iosr-JRME   Volume-16 ~ Issue-5 ~ Sep. – Oct. 2026

Abstract: Background: Neuroplasticity, understood as the capacity of the central nervous system to reorganize its structure and functional connections in response to experience, today constitutes the main biological foundation of educational and rehabilitative interventions aimed at students with neurodevelopmental disorders (SLD, ADHD, autism spectrum disorder, intellectual disability). Despite the growing body of neuroscientific evidence, a gap persists between....

Keywords: neuroplasticity; inclusive education; neurodevelopmental disorders; evidence-based education; Individualized Education Plan.

[1] Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory. Wiley.
[2] Kolb, B., & Gibb, R. (2014). Searching for the principles of brain plasticity and behavior. Cortex, 58, 251–260. https://doi.org/10.1016/j.cortex.2013.11.012
[3] Voss, M. W., Thomas, S., Cisneros-Franco, J. M., & de Villers-Sidani, É. (2017). Dynamic brains and the changing rules of neuroplasticity: implications for learning and recovery. Frontiers in Psychology, 8, 1657. https://doi.org/10.3389/fpsyg.2017.01657
[4] Griffa, G., Palombo, M., Yeffal, A., Lee, H.-H., Solano, A., Huang, S. Y., et al. (2026). Learning engages transient and sustained cellular mechanisms in the human brain. PLoS Biology, 24(6), e3003861. https://doi.org/10.1371/journal.pbio.3003861
[5] Crispiani, P. (2001b). Pedagogia clinica [Clinical pedagogy]. Rome: Armando.

Abstract: Background: The COVID-19 pandemic disrupted schooling and household livelihoods, with potentially lasting consequences for pupil retention in low-cost private schools. This study examined the factors affecting lower-primary pupil retention in low-cost private schools in Kisumu East Sub-County, Kenya, following the COVID-19 pandemic. Specifically, the study investigated household socio-economic, socio-cultural and school-related factors associated with pupil retention....

Keywords: COVID-19; pupil retention; low-cost private schools; lower primary education; socio-economic factors; parental attitudes; school feeding; Kisumu East Sub-County

[1]. Alam, A., & Tiwari, P. (2021). Implications of COVID-19 for low-cost private schools. UNICEF.
[2]. Asamba, M. (2020). Schools to re-open on October 12. Association for the Development of Education in Africa (ADEA).
[3]. Bauer, L., Broady, K., Edelberg, W., & O'Donnell, J. (2020). Ten facts about COVID-19 and the U.S. economy. Brookings Institution.
[4]. Carvalho, & Hares. (2020). [Full bibliographic details not provided in the thesis reference list].
[5]. Epstein, J. L. (2001). [Full bibliographic details not provided in the thesis reference list].

Abstract: This study investigates innovative assessment strategies and practices within 21st-century education in Nigeria's South-West region. Employing a survey research design, the study involved 300 educators from tertiary institutions. The Innovative Assessment Practices Questionnaire (IAPQ), which demonstrated a reliability coefficient of 0.78, was utilized for data collection. Findings reveal that technology-enhanced assessments, project-based assessments, and competency-based assessments are prevalent. Furthermore, a significant positive correlation was identified between innovative assessment practices and academic excellence. However, challenges such...

Keywords: Innovative Assessment, Technology-Enhanced Assessment, Project-Based Assessment, Academic Excellence, Educational Technology.

[1]. Adeyinka, A. A. (2018). Effects of technology-enhanced assessments on student achievement in mathematics. Journal of Educational Technology Development and Exchange, 10(1), 1-18.
[2]. Afolabi, F. O. (2018). Assessment of learning outcomes in Nigerian universities. Journal of Educational Research, 12(1), 1-11.
[3]. Ajibade, A. O. (2020). Students' perceptions of innovative assessment practices in Nigerian universities. Journal of Assessment and Evaluation in Higher Education, 45(3), 342-355.
[4]. Bennett, R. E. (2015). The future of assessment: Shaping the skills and knowledge of the 21st century. Educational Measurement: Issues and Practice, 34(2), 5-15.
[5]. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(4), 349-365.