size represents the amount of participants recruited, transformed to log scale.

Our sample was diverse in terms of the professional background of participants and the socioeconomic characteristics of their students (see Table 4 ). We did not consider participants’ socioeconomic status (SES) when determining inclusion. In fact, we were not able to select participants across specific SES levels since the Qualtrics Online Sample of teachers was already limited. Rather, we recruited all potential participants and subsequently described the income level of the students they teach, as reported by the participants themselves.

There were small differences between participants of both countries. For example, teachers from the US were on average more experienced than their Canadian counterparts ( X Can  = 10.05 years, X USA  = 11.82 years; t (822.63) = −2.14, p  = 0.033, d  = 0.14) and reported having students from lower-income households to a greater extent ( X 2  = 71.44, p  = 0.000, df  = 4, Cramer ′ sV  = 0.20).

More than 90% of teachers in our sample experienced school closures during the pandemic, ranging from a few days to the whole year (Table 5 ). Partial closures were, on average, larger in Canada compared to the US ( t (409.40) = 3.32, p  = 0.001, d  = 0.33). During remote instruction, participants reported spending around 18.87 h of class time per week. Furthermore, most participants received classwork from students on a weekly or daily basis and provided feedback with similar frequency. These survey items offered an estimate of the amount of information that participants received from students, which will serve as a basis for their judgments about academic performance.

Since most of the observed discrepancies between countries corresponded to small effect sizes, we considered both groups of participants to be comparable. Therefore, we report here the results corresponding to the whole sample.

The study was approved by the Non-medical Research Ethics Board of the University of Western Ontario. We administered the survey through the Qualtrics online platform. All the participants on the Qualtrics panel who potentially met our inclusion criteria received an email with a link to the survey and the estimated time commitment. Participants who accessed the link were presented with the letter of information (LOI) before starting the survey. Since the survey was administered online, participants could not provide written consent. Instead, they indicated agreement to participate by ticking a checkbox at the end of the LOI. The survey was presented only to those participants who provided this type of consent.

We asked participants to complete the survey in a single session, which should have taken approximately 10 min. To minimize the risk of missing data, we required responses for most survey items. However, all the questions with response requirements included an ‘I prefer not to answer’ option that participants could use if they didn’t feel comfortable disclosing the required information. The complete survey is available here: https://osf.io/bx63k/ .

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The data that support the findings of this study are openly available in the Open Science Framework at https://osf.io/3dsef .

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Acknowledgements

We would like to thank all the educators who offered their valuable time to respond to our survey. We would also like to thank Bea Goffin for assistance with research ethics and project management. This project was supported by a Catalyst Grant from the Canadian Institute for Advanced Research (CIFAR, Grant Reference CF-0213) to CLO and DA. Danial Ansari is supported by the Jacobs Foundation through the CERES Network.

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Study conception and design by all authors. Initial survey draft by A.A.R, but all authors reviewed and provided feedback that was incorporated to the final version. Data analysis and initial draft of the manuscript by A.A.R but all authors contributed and approved the final version.

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Alvarez-Rivero, A., Odgers, C. & Ansari, D. Elementary school teachers’ perspectives about learning during the COVID-19 pandemic. npj Sci. Learn. 8 , 40 (2023). https://doi.org/10.1038/s41539-023-00191-w

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Research Topics & Ideas: Education

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If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

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• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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66 Comments

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Special education

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Research title related to school of students

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Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

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You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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parental involvement and students academic performance

Science education topics?

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How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

Your style is unique in comparison to other folks I’ve read stuff from. Thanks for posting when you have the opportunity, Guess I will just book mark this site.

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Getting First Graders Started With Research

Teaching academically honest research skills helps first graders learn how to collect, organize, and interpret information.

Earlier in my career, I was told two facts that I thought to be false: First graders can’t do research, because they aren’t old enough; and if facts are needed for a nonfiction text, the students can just make them up. Teachers I knew went along with this misinformation, as it seemed to make teaching and learning easier. I always felt differently, and now—having returned to teaching first grade 14 years after beginning my career with that age group—I wanted to prove that first graders can and should learn how to research. 

A lot has changed over the years. Not only has the science of reading given teachers a much better understanding of how to teach reading skills , but we now exist in a culture abundant in information and misinformation. It’s imperative that we teach academically honest research skills to students as early as possible. 

Use a Familiar Resource, and Pair it with a Planned Unit

How soon do you start research in first grade? Certainly not at the start of the year with the summer lapse in skills and knowledge and when new students aren’t yet able to read. By December of this school year, skills had either been recovered or established sufficiently that I thought we could launch into research. This also purposely coincided with a unit of writing on nonfiction—the perfect pairing.

The research needed an age-related focus to make it manageable, so I chose animals. I thought about taking an even safer route and have one whole class topic that we researched together, so that students could compare notes and skills. I referred back to my days working in inquiry-based curriculums (like the International Baccalaureate Primary Years Program) and had students choose which animal to study. Our school librarian recommended that we use Epic because the service has an abundance of excellent nonfiction animal texts of different levels.

Teach the Basics for Organized Research 

I began with a conversation about academic honesty and why we don’t just copy information from books. We can’t say this is our knowledge if we do this; it belongs to the author. Instead, we read and learn. Then, we state what we learned in our own words. Once this concept is understood, I model how to do this by creating a basic step-by-step flowchart taught to me by my wife—a longtime first-grade and kindergarten teacher and firm believer in research skills.

• Read one sentence at a time.
• Turn the book over or the iPad around.
• Think about what you have learned. Can you remember the fact? Is the fact useful? Is it even a fact?
• If the answer is no, reread the sentence or move onto the next one.
• If the answer is yes, write the fact in your own words. Don’t worry about spelling. There are new, complex vocabulary words, so use your sounding-out/stretching-out strategies just like you would any other word. Write a whole sentence on a sticky note.
• Place the sticky note in your graphic organizer. Think about which section it goes in. If you aren’t sure, place it in the “other facts” section.

The key to collecting notes is the challenging skill of categorizing them. I created a graphic organizer that reflected the length and sections of the exemplar nonfiction text from our assessment materials for the writing unit. This meant it had five pages: an introduction, “what” the animal looks like, “where” the animal lives, “how” the animal behaved, and a last page for “other facts” that could become a general conclusion.

Our district’s literacy expert advised me not to hand out my premade graphic organizer too soon in this process because writing notes and categorizing are two different skills. This was my intention, but I forgot the good advice and handed out the organizer right away. This meant dedicating time for examining and organizing notes in each combined writing and reading lesson. A lot of one-on-one feedback was needed for some students, while others flourished and could do this work independently. The result was that the research had a built-in extension for those students who were already confident readers.

Focus on What Students Need to Practice 

Research is an essential academic skill but one that needs to be tackled gradually. I insisted that my students use whole sentences rather than words or phrases because they’re at the stage of understanding what a complete sentence is and need regular practice. In this work, there’s no mention of citation language and vetting sources; in the past, I’ve introduced those concepts to students in fourth grade and used them regularly with my fifth-grade students. Finding texts that span the reading skill range of a first-grade class is a big enough task. 

For some of the key shared scientific vocabulary around science concepts, such as animal groups (mammals, etc.) or eating habits (carnivore, etc.), I created class word lists, having first sounded out the words with the class and then asked students to attempt spelling them in their writing.

The Power of Research Can Facilitate Student Growth 

I was delighted with the results of the research project. In one and a half weeks, every student had a graphic organizer with relevant notes, and many students had numerous notes. With my fourth- and fifth-grade students, I noticed that one of the biggest difficulties for them was taking notes and writing them in a way that showed a logical sequence. Therefore, we concluded our research by numbering the notes in each section to create a sequential order. 

This activity took three lessons and also worked for my first graders. These organized notes created an internal structure that made the next step in the writing process, creating a first draft of their nonfiction teaching books, so much easier. 

The overall result was that first graders were able to truly grasp the power of research and gathering accurate facts. I proved that young children can do this, especially when they work with topics that already fascinate them. Their love of learning motivated them to read higher-level and more sophisticated texts than they or I would normally pick, further proving how interest motivates readers to embrace complexity.

Classroom Tech Outpaces Research. Why That’s a Problem

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Classroom tools and technology are changing too fast for traditional research to keep up without significant support to identify best practices and get them into the classroom.

That was the consensus of state education leaders, equity advocates, and ed-tech experts at a symposium on the future of education research and development, held to standing-room-only on Capitol Hill Thursday.

“We know instinctively that what works to teach an 8th grader in Houston who is behind grade level in reading isn’t necessarily the same as what it takes to teach a 1st grader in rural New Mexico how to read, or that what worked for us when we were in high school might not work for kids entering high school today,” said Sara Schapiro, senior fellow and director of social innovation for the Federation of American Scientists, who leads the Alliance for Learning Innovation , a coalition of groups aiming to improve education research. “But without a robust R&D system, we simply can’t know what works, for whom, and under which conditions.”

The Alliance has called for Congress to update its R&D priorities for education research and budget $1.95 billion for research and development at the STEM Education directorate at the National Science Foundation and $900 million for R&D at the U.S. Department of Education’s Institute of Education Sciences. That would require something of a reversal from Congress. From fiscal years 2022 to 2023 Education Department research and development declined from $390 million to $349 million according to the Congressional Research Service.

“What works in terms of effective [education] interventions, programs, and services has always been accessible and available to more affluent communities,” said Augustus Mays, the vice president of partnerships and engagement at the Education Trust, a nonprofit focused on educational equity. “But for those who haven’t had the same opportunities or the same resources, that hasn’t always been available to them. Evidence-based policy making, to me, has always been the difference maker.”

Mays pointed to the move to focus federal pandemic relief money on tutoring programs whose design showed evidence of effectiveness, such as individual or very small groups, and using an aligned curriculum in sessions at least three times a week. This model differed from tutoring provided under the No Child Left Behind Act’s supplemental education services, which were repeatedly found to have no benefit for student achievement—in part because programs varied significantly from district to district.

Richard Culatta, chief executive officer of the International Society for Technology in Education, said education technology is changing classroom practices too quickly for educators to depend on a traditional research grant cycle.

“A five-year [randomized controlled trial] is not going to be very helpful right now, when apps and [artificial intelligence] are changing very quickly and every two weeks there’s a completely new set of functionality,” Culatta said. “We’ve got to think about new approaches to doing that research.”

Education research needs to move faster and be more useful to teachers, experts argue

There has been some growing traction in Congress to create a fifth center within IES dedicated to “quick turnaround, high-reward research ,” dubbed the National Center for the Advanced Development and Education.

The Obama administration in 2011 attempted to make such an R&D center, intended as the education equivalent of the Defense Department’s Advanced Research Projects Agency, the Defense Department’s bleeding-edge research project, credited with developing things like the Internet, stealth technology, and global positioning systems. That attempt failed but helped spawn Investing in Innovation, or i3, grants. I3 has been lauded for helping scale up promising programs and critiqued for still having a yearslong evaluation timeframe and limited success, with only 12 of the 67 completed i3 evaluations showing any benefit for student achievement.

“We need a research agenda that drives a more thoughtful conversation, that isn’t just about what we fund,” Culatta said. Future education research, he said, must be “co-created with educators, where the end goal is not just publishing in a peer-reviewed journal; it’s making [an] impact and demonstrating impact.”

Research policymakers also urged Congress and states to provide more support to ensure teachers stay abreast of the best evidence on learning. “We can learn a whole lot from the research community about how to make learning better and more effective—and if we walk into schools and we’re still talking about ‘left-brain, right-brain’ and ‘learning styles,’ none of that is having the impact that it needs to,” Culatta said, referring to two popular but long-disproven ideas about student learning.

Maryland’s state superintendent Carey Wright agreed. Wright previously led Mississippi’s public schools, where she spearheaded the state’s “science of reading” initiative . Wright said it was easy to find research-backed reading practices, but much more difficult to ensure that all educators understood them.

“I said to my team, ‘We’re not going to assume that anybody knows how to do [science-based reading practices],’ because we had a whole lot of balanced literacy going on,” Wright said. “We were going to stick with what the research has to say that we know works, so we retrained every teacher in the state eventually.”

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Stem and steam education in australian k–12 schooling.

• Kimberley Pressick-Kilborn , Kimberley Pressick-Kilborn University of Technology Sydney
• Melissa Silk Melissa Silk University of Technology Sydney
•  and  Jane Martin Jane Martin University of Technology Sydney
• https://doi.org/10.1093/acrefore/9780190264093.013.1684
• Published online: 28 June 2021

STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.

• STEM education
• STEAM education
• elementary school
• primary school
• secondary school
• cocurricular programs
• Australian education

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date: 26 June 2024

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2024-2025 Special Education Adaptive Curriculum - Elementary

Job posting for 2024-2025 special education adaptive curriculum - elementary at manassas park city schools.

• Pay scale: Teacher Salary Scale: https://www.mpark.net/departments/human_resources
• Position Length: 10 months/200 days
• Hours: Full time unless otherwise specified
• Must hold a Bachelor's degree or higher from an accredited college or university.
• Hold a valid Virginia or out-of-state teaching license in Special Education
• Be eligible for a provisional or collegiate professional Virginia teaching license in Special Education (must submit transcripts)
• Experience in computer technology or willing to pursue appropriate technology training as required by position.
• Must demonstrate effective knowledge of and be sensitive to the needs of a diverse student population.
• Ability to develop effective relationships with students, parents and school personnel.
• Complies with all school laws, State Board of Education regulations, and all policies and regulations made by the School Board and Superintendent.
• Performs all duties deemed necessary by the School Board and Superintendent for the efficient and successful operation of the school system.
• Serve as a case manager for students with disabilities.
• Provide direct and indirect instructional support to students in a positive environment.
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with the opportunities to observe, question, and investigate.
• Collect, analyze and use data to develop, implement and evaluate Individualized Education Plan (IEP) services.
• Develop lesson plans and instructional materials, and provide individualized and small group instruction to meet the needs of each student.
• Translate lesson plans into learning experiences for the best use of available instruction time.
• Guide the learning process toward achievement of all IEPs and establish clear objectives for the students.
• Meet with parents to discuss their children's progress and determine priorities for their children and their individualized educational needs.
• Select and administer appropriate assessments in accordance with division testing practices for eligibility and IEPs.
• Participate in eligibility committee meetings and contribute to the development of IEPs.
• Confer with parents, administrators, testing specialists, social workers, and other professionals to develop IEPs designed to promote students' educational, physical, and social/emotional development.
• Develop plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings.
• Collaborate and work effectively with paraprofessionals to meet the needs of students.
• Develops lesson plans and supplementary materials compatible with the division's basic instructional philosophy and congruent with course standards; provide individualized and small group instruction to adapt the curriculum to the needs of each student and subgroup of students.
• Implements an instructional program, which provides appropriate learning for each student by differentiating instruction.
• Maintains records as required by law, School Board policies and regulations and strives to be prompt and accurate with required records and reports.
• Works cooperatively with the all staff members and interacts in a positive manner with parents and other community representatives.
• Demonstrates effective knowledge and use of curriculum content associated with the instructional assignment.
• Demonstrates preparation for classes assigned and shows evidence of preparation upon request of the immediate supervisor.
• Demonstrates knowledge and use of materials and resources in accordance with the adopted curriculum.
• Administers developmental testing program and subject specific assessments to assess student competency levels and/or to develop individual learning plans.
• Coordinates instructional activities and collaborates with other professional staff, both school based and non-school based, as required, to maximize learning opportunities.
• Demonstrates effective classroom management skills/delivery of instruction.
• Monitors students in a variety of educational environments (e.g., classroom, playground, field trips) to ensure a safe and positive learning environment.
• Maintains an effective system of monitoring student progress and informs appropriate persons when concerns arise.
• Demonstrates professional growth and attends all meetings called or approved by the Superintendent, Principal or Supervising Official.
• Performs other related duties as may be assigned by the principal, to ensure the efficient and effective functioning of the work unit.
• Criminal Justice Fingerprint/Background Clearance
• Tuberculosis Screening

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