teacher evaluation practices: Topics by Science.gov

Sample records for teacher evaluation practices

Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship

ERIC Educational Resources Information Center

Alemdag, Ecenaz; Simsek, Pinar Özdemir

2017-01-01

This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had…
Teacher Evaluation in Illinois: School Leaders' Perceptions and Practices

ERIC Educational Resources Information Center

Lavigne, Alyson Leah; Chamberlain, Roger Wade

2017-01-01

The aim of the current study is to assess school leaders' perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent…
An Educational Leadership Doctoral Project: Teacher Evaluation Policies and Practices at the District Level

ERIC Educational Resources Information Center

Manchion, Kyrie L.; Bonsignore, Matt; Haley, Tina L.

2012-01-01

This report describes a project focused on quality teacher evaluation practices. Many scholars described the relationship between quality teaching and student learning. Literature suggests a connection between teaching practices and teacher evaluation practices. In addition, scholars recommend educational leaders conduct a periodic review of…
Teacher Evaluation: Practices and Procedures. ERS Report.

ERIC Educational Resources Information Center

Educational Research Service, Arlington, VA.

This report presents findings of the 1988 Educational Research Service survey of teacher evaluation practices and procedures in U.S. schools. The survey instrument was mailed to a random sample of 1,730 superintendents of school districts of varying size. The response rate was 52.5 percent. The first section discusses the purposes of teacher…
How to Activate Teachers through Teacher Evaluation?

ERIC Educational Resources Information Center

Tuytens, Melissa; Devos, Geert

2014-01-01

There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…
Examining Teacher Perceptions of the Relationship between Evaluation Policy and Teacher Practice in a North Carolina School System

ERIC Educational Resources Information Center

Frasier, Amanda Marie Slaten

2017-01-01

Examining the justification for current evaluation policy reveals that such policy rests on two assumptions related to the impact on the work of teachers: (1) evaluations are necessary because teachers need to be rated, sanctioned, or rewarded in order to be motivated to improve their practice; and (2) evaluations yield information that is useful…
Evaluating Tenured Teachers: A Practical Approach.

ERIC Educational Resources Information Center

DePasquale, Daniel, Jr.

1990-01-01

Teachers with higher order needs benefit from expressing their creativity and exercising valued skills. The evaluation process should encourage experienced teachers to grow professionally and move toward self-actualization. The suggested evaluation model includes an evaluation conference, a choice of evaluation method, a planning conference, an…
Teacher Evaluation: A Qualitative Study on Growth-Producing Practices in K-8 Schools

ERIC Educational Resources Information Center

Manso, Phoebe Hechanova

2017-01-01

Literature on teacher evaluation describes a flawed system that evokes wide-ranging attempts to "get it right." This qualitative study is another effort that seeks to understand its legal and traditional constructs. The goal of this research is to identify growth-producing practices that will transform teacher evaluation into an organic…
Teacher Evaluation To Enhance Professional Practice.

ERIC Educational Resources Information Center

Danielson, Charlotte; McGreal, Thomas L.

This book shows how a school district's local teacher evaluation committee can design evaluation systems in which educators can achieve the dual purposes of accountability and professional development and even merge these purposes. A structural framework for designing the evaluation is proposed that locates teachers in one of three tracks: the…
Theory and Practice on Teacher Performance Evaluation

ERIC Educational Resources Information Center

Yonghong, Cai; Chongde, Lin

2006-01-01

Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance…
Teacher Educator's and Guidance Teachers' Evaluation of Student Teachers' Teaching Practice: A Qualitative Study = Procjena nastavne prakse studenata--buducih ucitelja--od mentora i savjetnika (kvalitativna studija)

ERIC Educational Resources Information Center

Göçer, Ali

2013-01-01

The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers' teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each…
Evaluating Environmental Education in Schools. A Practical Guide for Teachers. Environmental Education Series 12.

ERIC Educational Resources Information Center

Bennett, Dean B.

A general approach to environmental education evaluation and practical knowledge about the area of educational evaluation are offered in this teacher's guide. An introductory section explains both the use of the guide and use of a four step evaluation process. Practical aspects of evaluation are highlighted in six chapters through specific…
Teachers' Perceptions of Teacher Supervision and Evaluation: A Reflection of School Improvement Practices in the Age of Reform

ERIC Educational Resources Information Center

Mette, Ian M.; Range, Bret G.; Anderson, Jason; Hvidston, David J.; Nieuwenhuizen, Lisa

2015-01-01

This study examined how principals in eight high-functioning elementary schools provide teacher supervision and evaluation to promote high levels of student achievement. Perceptions of teachers were measured to provide an understanding of which specific principal behaviors translated into better instructional practices within the selected schools.…
Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada

ERIC Educational Resources Information Center

Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier

2011-01-01

This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using…
Teacher Evaluation in Colorado: How Policy Frustrates Practice

ERIC Educational Resources Information Center

Ramirez, Al; Clouse, Wendi; Davis, Kristyn White

2014-01-01

This article is a report of a study that used data from multiple sources to explore the hypothesis that systemic barriers inherent in Colorado's teacher evaluation policies often contribute to ineffective teacher evaluations across the state. Data were collected from extant studies, focus groups, and surveys of teachers, site administrators/head…
Teacher Evaluations: A Correlation of Observed Teaching Practice and Student Achievement

ERIC Educational Resources Information Center

Wright, Pamela D.

2017-01-01

This quantitative study employed a correlational research design to examine the extent to which overall teacher evaluation scores and instructional practice domain scores relate to student achievement scores in mathematics and English language arts among 3rd grade students. This research tested the theory of instruction by Jerome Bruner as it…
It's Your Evaluation--Collaborating to Improve Teacher Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

The most fundamental reason why teachers are evaluated is because public schools take public money, and the public has a right to expect high-quality teaching. But there are two more basic purposes: (1) to ensure teacher quality; and (2) to promote professional development. The challenge is merging these two purposes of teacher evaluation.…
An Investigation of Research-Based Teaching Practices through the Teacher Evaluations in Indiana Public Schools

ERIC Educational Resources Information Center

Sargent, Michael Steven

2014-01-01

The purpose of this study was to identify if a relationship existed between the implementation of professional evaluation processes and the use of research-based teaching practices, factoring in both perceptions of principals and practicing teachers. The variables of professional development on the evaluation model and the principal's years of…
Pre-Service Teachers' Evaluations of Practices in Teaching English to Young Learners in Terms of 21st Century Teacher Qualifications

ERIC Educational Resources Information Center

Çakir, Abdulvahit; Güngör, Müzeyyen Nazli

2017-01-01

This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service…
Teacher Evaluation: Archiving Teaching Effectiveness

ERIC Educational Resources Information Center

Nielsen, Lance D.

2014-01-01

Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23

ERIC Educational Resources Information Center

Isore, Marlene

2009-01-01

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance…
Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

ERIC Educational Resources Information Center

Ghafarpour, Hajar

2017-01-01

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…
Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

ERIC Educational Resources Information Center

Kagoda, Alice Merab; Sentongo, John

2015-01-01

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher…
Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee

ERIC Educational Resources Information Center

Bogart, Christopher Dean

2013-01-01

The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270…
Teacher Evaluation in Practice: Understanding Evaluator Reliability and Teacher Engagement in Chicago Public Schools

ERIC Educational Resources Information Center

Sporte, Susan E.; Jiang, Jennie Y.; Luppescu, Stuart

2014-01-01

Starting in 2012-13, researchers have worked in partnership with Chicago Public Schools (CPS) and the Chicago Teachers Union (CTU) to study implementation of Chicago's new teacher evaluation system: Recognizing Educators Advancing Chicago's Students (REACH). This paper presents findings as well as experiences from the collaboration with CPS and…
Teacher Evaluation Reform: Principals' Beliefs about Newly Adopted Teacher Evaluation Systems

ERIC Educational Resources Information Center

Young, Suzanne; Range, Bret G.; Hvidston, David; Mette, Ian M.

2015-01-01

Principals in one Western state were surveyed about teacher evaluation systems commonly used across the state. Findings suggest that principals' beliefs about aligning practice to performance expectations, about how much the view of professional practice is growth-oriented, and the degree to which systems use multiple measures are the variables…
"Ship-Building C+": A Look at Teacher Evaluation in Secondary English Classrooms (Theory into Practice).

ERIC Educational Resources Information Center

Mamchur, Carolyn

1989-01-01

Compares the teaching of writing to shipbuilding, where no craftsman would be expected to teach and evaluate shipbuilding had he never built a ship. Maintains that writing teachers must be writers. Describes seven essential writing skills which are also the basis for both instructional strategies and evaluation practices. (SR)
Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R

2013-12-01

Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.
A Grounded Theory Exploration of the North Carolina Educator Evaluation System and Its Effects on Teaching Practices and Teacher Leadership

ERIC Educational Resources Information Center

Wydo, Daniel A.

2016-01-01

This study examined the effects of the recently implemented North Carolina Educator Evaluator System (NCEES) on teaching practices and teacher leadership in a mostly rural county in the Piedmont region of North Carolina. NCEES is designed to improve teaching practices and teacher leadership through performance-based standards. This…
Legal Aspects of Evaluating Teacher Performance.

ERIC Educational Resources Information Center

Beckham, Joseph C.

Chapter 14 in a book on school law concerns the legal aspects of evaluating teacher performance. Careful analysis of recent decisions makes it clear the courts will compel uniform standards and unprecedented rigor in teacher evaluation practices. Particularly in the consideration of equitable standards, state and federal courts are relying on…
Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice

NASA Astrophysics Data System (ADS)

Deneroff, Victoria Matzenauer

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.
Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning

ERIC Educational Resources Information Center

McNeill, Katherine L.; Krajcik, Joseph

2008-01-01

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…
The Law of Teacher Evaluation. Second Edition.

ERIC Educational Resources Information Center

Rossow, Lawrence F.; Tate, James O.

This monograph is a legal treatise covering all legal aspects of the evaluation of teachers. It looks at what can legally be evaluated, how the evaluation can become evidence for termination, and how to avoid and win lawsuits involving wrongful teacher dismissals. It is intended for practicing administrators, supervisors of instruction, teacher…
Teacher Evaluation.

ERIC Educational Resources Information Center

Saif, Philip

This article examines why teachers should be evaluated, how teacher evaluation is perceived, and how teacher evaluation can be approached, focusing on the improvement of teacher competency rather than defining a teacher as "good" or "bad." Since the primary professional activity of a teacher is teaching, the major concern of teacher evaluation is…
Teachers, Arts Practice and Pedagogy

ERIC Educational Resources Information Center

Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

2014-01-01

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…
Teacher Evaluation. Policy Brief.

ERIC Educational Resources Information Center

Glass, Gene V.

2004-01-01

Traditional forms of evaluating teachers (e.g., inspection of credentials, supervisor and peer observation and rating) for purposes of hiring, promotion, and salary increases have served the profession of teaching well for decades and should receive continued support in policy and practice. Newer forms of evaluation--primarily paper-and-pencil…
Portfolio as Practice: The Narratives of Emerging Teachers.

ERIC Educational Resources Information Center

Darling, L. Farr

2001-01-01

Portfolio construction is a complex social practice with intentions, rules, and standards. This definition is not typically found in teacher education literature and has implications for evaluating students' portfolios. The paper examines teacher education students' recollections of creating portfolios in one Canadian program and argues that…
Experimental Evaluation of Instructional Consultation Teams on Teacher Beliefs and Practices

ERIC Educational Resources Information Center

Vu, Phuong; Shanahan, Katherine Bruckman; Rosenfield, Sylvia; Gravois, Todd; Koehler, Jessica; Kaiser, Lauren; Berger, Jill; Vaganek, Megan; Gottfredson, Gary D.; Nelson, Deborah

2013-01-01

Instructional Consultation Teams (IC Teams) are an early intervention service intended to support teachers in working with struggling students. This is a large-scale experimental trial investigating the effects of IC Teams on teacher efficacy, instructional practices, collaboration, and job satisfaction. Public elementary schools (N = 34) were…
Description and effects of sequential behavior practice in teacher education.

PubMed

Sharpe, T; Lounsbery, M; Bahls, V

1997-09-01

This study examined the effects of a sequential behavior feedback protocol on the practice-teaching experiences of undergraduate teacher trainees. The performance competencies of teacher trainees were analyzed using an alternative opportunities for appropriate action measure. Data support the added utility of sequential (Sharpe, 1997a, 1997b) behavior analysis information in systematic observation approaches to teacher education. One field-based undergraduate practicum using sequential behavior (i.e., field systems analysis) principles was monitored. Summarized are the key elements of the (a) classroom instruction provided as a precursor to the practice teaching experience, (b) practice teaching experience, and (c) field systems observation tool used for evaluation and feedback, including multiple-baseline data (N = 4) to support this approach to teacher education. Results point to (a) the strong relationship between sequential behavior feedback and the positive change in four preservice teachers' day-to-day teaching practices in challenging situational contexts, and (b) the relationship between changes in teacher practices and positive changes in the behavioral practices of gymnasium pupils. Sequential behavior feedback was also socially validated by the undergraduate participants and Professional Development School teacher supervisors in the study.
Assessing Student Achievement in Physical Education for Teacher Evaluation

ERIC Educational Resources Information Center

Mercier, Kevin; Doolittle, Sarah

2013-01-01

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

ERIC Educational Resources Information Center

Payne, Katherina A.

2018-01-01

Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…
Complex Teacher Evaluation Systems Can Produce Negative Perceptions

ERIC Educational Resources Information Center

Schumacher, Gary

2010-01-01

The purpose of this study was to determine teacher perceptions of the impact on instructional practice when using a complex, standards-based performance evaluation system. The study used expectancy theory to investigate teacher expectancy (did they believe they could enhance their practice to the identified program standards?), instrumentality…
Teachers' Applications of Principals' Evaluative Feedback

ERIC Educational Resources Information Center

Mueller, Lori M.

2016-01-01

The purpose of this study was to identify considerations that influenced teachers' implementation of principals' evaluative feedback to improve instructional practices. The research question for this study was: What considerations contribute to teachers' applications of principals' evaluative feedback? Participants in this qualitative study…
Teacher Factors and Perceived Assessment Practices Needs of Social Studies Teachers in Cross River State, Nigeria

ERIC Educational Resources Information Center

Ekuri, Emmanuel Etta; Egbai, Julius Michael; Ita, Caroline Iserome

2011-01-01

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females)…
The Way We See It: A Survey of Teacher Evaluation Policies and Practices Operant in the State of Washington.

ERIC Educational Resources Information Center

Buck, James J., Comp.; Parsley, James F., Jr., Comp.

This paper assesses teacher evaluation policies and practices operant in First Class School Districts in the state of Washington. The data, submitted from mailed questionnaires, deal with a district's assessment policy and specifically include concerns relating to evaluative personnel, procedures, and an evaluative instrument or model.…
Development and validation of an instrument to evaluate science teachers' assessment beliefs and practices

NASA Astrophysics Data System (ADS)

Genc, Evrim

The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The present study also investigated the relationship between teachers' beliefs and practices in terms of assessment issues in science, their perceptions of the factors that influenced their assessment practices and their feelings towards high-stakes testing. The participants of the study were 408 science teachers teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. It was emphasized that certain factors were mediating the dynamics between the belief and the practice. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates impact their assessment routines. Teachers reported that both the preparation process and the results of the test created unbelievable tension both on students and
Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

ERIC Educational Resources Information Center

Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

2014-01-01

In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…
The relationship of science teachers' beliefs and practices

NASA Astrophysics Data System (ADS)

Varrella, Gary Frank

1997-10-01

The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the
Perceived Importance of District Developed Teacher Evaluation Standards and Criteria as Measured by Teacher Values Survey

ERIC Educational Resources Information Center

Davis, Jan Ellen Pfeiffer

2011-01-01

In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice,…
What Matters to Principals When they Evaluate Teachers? Evidence from Cyprus

ERIC Educational Resources Information Center

Orphanos, Stelios

2014-01-01

Teacher evaluation conducted by school principals is a common worldwide practice. However, there are many reservations about principals' ability to evaluate teachers reliably. Reservations appearing in the literature include inflated ratings, minimal discrimination of teacher quality, and evaluations influenced by factors irrelevant to teacher…
Teacher Evaluation and the Problem of Professional Development

ERIC Educational Resources Information Center

Smylie, Mark A.

2014-01-01

During the past 10 to 15 years, nearly every state and school district across the nation has begun to dramatically overhaul their evaluation systems for teachers. Such evaluation systems are ultimately aimed at improving teachers' instructional practices. However, the evidence on the efficacy and effectiveness of these systems is weak and…
Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Research Brief

ERIC Educational Resources Information Center

Sporte, Susan E.; Jiang, Jennie Y.

2016-01-01

Three years after the launch of Chicago's redesigned teacher evaluation system, Recognizing Educators Advancing Chicago Students (REACH) Students, most teachers and administrators continue to report they believe REACH has the potential to improve instruction and student learning, and they remain negative about the use of student growth in…
Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.

2014-01-01

In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…
Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

ERIC Educational Resources Information Center

Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

2017-01-01

The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…
Staffing for Success: Linking Teacher Evaluation and School Personnel Management in Practice

ERIC Educational Resources Information Center

Master, Benjamin

2014-01-01

Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals' assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions.…
Exploring into Teacher's Specialized Practicality

ERIC Educational Resources Information Center

Tian, Lian-jin

2010-01-01

Teacher specialization is a subject with very strong practicality as regards its essence. This paper analyzes the main problems of the existing teacher professionalism, poses and argues the 3 hypotheses of teacher professionalism. Around the reality of teacher professionalism, the author brings forward and establishes a new teacher evaluation…
An Analysis of Evaluative Comments in Teachers' Online Discussions of Representations of Practice

ERIC Educational Resources Information Center

Chieu, Vu Minh; Kosko, Karl W.; Herbst, Patricio G.

2015-01-01

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students' actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers' online discussions of…
Teacher Evaluation: The Limits of Looking.

ERIC Educational Resources Information Center

Stodolsky, Susan S.

1984-01-01

Reviews current teacher evaluation practices with particular focus on the use of observation. Argues that direct observation is an inadequate evaluation technique because it assumes that stability and consistency are necessary for effective teaching. Presents data showing that flexibility is a more accurate characterization of elementary level…
Student Tests for Teacher Evaluation: A Critique.

ERIC Educational Resources Information Center

Florio, David H.

1986-01-01

This article supports Edward Haertel's views on inappropriate use of student test scores in evaluating teachers. Tests scores may identify a few incompetent teachers, but may bring new ailments to schools. The article argues that even the system proposed by Haertal may become subject to abuse by mechanistic or autocratic administrative practices.…
Deliberate Practice in Teacher Education

ERIC Educational Resources Information Center

Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.

2014-01-01

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different…

From Teacher to Teacher Educator: Reframing Knowledge in Practice

ERIC Educational Resources Information Center

Dinkelman, Todd; Margolis, Jason; Sikkenga, Karl

2006-01-01

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in…
Goal Setting as Teacher Development Practice

ERIC Educational Resources Information Center

Camp, Heather

2017-01-01

This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…
Relating Teacher PCK and Teacher Practice Using Classroom Observation

NASA Astrophysics Data System (ADS)

Barendsen, Erik; Henze, Ineke

2017-09-01

Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.
Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

NASA Astrophysics Data System (ADS)

Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

2017-06-01

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.
Tertiary Teachers and Student Evaluations: Never the Twain Shall Meet?

ERIC Educational Resources Information Center

Stein, Sarah J.; Spiller, Dorothy; Terry, Stuart; Harris, Trudy; Deaker, Lynley; Kennedy, Jo

2013-01-01

Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and…
[Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers].

PubMed

Pérez V, Cristhian; Vaccarezza G, Giulietta; Aguilar A, César; Coloma N, Katherine; Salgado F, Horacio; Baquedano R, Marjorie; Chavarría R, Carla; Bastías V, Nancy

2016-06-01

Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.
Teacher Evaluation as Policy Target: Viable Reform Venue or Just Another Tap Dance?

ERIC Educational Resources Information Center

Hazi, Helen M.; Rucinski, Daisy Arredondo

2009-01-01

In this No Child Left Behind era of renewed emphasis on the search for the "highly qualified" teacher, governors, legislators, and state department of education officials have an incentive to focus on improving teacher quality through teacher evaluation. While teacher evaluation practices have been traditionally problematic "based…
The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices

NASA Astrophysics Data System (ADS)

Cavedon, Carolina Christmann

With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.
Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction

ERIC Educational Resources Information Center

Liang, Guodong; Akiba, Motoko

2015-01-01

Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers…
State Teacher Evaluation and Teacher Education

ERIC Educational Resources Information Center

Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

2015-01-01

Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…
Beginning literacy: links among teacher knowledge, teacher practice, and student learning.

PubMed

McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L

2002-01-01

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.
The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

NASA Astrophysics Data System (ADS)

Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

2014-09-01

Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=clinical&pg=7&id=EJ1162453','ERIC'); return false;" href="https://eric.ed.gov/?q=clinical&pg=7&id=EJ1162453">Role of Clinical Practice in Teacher Preparation: Perceptions of Elementary Teacher Candidates</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Singh, Delar K. 2017-01-01 The Council for Accreditation of Teacher Education Programs (CAEP) has established five standards to measure the effectiveness of teacher preparation programs. Clinical partnerships and practice represent "Standard 2." The CAEP requires that teacher education programs design high quality clinical practice that is central to preparation… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=oral+AND+production&id=EJ1152282','ERIC'); return false;" href="https://eric.ed.gov/?q=oral+AND+production&id=EJ1152282">Relating French Immersion Teacher Practices to Better Student Oral Production</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Haj-Broussard, Michelle; Olson Beal, Heather K.; Boudreaux, Nicole 2017-01-01 This study examined seven Louisiana kindergarten immersion teachers' practices to evaluate students' oral target language production and compare the oral production elicited when different instructional practices were used over a single semester. Three rounds of three 20-minute observations in three different contexts--circle time, direct… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068790.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068790.pdf">Teacher Education: From Education to Teacher Substance and Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Felicetti, Vera Lucia 2011-01-01 This article aims to reflect the trajectory of the teacher from the perspective of building and rebuilding the knowledge of the professional in education; it shows the teacher constituting the development of his knowledge-substance and knowledge-practice over the course of teacher performance, which makes each professional unique, though they… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Berney&pg=7&id=ED329526','ERIC'); return false;" href="https://eric.ed.gov/?q=Berney&pg=7&id=ED329526">Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Berney, Mary F., Ed.; Ayers, Jerry B., Ed. This book is a guide to evaluating the educational programs for preparation of school administrators, school counselors and psychologists, school library media specialists, vocational education teachers, special education teachers, health and physical education teachers, and music and visual arts education teachers. It is a practical guide to the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1139628.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1139628.pdf">An Evaluation of the New Teacher Induction Program in Turkey through the Eyes of Beginning Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hangül, Sükrü 2017-01-01 Aim of this study was to explore and compare beginning teachers' experiences and evaluations about the new teacher induction program put into practice by the Turkish Ministry of Education. According to the directive and training program announced by the Ministry of Education on March 2nd 2016, the teachers who were appointed in February, 2016 took… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED548539.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED548539.pdf">Principal and Teacher Perceptions of Implementation of Multiple-Measure Teacher Evaluation Systems in Arizona. REL 2015-062</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ruffini, Stephen J.; Makkonen, Reino; Tejwani, Jaclyn; Diaz, Marycruz 2014-01-01 This study describes how multiple-measure teacher evaluations were put into practice in a set of ten volunteering local education agencies (LEAs) in Arizona. After a key shift in state policy, five "pilot" LEAs implemented the new Arizona Department of Education teacher evaluation model in the 2012/13 school year, while five other… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013IJSEd..35..815N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013IJSEd..35..815N">The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Nam, Jeonghee; Seung, Eulsun; Go, MunSuk 2013-03-01 This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED409980.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED409980.pdf">A Study of Kindergarten Teachers' Evaluation of Order-Managing Skills Used in Group Activities by Early Childhood Student Teachers in Taiwan.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chen, Ya-Mei This study analyzed how Taiwanese kindergarten teachers evaluated events of various classroom management skills used by early childhood student teachers in group activities. The kindergarten teachers evaluated effectiveness, appropriateness, frequency of practicing similar skills themselves, and the need to modify any of the above. A questionnaire… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active">4</li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mumbai&pg=2&id=EJ858434','ERIC'); return false;" href="https://eric.ed.gov/?q=mumbai&pg=2&id=EJ858434">Teachers' Beliefs and Practices regarding Developmentally Appropriate Practices: A Study Conducted in India</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hegde, Archana V.; Cassidy, Deborah J. 2009-01-01 The study assessed kindergarten teachers' beliefs, stated practices and actual practices regarding developmentally appropriate practices (DAP) in India. Forty kindergarten teachers from the urban city of Mumbai (India) participated in the study. Overall, the results indicated that teachers' beliefs were more developmentally appropriate than their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018Sc%26Ed..27..159S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018Sc%26Ed..27..159S">Utilizing Professional Vision in Supporting Preservice Teachers' Learning About Contextualized Scientific Practices. Collaborative Discourse Practices Between Teachers and Scientists</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Sezen-Barrie, Asli 2018-03-01 Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists' videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then analyzes how ideas scientists attended align with experienced teachers' sense-making of scientific practices to teach climate change. The findings show that experienced teachers' and scientists' explanations showed alignment in the focus on scientific practices, but indicated variations in the temporal and spatial reasoning of climate data. Furthermore, the interdisciplinarity of climate science was emphasized in climate scientists' lectures, but was not apparent once scientists and teachers shared the same culture in meetings to provide feedback to preservice teachers. Given the importance of teaching through scientific practices in classrooms, this study provides suggestions to capture the epistemic diversity of scientific disciplines. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28377662','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28377662">Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Maganur, Prabhadevi C; Satish, V; Marwah, Nikhil; Vishwas, T D; Dayanand, M C 2017-01-01 The aim of this study was to assess the knowledge, attitudes, and practices of school teachers toward oral health. Descriptive study. School teachers (n = 150) of Davangere city were recruited into this study. The subjects completed a questionnaire that aimed to evaluate teachers' knowledge, attitudes, and practices on oral health. The results were statistically analyzed and percentage was calculated. The participants' oral hygiene habits were found to be regular. The majority of teachers showed good knowledge on oral health. Most of the teachers in this study recognized the importance of oral health. The majority of teachers did incorporate the importance of oral health in teaching and educating children in the school. But, not all teachers are involved effectively. So, the teachers should be trained comprehensively regarding importance of oral health and creating awareness on oral health promotion for their students in combination with health care personnel. Maganur PC, Satish V, Marwah N, Vishwas TD, Dayanand MC. Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India. Int J Clin Pediatr Dent 2017;10(1):89-95. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006AGUFMED12A..05B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006AGUFMED12A..05B">Issues Surrounding the Evaluation of Teacher Internship Programs</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Barrett, D. 2006-12-01 Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26641958','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26641958">Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jimerson, Shane R; Haddock, Aaron D 2015-12-01 Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development. (c) 2015 APA, all rights reserved). </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=simulations+AND+elementary+AND+science&pg=3&id=EJ1027947','ERIC'); return false;" href="https://eric.ed.gov/?q=simulations+AND+elementary+AND+science&pg=3&id=EJ1027947">Theory and Practice in a Science Education Course for Elementary Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lacueva, Aurora 2014-01-01 In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED261541.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED261541.pdf">Promising Practices: A Teacher Resource (Grades K-3).</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Provenzano, Johanna Z., Ed. A collection of promising instructional practices for teachers of limited-English-speaking primary grade students is organized as a series of lessons on planning, classroom management, teaching procedures, and evaluation in a variety of content areas. Examples of basic learning activities intended to serve as a framework for teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Observation+Protocol%22&id=EJ1036471','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Observation+Protocol%22&id=EJ1036471">Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Temiz, Tugba; Topcu, Mustafa Sami 2013-01-01 The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=5&id=EJ720980','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=5&id=EJ720980">The Influence Of A Multicultural Teacher Education Program On Teachers' Multicultural Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McNeal, Kezia 2005-01-01 This study examined the multicultural classroom practices of two novice secondary English teachers employed by the same U.S. school district that serves a diverse student population. Findings indicated a high level of consistency between the teachers' intended multicultural practices and their implemented practices. Based on classroom… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008PhDT........49H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008PhDT........49H">The impact of federal policy on teachers' use of science manipulatives: A survey of teacher philosophy and practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Helgoe, Catherine A. Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=entrepreneurship&pg=6&id=EJ1005930','ERIC'); return false;" href="https://eric.ed.gov/?q=entrepreneurship&pg=6&id=EJ1005930">Teachers Implementing Entrepreneurship Education: Classroom Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ruskovaara, Elena; Pihkala, Timo 2013-01-01 Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=urban+AND+data+AND+analytics&id=EJ1085564','ERIC'); return false;" href="https://eric.ed.gov/?q=urban+AND+data+AND+analytics&id=EJ1085564">Practices of Compassionate, Critical, Justice-Oriented Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Conklin, Hilary G.; Hughes, Hilary E. 2016-01-01 In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=New+AND+Orleans&pg=4&id=EJ1156566','ERIC'); return false;" href="https://eric.ed.gov/?q=New+AND+Orleans&pg=4&id=EJ1156566">Individualized Coaching to Improve Teacher Practice across Grades and Subjects: New Experimental Evidence</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kraft, Matthew A.; Blazar, David 2017-01-01 This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1067583.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1067583.pdf">The Relationship between Finnish Student Teachers' Practical Theories, Sources, and Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pitkäniemi, Harri; Karlsson, Liisa; Stenberg, Katariina 2014-01-01 The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=formative+AND+variable&pg=6&id=ED555989','ERIC'); return false;" href="https://eric.ed.gov/?q=formative+AND+variable&pg=6&id=ED555989">School District Professional Learning: Teachers' Perceptions of Instructional Leadership, Teacher Practice, and Student Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Avery, Christine M. 2013-01-01 This dissertation study includes an evaluation of a school district model of professional learning that aims to improve school administrators' instructional leadership skills and teacher practice to positively impact student learning. This study employs a valid and reliable survey instrument that measures professional learning standards. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=homework&id=EJ1041723','ERIC'); return false;" href="https://eric.ed.gov/?q=homework&id=EJ1041723">A Study of Science Teachers' Homework Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren 2014-01-01 This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&pg=7&id=EJ1107789','ERIC'); return false;" href="https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&pg=7&id=EJ1107789">Teachers' Professional Practice Conducting Mathematical Discussions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> da Ponte, João Pedro; Quaresma, Marisa 2016-01-01 This paper seeks to identify actions that can be regarded as building elements of teachers' classroom practice in mathematical discussion and how these actions may be combined to provide fruitful learning opportunities for students. It stands on a framework that focuses on two key elements of teaching practice: the tasks that teachers propose to… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103488.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103488.pdf">Exploring Preservice Mathematics Teachers' Perception of the Mathematics Teacher through Communities of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Akkoç, Hatice; Balkanlioglu, Mehmet Ali; Yesildere-Imre, Sibel 2016-01-01 This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=collection+AND+evaluation&pg=5&id=ED524180','ERIC'); return false;" href="https://eric.ed.gov/?q=collection+AND+evaluation&pg=5&id=ED524180">Technology Enhanced Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Teter, Richard B. 2010-01-01 The purpose of this research and development study was to design and develop an affordable, computer-based, pre-service teacher assessment and reporting system to allow teacher education institutions and supervising teachers to efficiently enter evaluation criteria, record pre-service teacher evaluations, and generate evaluation reports. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17353809','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17353809">Supporting practice teachers to identify failing students.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Skingley, Ann; Arnott, J; Greaves, J; Nabb, J 2007-01-01 The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ibrahim+AND+dap&id=EJ1119422','ERIC'); return false;" href="https://eric.ed.gov/?q=ibrahim+AND+dap&id=EJ1119422">The Association between Preschool Teachers' Beliefs and Practices about Developmentally Appropriate Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin 2016-01-01 The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT........47W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT........47W">Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Whitacre, Michelle Phillips This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18076415','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18076415">School food practices of prospective teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya 2007-12-01 Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school environment and its potential impact on classroom food practices were examined and explored. One hundred and three students (response rate 79%) enrolled in the final year of a bachelor of education program with at least 22 weeks of practice teaching completed a self-administered questionnaire adapted from the Teens Eating for Energy and Nutrition at School teaching staff survey. Indexes related to classroom food practices, school food environment, personal health, fat intake, and nutrition knowledge were constructed and explored quantitatively using linear modeling techniques and contingency table analysis. The majority of respondents reported a high fat intake (65%) and had mid-to-low nutrition knowledge (72%). While most respondents (93%) believed that a healthy school food environment was important, two thirds reported unhealthy classroom food practices. Unhealthy classroom food practices were more likely to be used by those intending to teach at the secondary level, those who held a high personal health belief, and those who demonstrated less support for a healthy school environment. These findings suggest that knowledge, attitudes, and food behaviors of prospective teachers may be barriers to promoting healthy food habits to their future students. Further, prospective teachers would benefit from policies and programs that support healthy classroom practices and from compulsory nutrition education in the teacher training curriculum. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055171.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055171.pdf">Video-Based Self-Observation as a Component of Developmental Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mercado, Leonardo A.; Baecher, Laura 2014-01-01 In this paper, we explore the benefits to teacher evaluation when video-based self-observation is done by teachers as a vehicle for individual, reflective practice. We explore how it was applied systematically at the ICPNA bi-national center among hundreds of EFL teachers within two institution-wide initiatives that have relied on self-observation… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=music+AND+policy&pg=7&id=EJ1042682','ERIC'); return false;" href="https://eric.ed.gov/?q=music+AND+policy&pg=7&id=EJ1042682">A View of Current Evaluative Practices in Instrumental Music Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Peterson, Amber Dahlén 2014-01-01 The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+identity&pg=3&id=EJ1104528','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+identity&pg=3&id=EJ1104528">Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M. 2016-01-01 Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19350954','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19350954">Veteran teachers' use of recommended practices in deaf education.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Easterbrooks, Susan R; Stephenson, Brenda H; Gale, Elaine 2009-01-01 Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effective+AND+diversity+AND+program&id=EJ1119785','ERIC'); return false;" href="https://eric.ed.gov/?q=effective+AND+diversity+AND+program&id=EJ1119785">Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V. 2016-01-01 Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=STRATEGIC+ACTIONS%3a+STRATEGY&pg=4&id=EJ1149863','ERIC'); return false;" href="https://eric.ed.gov/?q=STRATEGIC+ACTIONS%3a+STRATEGY&pg=4&id=EJ1149863">Practices of Effective Writing Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gadd, Murray; Parr, Judy M. 2017-01-01 This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=threat+AND+affect+AND+decision&pg=2&id=ED083960','ERIC'); return false;" href="https://eric.ed.gov/?q=threat+AND+affect+AND+decision&pg=2&id=ED083960">An Analysis of the Process of Teacher Evaluation in the Community College.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Menzie, John Carroll An analysis of teacher evaluation as practiced during 1971-1972 and 1972-1973 in community colleges throughout the United States is presented. To identify the concepts and outcomes of teacher evaluation a survey was made of current literature, two questionnaires were sent to 226 community colleges, and 67 interviews were conducted. There are… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=human+AND+waste&pg=4&id=ED534495','ERIC'); return false;" href="https://eric.ed.gov/?q=human+AND+waste&pg=4&id=ED534495">Improving Teacher Practice: Teachers' Perspectives on Capacity-Building Initiatives in Literacy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mattos, Joseph C. 2011-01-01 Educational research over the past 15 years shows that schools and school districts have, on a large scale, failed to translate reform goals into improved teacher practice and student learning. Although classroom teachers are central to successful school reform, research has rarely examined how teachers experience reform initiatives and how that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=2&id=EJ1090824','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=2&id=EJ1090824">Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng 2013-01-01 Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014Sc%26Ed..23.2119R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014Sc%26Ed..23.2119R">Preservice Elementary Teachers' Ideas About Scientific Practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ricketts, Amy 2014-10-01 With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=methods+AND+mathematics+AND+Japan&pg=3&id=ED513979','ERIC'); return false;" href="https://eric.ed.gov/?q=methods+AND+mathematics+AND+Japan&pg=3&id=ED513979">Primary Grades Teachers' Teacher Identities and Teaching Practices in the United States and Japanese Mathematics Classrooms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Johns, Kyoko Maeno 2009-01-01 The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20353331','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20353331">Medical students' clinical performance in general practice - Triangulating assessments from patients, teachers and students.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Braend, Anja Maria; Gran, Sarah Frandsen; Frich, Jan C; Lindbaek, Morten 2010-01-01 Formative assessment of medical students' clinical performance during general practice clerkship is necessary to learn consultation skills. Our aim was to triangulate feedback using patient questionnaires, written self-assessment and teachers' observation-based assessment, and to describe the content of this feedback. We developed StudentPEP, a 15-item version of EUROPEP, a tool for measuring patients' evaluation of quality in general practice. The teacher and student forms consisted of five StudentPEP-items and open-ended questions asking for approval and improvement needed on four aspects. Quantitative scores were analyzed statistically. Free-text comments were analyzed and categorized into 'specific and concrete' versus 'general and unspecific'. One hundred seventy-three students returned data from 2643 consultations. Mean patients' scores for 15 items were 4.3-4.8 on a five-point Likert scale. Mean teacher scores were 4.4 on five items, while students' mean self-assessments were 3.6-3.8. In an analysis of 380 consultations, students were more specific and concrete in their self-evaluation compared with teachers (p < 0.01). Patients scored students' performance high compared with students' self-assessments. Teachers' scores were in accordance with patients' scores. Teachers' written evaluations of students were often general. There is a potential for improving teachers' feedback in terms of more specific and concrete comments. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27667968','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27667968">Preschool Teachers' Language and Literacy Practices with Dual Language Learners.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=poor+AND+performances&pg=2&id=EJ1153071','ERIC'); return false;" href="https://eric.ed.gov/?q=poor+AND+performances&pg=2&id=EJ1153071">Profile of South African Secondary-School Teachers' Teaching Quality: Evaluation of Teaching Practices Using an Observation Instrument</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> de Jager, Thelma; Coetzee, Mattheus Jacobus; Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim 2017-01-01 The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education&pg=4&id=EJ1140025','ERIC'); return false;" href="https://eric.ed.gov/?q=education&pg=4&id=EJ1140025">Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Egne, Robsan M. 2017-01-01 This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Yen+and+hsin&id=EJ1116509','ERIC'); return false;" href="https://eric.ed.gov/?q=Yen+and+hsin&id=EJ1116509">Which Way Is Better for Teacher Evaluation? The Discourse on Teacher Evaluation in Taiwan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wang, Juei-Hsin; Chen, Yen-Ting 2016-01-01 There are no summative evaluations for compulsory and basic education in Taiwan. This research discusses and analyzes present teacher evaluation implementation. The implementation of policy nowadays means "Teacher evaluation for professional development". Teacher evaluation for professional development is a voluntary growing project of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=John+AND+Kay&pg=3&id=ED489036','ERIC'); return false;" href="https://eric.ed.gov/?q=John+AND+Kay&pg=3&id=ED489036">Democratic Practices in Education: Implications for Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pearl, Art, Ed.; Pryor, Caroline R., Ed. 2005-01-01 This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. There is a shared belief among all contributors to this volume: that incorporating democratic practice into teacher education is an essential requirement to introducing democratic practices in K-12… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=jesuits&pg=3&id=ED517150','ERIC'); return false;" href="https://eric.ed.gov/?q=jesuits&pg=3&id=ED517150">Teacher Reflective Practice in Jesuit High Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Klug, Joseph H. 2010-01-01 Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nursery&pg=3&id=EJ1043631','ERIC'); return false;" href="https://eric.ed.gov/?q=nursery&pg=3&id=EJ1043631">Japanese Nursery and Kindergarten Teachers' Beliefs and Practices Regarding Developmentally Appropriate Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige 2014-01-01 This study explored Japanese day nursery and kindergarten teachers' beliefs and practices regarding developmentally appropriate practices. Data were collected using in-depth interviews. Teacher interviews provided insights into the merger of the childcare and education systems of Japan. Six themes emerged from the analysis of the day nursery and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analysis+AND+study&pg=3&id=EJ1160495','ERIC'); return false;" href="https://eric.ed.gov/?q=analysis+AND+study&pg=3&id=EJ1160495">A Document Analysis of Teacher Evaluation Systems Specific to Physical Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Norris, Jason M.; van der Mars, Hans; Kulinna, Pamela; Kwon, Jayoun; Amrein-Beardsley, Audrey 2017-01-01 Purpose: The purpose of this document analysis study was to examine current teacher evaluation systems, understand current practices, and determine whether the instrumentation is a valid measure of teaching quality as reflected in teacher behavior and effectiveness specific to physical education (PE). Method: An interpretive document analysis… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=FEA&id=EJ955113','ERIC'); return false;" href="https://eric.ed.gov/?q=FEA&id=EJ955113">Taking the Reins: Preservice Teachers Practicing Leadership</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dunlap, Karen; Hansen-Thomas, Holly 2011-01-01 What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sound+AND+handbook&pg=4&id=ED035316','ERIC'); return false;" href="https://eric.ed.gov/?q=sound+AND+handbook&pg=4&id=ED035316">The Practical Audio-Visual Handbook for Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Scuorzo, Herbert E. The use of audio/visual media as an aid to instruction is a common practice in today's classroom. Most teachers, however, have little or no formal training in this field and rarely a knowledgeable coordinator to help them. "The Practical Audio-Visual Handbook for Teachers" discusses the types and mechanics of many of these media forms and proposes… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=avs&pg=5&id=EJ907263','ERIC'); return false;" href="https://eric.ed.gov/?q=avs&pg=5&id=EJ907263">Beliefs, Practices, and Expectations of Oral Teachers of the Deaf</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, P. Margaret; Paatsch, Louise 2010-01-01 This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1105692.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1105692.pdf">Shifting Practices in Teacher Performance Evaluation: A Qualitative Examination of Administrator Change Readiness</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Spina, Nancy; Buckley, Phillip; Puchner, Laurel 2014-01-01 This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=limits+AND+consistency&pg=3&id=ED551285','ERIC'); return false;" href="https://eric.ed.gov/?q=limits+AND+consistency&pg=3&id=ED551285">Looking for Agreement among Criteria Used to Determine Teacher Effectiveness in Two Different Evaluation Models</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McGair, Charles D. 2012-01-01 Many theories, methods, and practices are utilized to evaluate teachers with the intention of determining teacher effectiveness to better inform decisions about retention, tenure, certification and performance-based pay. In the 21st century there has been a renewed emphasis on teacher evaluation in public schools, largely due to federal "Race… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26969573','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26969573">Teacher candidates' mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N 2017-04-01 Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ia&pg=7&id=EJ978143','ERIC'); return false;" href="https://eric.ed.gov/?q=ia&pg=7&id=EJ978143">Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Leung, Chi-hung 2012-01-01 A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=certifications+AND+products&pg=6&id=EJ1128140','ERIC'); return false;" href="https://eric.ed.gov/?q=certifications+AND+products&pg=6&id=EJ1128140">EFL Teachers' Beliefs/Practices Correspondence in Reading Instruction: Does Language Teacher Education Make a Difference?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Karimi, Mohammad Nabi; Dehghani, Asieh 2016-01-01 The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership%2bpoverty&pg=5&id=ED583423','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership%2bpoverty&pg=5&id=ED583423">Examination of Growth Mindset through the Teacher Evaluation Model</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Street, Chrystal 2017-01-01 The purpose of this quantitative study was to identify the instructional leadership practices that develop a growth mindset in teachers and to determine if the evaluation model will lead to enhanced pedagogical practices. Schools were separated into schools of affluence and poverty. Schools of affluence had less than a 35% free and reduced lunch… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001MEdRJ..13..185P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001MEdRJ..13..185P">Assessment of school mathematics: Teachers' perceptions and practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Pfannkuch, Maxine 2001-12-01 This is the first report of a proposed ten-year interval longitudinal study about teacher assessment practice in Auckland, New Zealand. Interviews with teachers of Year 3, 6, 8, 10, and 13 students are analysed. These interviews indicate that primary teachers are using a variety of assessment strategies in a mastery-based system. Their judgement of mathematical performance is dominated by the belief that all students must feel that they are achieving. The secondary teacher interviews indicate common use of alternative assessment strategies in non-examination classes. Judgement of student performance is benchmarked against national examinations. It is conjectured that an education system effect determines teachers' assessment practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TICE&pg=2&id=EJ822152','ERIC'); return false;" href="https://eric.ed.gov/?q=TICE&pg=2&id=EJ822152">Teachers' Knowledge Development and Change: Untangling Beliefs and Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Theriot, Shirley; Tice, Kathleen C. 2009-01-01 Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge development, particularly as it pertains to teachers' beliefs about literacy development and their teaching practices in literacy. Participants of the study are middle-school teachers who shared their beliefs and practices through (1) a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=professional+AND+profile&pg=6&id=EJ888889','ERIC'); return false;" href="https://eric.ed.gov/?q=professional+AND+profile&pg=6&id=EJ888889">Do Career Goals Promote Continuous Learning among Practicing Teachers?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ng, Chi-Hung 2010-01-01 Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sayings&pg=7&id=EJ1086407','ERIC'); return false;" href="https://eric.ed.gov/?q=sayings&pg=7&id=EJ1086407">In Support of Teachers' Learning: Specifying and Contextualising Teacher Inquiry as Professional Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hardy, Ian 2016-01-01 Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers' learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers' learning. Specifically, the research reveals how… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED531831.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED531831.pdf">Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Whiteman, Rodney S.; Shi, Dingjing; Plucker, Jonathan A. 2011-01-01 This policy brief explores Senate Enrolled Act 001 (SEA 1), specifically the provisions for how teachers must be evaluated. After a short summary of SEA 1 and its direct changes to evaluation policies and practices, the brief reviews literature in teacher evaluation and highlights important issues for school corporations to consider when selecting… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=routine+AND+activity+AND+theory&pg=2&id=EJ1167870','ERIC'); return false;" href="https://eric.ed.gov/?q=routine+AND+activity+AND+theory&pg=2&id=EJ1167870">Practical Knowledge and Teacher Reflection from a Practice-Based Literacy Teacher Education Program in the First Years: A Longitudinal Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wetzel, Melissa Mosley; Hoffman, James V.; Roach, Audra K.; Russell, Katie 2018-01-01 This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=chemistry+AND+part+AND+1&pg=2&id=EJ984517','ERIC'); return false;" href="https://eric.ed.gov/?q=chemistry+AND+part+AND+1&pg=2&id=EJ984517">Jordanian Chemistry Teachers' Views on Teaching Practices and Educational Reform</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al-Amoush, Siham A.; Markic, Silvija; Eilks, Ingo 2012-01-01 This study evaluates experienced teachers' views of chemistry teaching and learning and educational reform in Jordan. The main focus is an investigation of applied teaching practices in chemistry education, including educators' perception of the intentions and effects of ongoing educational reforms. The study is based on semi-structured interviews… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=John+AND+Kay&pg=5&id=ED482542','ERIC'); return false;" href="https://eric.ed.gov/?q=John+AND+Kay&pg=5&id=ED482542">Teacher Inquiry: Living the Research in Everyday Practice.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clarke, Anthony, Ed.; Erickson, Gaalen, Ed. This book includes 22 papers in three parts. After (1) "Teacher Inquiry: A Defining Feature of Professional Practice" (Anthony Clarke and Gaalen Erickson), Part 1, "Enacting Teacher Research in Practice Settings," includes (2) "Writing Matters: Exploring the Relationship between Writing Instruction and Assessment"… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pre+AND+calculus&pg=5&id=EJ940927','ERIC'); return false;" href="https://eric.ed.gov/?q=Pre+AND+calculus&pg=5&id=EJ940927">Translations among Mathematical Representations: Teacher Beliefs and Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bosse, Michael J.; Adu-Gyamfi, Kwaku; Cheetham, Meredith 2011-01-01 Student ability, teacher expectations, respective degrees of difficulty, and curriculum and instructional practices all work together to provide students experiences leading to differing levels of success in respect to mathematical translations. Herein, we discuss teacher beliefs and instructional practices, investigate why some translations seem… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=flore&pg=4&id=EJ934098','ERIC'); return false;" href="https://eric.ed.gov/?q=flore&pg=4&id=EJ934098">New Teachers' Identity Shifts at the Boundary of Teacher Education and Initial Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Beauchamp, Catherine; Thomas, Lynn 2011-01-01 As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=wiley&pg=6&id=ED534379','ERIC'); return false;" href="https://eric.ed.gov/?q=wiley&pg=6&id=ED534379">Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wiley, Caroline Rose Hummel 2011-01-01 The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........47P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........47P">Online information seeking practices of biology teachers and the perceived influences on instructional planning</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Perrault, Anne Marie The purpose of this study was to examine biology teachers' perceptions of how their online information seeking practices influence their instructional planning. When teachers engage in activities to locate, evaluate, and use online information and resources, a myriad of inter-related and often inseparable consequences follows. These influences may be any combination of direct/indirect, desirable/undesirable, or anticipated/unanticipated (Rogers, 2003). This exploratory study collected baseline data regarding teachers' online practices and its influence on their practice. There were two phases of data collection in this study. Phase I was an online survey of more than seventy New York State biology teachers. The survey was intended to capture (1) a snapshot of the biology teachers' online information seeking practices during the summer and fall 2004, and (2) their perceptions regarding how their online practices influenced their instructional planning. In Phase II, ten study participants were interviewed in order to explore in greater detail the consequences of their online information seeking practices on their instructional planning. Four themes reflecting the consequences of teachers' information seeking practices emerged from the data analysis: Currency of Information; Sparking of Ideas and Gaining Personal Knowledge; Resource Management and the Role of Time; and Webs of Sharing. Each theme encompassed both the purposeful and the indirect actions by teachers to access knowledge and resources to refine and improve their instructional planning. This study's findings show that teachers are using a greater number and wider range of current and multi-modal resources than pre-Internet and they perceive this as an advantage in creating authentic, inquiry-based learning experiences. A notable discovery was of the under-use by teachers of educational online resources specifically designed to support teaching and learning activities (e.g., digital libraries, online </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Writing+AND+competencies+AND+high+AND+school&pg=7&id=EJ797350','ERIC'); return false;" href="https://eric.ed.gov/?q=Writing+AND+competencies+AND+high+AND+school&pg=7&id=EJ797350">Simulation and the Need for Practice in Teacher Preparation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Girod, Mark; Girod, Gerald R. 2008-01-01 Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary to connect their teaching to the learning of all children employing the framework of teacher work samples (TWS). Pilot study data comparing simulation… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1118950.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1118950.pdf">Practice-Oriented Teachers' Training: Innovative Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shukshina, Tatjana I.; Gorshenina, Svetlana N.; Buyanova, Irina B.; Neyasova, Irina A. 2016-01-01 Modernization of Russian education meets the global trend of professionalization of teachers' training which assumes strengthening the practical orientation of educational programs as a significant factor in increasing the competitiveness of the teacher in the modern educational environment. The purpose of the article is to identify and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=relationship+AND+pedagogical&pg=3&id=ED576282','ERIC'); return false;" href="https://eric.ed.gov/?q=relationship+AND+pedagogical&pg=3&id=ED576282">Enhancing Teacher Efficacy and Pedagogical Practices amongst General and Special Education Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Coleman, Michael 2017-01-01 The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=autonomy+AND+culture&pg=3&id=ED570349','ERIC'); return false;" href="https://eric.ed.gov/?q=autonomy+AND+culture&pg=3&id=ED570349">Teacher Leadership and Teacher Efficacy: A Correlational Study Comparing Teacher Perceptions of Leadership and Efficacy and Teacher Evaluation Scores from the North Carolina Educator Evaluation System</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Guenzler, April M. 2016-01-01 This study sought to identify correlations between constructs of teacher leadership, teacher efficacy, and teacher evaluation. Teacher perceptual data of support of teacher leadership, perceptual data on personal teacher efficacy, and teacher self-reported scores from the North Carolina Educator Evaluation System were gathered. The relationships… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1999PhDT.......214K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1999PhDT.......214K">A comparison of observed teaching practices with teacher perceptions of their teaching during and following major funding</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Kimble, Larry Lee The purposes of this study were: (1) to determine how the teaching practices of eight exemplary Iowa teachers changed over time (1994--1999); (2) to investigate discrepancies between the perceptions of teaching compared with actual performance of these behaviors exhibited in videotapes of their teaching; and (3) to determine how STS/Constructivist teaching behaviors changed after major NSF funding. Data were collected at multiple times over a five year period. Quantitative data included use of the ESTEEM for evaluating three consecutive days of "best" teaching on the part of the eight teachers. The TPI and CLES were used for measuring perceptions of the teachers. Interviews concerning classrooms and teaching practices were conducted. Assessment and teaching methods were also reviewed. Major findings include: (1) Teaching practices indicate that all eight teachers achieved expert status in all four areas measured by the ESTEEM. These include (1) facilitating the learning process from a constructivist perspective; (2) content-specific pedagogy related to student understanding; (3) adjustments in strategies based on interactions with the students; and (4) teacher knowledge of subject matter. Constructivist practices improved significantly at each data sampling over the studied period (significant at the .05 level). (2) Teacher perceptions of their constructivist teaching practices as measured by the TPI and CLES were very high. This was especially true for the CLES where five areas of constructivist teaching were evaluated, namely: (1) personal relevance; (2) scientific uncertainty; (3) critical voice; (4) shared control, and (5) student negotiations. The perceptions continued to improve over the studied period (significant at the .05 level). (3) Similarities between teacher observed practices and their perceptions of their teaching were noted. In many cases, the actual practices were observed to be better. (4) The teachers improved regarding wait-time between teacher </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=abuse+AND+sexual+AND+child&pg=4&id=EJ980555','ERIC'); return false;" href="https://eric.ed.gov/?q=abuse+AND+sexual+AND+child&pg=4&id=EJ980555">Exploratory Factor Analysis and Psychometric Evaluation of the Teacher Reporting Attitude Scale for Child Sexual Abuse</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Walsh, Kerryann; Rassafiani, Mehdi; Mathews, Ben; Farrell, Ann; Butler, Des 2012-01-01 This paper presents an evaluation of an instrument to measure teachers' attitudes toward reporting child sexual abuse and discusses the instrument's merit for research into reporting practice. Based on responses from 444 Australian teachers, the Teachers' Reporting Attitude Scale for Child Sexual Abuse was evaluated using exploratory factor… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=university+AND+teachers&pg=4&id=EJ1064363','ERIC'); return false;" href="https://eric.ed.gov/?q=university+AND+teachers&pg=4&id=EJ1064363">University-School Partnerships: Student Teachers' Evaluations across Nine Partnerships in Israel</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maskit, Ditza; Orland-Barak, Lily 2015-01-01 This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=web+AND+administration&pg=4&id=ED576595','ERIC'); return false;" href="https://eric.ed.gov/?q=web+AND+administration&pg=4&id=ED576595">Effective Practices to Support Year-Long Student Teachers by Cooperating Teachers and the School District</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Olson, Heather 2017-01-01 The purpose of the study was to determine what student teachers perceive as an effective practice used by their cooperating teacher and school district to enhance the success of the year-long student teaching experience. In addition, the study intended to determine the differences in what student teachers perceive as effective practice based on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=system+AND+thought+AND+process&pg=2&id=ED575838','ERIC'); return false;" href="https://eric.ed.gov/?q=system+AND+thought+AND+process&pg=2&id=ED575838">Rural Principals and the North Carolina Teacher Evaluation Process: How Has the Transition from the TPAI-R to the New Evaluation Process Changed Principals' Evaluative Practices?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fuller, Charles Avery 2016-01-01 Beginning with the 2010-2011 school year the North Carolina State Board of Education (SBE) mandated the use of the North Carolina Teacher Evaluation Process (Evaluation Process) for use in all public school systems in the state to conduct teacher observations and evaluations. The Evaluation Process replaced the Teacher Performance Appraisal… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Google&pg=2&id=EJ1168633','ERIC'); return false;" href="https://eric.ed.gov/?q=Google&pg=2&id=EJ1168633">Using Google Docs to Enhance the Teacher Work Sample: Building e-Portfolios for Learning and Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gugino, Jessica 2018-01-01 The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates' performance in special education… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analysis+AND+coach&pg=2&id=EJ1117863','ERIC'); return false;" href="https://eric.ed.gov/?q=analysis+AND+coach&pg=2&id=EJ1117863">Learning to Coach in Practice-Based Teacher Education: A Self-Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Drake, Michael R. A. 2016-01-01 In some forms of practice-based teacher education, one important task for the teacher educator is to undertake in-the-moment coaching during rehearsals of practice. However, being such a coach is a new role for many teacher educators and requires a different skill set to other forms of teacher educator practice. In addition, there is little… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=taylor+t+b&pg=4&id=ED433121','ERIC'); return false;" href="https://eric.ed.gov/?q=taylor+t+b&pg=4&id=ED433121">When Teachers Reflect: Journeys toward Effective, Inclusive Practice.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tertell, Elizabeth A., Ed.; Klein, Susan M., Ed.; Jewett, Janet L., Ed. On the premise that hearing other preschool teachers talk about their challenges in creating inclusive settings is a powerful impetus to reflect about one's own teaching practice, this book contains personal narratives by 18 teachers about their journeys toward inclusive, developmentally appropriate practice in early childhood education. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JSTEd..26..139L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JSTEd..26..139L">Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Lakin, Joni M.; Wallace, Carolyn S. 2015-03-01 Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers' use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+Forms+AND+evaluation&pg=6&id=EJ1037297','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+Forms+AND+evaluation&pg=6&id=EJ1037297">Views from Below: Students' Perceptions of Teaching Practice Evaluations and Stakeholder Roles</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sosibo, Lungi 2013-01-01 Interest in teaching practice as an essential component of teacher education is growing. In spite of this, there is a dearth of research investigating students' perceptions of teaching practice evaluations from them as beneficiaries. This qualitative study examines students' perceptions of teaching practice evaluations administered by means of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......194W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......194W">A Bolman and Deal Framework of Science Teachers' Beliefs on Teacher Preparation and Reform Practices for Diverse Learners</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Whitmyer, Charnita P. This dissertation uses Bolman and Deal's Four Framework approach to reframing an organization to examine science teachers' beliefs on teacher preparation and reform practices for diverse learners. Despite the national emphasis on "science for all students" in the National Science Education Standards (NRC, 2011), some traditionally underserved groups tend to underperform on standardized measures of science learning (Kober, 2001; Darling-Hammond, 2010; Bracey, 2009; Kozol, 2009, 2007; PCAST, 2012); and teachers struggle to meet the needs of these students (Hira, 2010). The literature is replete with calls for a better understanding of teacher quality as an entry point into increased student achievement in science. In the current study, the 2012 National Survey of Science and Mathematics Education (NSSME) was used to gain an understanding of science teacher quality in the United States, and SPSS 22.0 software was used to evaluate descriptive and inferential statistics, including bivariate correlation analysis, simple linear regression, and a multiple regression of the survey responses. The findings indicated that professional development was the most salient predictor of teachers' preparedness to teach diverse learners. Findings further showed that teachers who held favorable perceptions of preparedness to teach diverse learners were more likely to use reform-oriented practices. This study contributes to an emerging area of research on science teacher quality and its influence on instructional reform for diverse learners. The study concludes with a discussion of supports and obstacles that may enable or inhibit the development of these relationships. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=videos+AND+pedagogy&pg=2&id=EJ1059370','ERIC'); return false;" href="https://eric.ed.gov/?q=videos+AND+pedagogy&pg=2&id=EJ1059370">Fostering Teacher Candidates' Reflective Practice through Video Editing</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Trent, Margaret; Gurvitch, Rachel 2015-01-01 Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=conducting+AND+scientific+AND+research&pg=4&id=EJ979556','ERIC'); return false;" href="https://eric.ed.gov/?q=conducting+AND+scientific+AND+research&pg=4&id=EJ979556">Teachers' Practices of Inquiry When Teaching Investigations: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dudu, Washington T.; Vhurumuku, Elaosi 2012-01-01 Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015Sc%26Ed..24..229J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015Sc%26Ed..24..229J">Making Philosophy of Science Education Practical for Science Teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Janssen, F. J. J. M.; van Berkel, B. 2015-04-01 Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=theory&pg=2&id=EJ1082150','ERIC'); return false;" href="https://eric.ed.gov/?q=theory&pg=2&id=EJ1082150">Enriching Practical Knowledge: Exploring Student Teachers' Competence in Integrating Theory and Practice of Mathematics Teaching</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Oonk, Wil; Verloop, Nico; Gravemeijer, Koeno P. E. 2015-01-01 This study concentrated on the theory-practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20919477','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20919477">[An instrument in Spanish to evaluate the performance of clinical teachers by students].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bitran, Marcela; Mena, Beltrán; Riquelme, Arnoldo; Padilla, Oslando; Sánchez, Ignacio; Moreno, Rodrigo 2010-06-01 The modernization of clinical teaching has called for the creation of faculty development programs, and the design of suitable instruments to evaluate clinical teachers' performance. To report the development and validation of an instrument in Spanish designed to measure the students' perceptions of their clinical teachers' performance and to provide them with feedback to improve their teaching practices. In a process that included the active participation of authorities, professors in charge of courses and internships, clinical teachers, students and medical education experts, we developed a 30-item questionnaire called MEDUC30 to evaluate the performance of clinical teachers by their students. The internal validity was assessed by factor analysis of 5214 evaluations of 265 teachers, gathered from 2004 to 2007. The reliability was measured with the Cronbach's alpha coefficient and the generalizability coefficient (g). MEDUC30 had good content and construct validity. Its internal structure was compatible with four factors: patient-centered teaching, teaching skills, assessment skills and learning climate, and it proved to be consistent with the structure anticipated by the theory. The scores were highly reliable (Cronbach's alpha: 0.97); five evaluations per teacher were sufficient to reach a reliability coefficient (g) of 0.8. MEDUC30 is a valid, reliable and useful instrument to evaluate the performance of clinical teachers. To our knowledge, this is the first instrument in Spanish for which solid validity and reliability evidences have been reported. We hope that MEDUC30 will be used to improve medical education in Spanish-speaking medical schools, providing teachers a specific feedback upon which to improve their pedagogical practice, and authorities with valuable information for the assessment of their faculty. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725">Students' Ratings of Teacher Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z. 2013-01-01 In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1153685.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1153685.pdf">Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kaymakamoglu, Sibel Ersel 2018-01-01 This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED397131.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED397131.pdf">Evaluation of Instructional Practice in the Secondary School Mathematics Classroom: A Cognitive Perspective.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Artzt, Alice F.; Armour-Thomas, Eleanor The purpose of this exploratory study was to develop a model for evaluating teachers' instructional practices in mathematics and the cognitions associated with these practices. The sample consisted of seven beginning and seven experienced teachers of secondary school mathematics, who each taught one lesson of his or her own design. To evaluate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=atom+AND+composition&id=ED551411','ERIC'); return false;" href="https://eric.ed.gov/?q=atom+AND+composition&id=ED551411">Practicing and Pre-Service Elementary Teachers' Representations of Matter</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Weller, Jessica Kristine 2012-01-01 This qualitative exploratory study investigated practicing and pre-service elementary teachers' representations of the nature of matter and the ways in which those representations were transformed into teaching representations. Seven practicing elementary teachers from a rural elementary school and five pre-service elementary teachers were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+processes&pg=7&id=EJ1074064','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+processes&pg=7&id=EJ1074064">Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi 2015-01-01 This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Language+AND+body&pg=5&id=EJ1021414','ERIC'); return false;" href="https://eric.ed.gov/?q=Language+AND+body&pg=5&id=EJ1021414">Teacher Educators' Research Practices: An Explorative Study of Teacher Educators' Perceptions on Research</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Willemse, T. M.; Boei, F. 2013-01-01 Research conducted by teacher educators is considered important for their professional development, their actual teaching practice and their body of knowledge. However, for many teacher educators in Universities of Applied Sciences (UAS) in the Netherlands, research is a new challenge. A survey was conducted among 508 such teacher educators… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005JRScT..42.1063B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005JRScT..42.1063B">Data and graph interpretation practices among preservice science teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Bowen, G. Michael; Roth, Wolff-Michael 2005-12-01 The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (authentic) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28790956','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28790956">The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Zhao, Hongyu; Zhang, Xiaohui 2017-01-01 The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=anticipatory&pg=5&id=EJ934120','ERIC'); return false;" href="https://eric.ed.gov/?q=anticipatory&pg=5&id=EJ934120">Fostering Meaning-Oriented Learning and Deliberate Practice in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D. 2011-01-01 Meaning-oriented learning and deliberate practice may be expected to promote student teachers' continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=4&id=EJ1094764','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=4&id=EJ1094764">Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hildenbrand, Susan M.; Arndt, Katrina 2016-01-01 This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Definition+AND+phenomenology&pg=6&id=ED577639','ERIC'); return false;" href="https://eric.ed.gov/?q=Definition+AND+phenomenology&pg=6&id=ED577639">Exploring Teachers' Beliefs and Their Influence on Grading Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jenkins, Kimberly 2017-01-01 Purpose: The purpose of this phenomenological study was to examine the experiences of middle school teachers that shaped their beliefs as they relate to grading practices. The study offers insight for school leaders when addressing grading practices with teachers and may inform decisions regarding professional development for teachers. Conceptual… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles&pg=7&id=EJ1101679','ERIC'); return false;" href="https://eric.ed.gov/?q=principles&pg=7&id=EJ1101679">Developing Principles of Physical Education Teacher Education Practice through Self-Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fletcher, Tim 2016-01-01 Background: The articulation of specific principles of teacher education practice allows teacher educators to make explicit the beliefs, values, and actions that shape their practice. Engaging in processes to articulate the principles that guide practice is beneficial not only for teacher educators and their colleagues but also for students. There… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16740671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16740671">Process evaluation of the teacher training for an AIDS prevention programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ahmed, Nazeema; Flisher, Alan J; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman 2006-10-01 This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mobile+AND+phone&pg=4&id=EJ1031974','ERIC'); return false;" href="https://eric.ed.gov/?q=mobile+AND+phone&pg=4&id=EJ1031974">Developing Teachers' Pedagogical Practice in Teaching Science Lessons with Mobile Phones</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ekanayake, T. M. S. S. K. Y.; Wishart, J. M. 2014-01-01 This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=permissive+AND+parenting+AND+style&pg=5&id=EJ783203','ERIC'); return false;" href="https://eric.ed.gov/?q=permissive+AND+parenting+AND+style&pg=5&id=EJ783203">Looking at Teacher Practices through the Lens of Parenting Style</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Walker, Joan M. T. 2008-01-01 In this article, the author used a parenting style framework to explain mixed evidence about the influence of teacher practices on student outcomes. Participants included 3 fifth-grade math teachers and 45 of their students. The author assessed teacher practices, teaching style (i.e., demandingness and responsiveness), student engagement,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1137668.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1137668.pdf">At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sawyer, Richard D.; Neel, Michael; Coulter, Matthew 2016-01-01 This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation program, and a professional practice doctoral… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED387537.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED387537.pdf">How Do You Evaluate Everyone Who Isn't a Teacher? An Adaptable Evaluation Model for Professional Support Personnel.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stronge, James H.; And Others The evaluation of professional support personnel in the schools has been a neglected area in educational evaluation. The Center for Research on Educational Accountability and Teacher Evaluation (CREATE) has worked to develop a conceptually sound evaluation model and then to translate the model into practical evaluation procedures that facilitate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Akon&id=EJ819748','ERIC'); return false;" href="https://eric.ed.gov/?q=Akon&id=EJ819748">Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M. 2006-01-01 The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Knowledge+AND+space&pg=6&id=EJ1150992','ERIC'); return false;" href="https://eric.ed.gov/?q=Knowledge+AND+space&pg=6&id=EJ1150992">An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Steele, Annfrid R. 2017-01-01 There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=benefits+AND+eating+AND+food&pg=3&id=EJ854540','ERIC'); return false;" href="https://eric.ed.gov/?q=benefits+AND+eating+AND+food&pg=3&id=EJ854540">School Food Practices of Prospective Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya 2007-01-01 Background: Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=grossman&pg=2&id=EJ1106000','ERIC'); return false;" href="https://eric.ed.gov/?q=grossman&pg=2&id=EJ1106000">Making It Real: A Practice-Based Early Childhood Teacher Education Program</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vartuli, Sue; Snider, Karrie; Holley, Maggie 2016-01-01 In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EJEE...41..123A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EJEE...41..123A">Teacher's experiences in PBL: implications for practice</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S. 2016-03-01 Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+observation&pg=3&id=EJ1169203','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+observation&pg=3&id=EJ1169203">Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pressley, Tim; Roehrig, Alysia D.; Turner, Jeannine E. 2018-01-01 This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1125261.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1125261.pdf">Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Downing, Pamela R. 2016-01-01 The purpose of this quantitative study was to explore whether or not increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction. Student growth measures required by the OTES increased teacher accountability. Today, teachers are largely evaluated based on the results of what they do in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=review+AND+23&pg=5&id=ED524380','ERIC'); return false;" href="https://eric.ed.gov/?q=review+AND+23&pg=5&id=ED524380">An Exploration of Self-Efficacy in a Teacher-Educator's Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tobery-Nystrom, Jamelyn C. 2011-01-01 Designed in response to an expressed need for assessment measures of teacher preparation programs, this exploratory study presents one method to assess and improve teacher-educator practices (Crowe, 2010; Gardiner, 2007). Teacher-educators have discovered that conducting a personal assessment or a self-study of one's practice is a way to improve… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=critical+AND+incident+AND+interview&pg=6&id=EJ1092222','ERIC'); return false;" href="https://eric.ed.gov/?q=critical+AND+incident+AND+interview&pg=6&id=EJ1092222">Teachers' Views of the Impact of School Evaluation and External Inspection Processes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hopkins, Elizabeth; Hendry, Helen; Garrod, Frank; McClare, Siobhan; Pettit, Daniel; Smith, Luke; Burrell, Hannah; Temple, Jennifer 2016-01-01 The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22principal+agent%22&pg=3&id=ED567337','ERIC'); return false;" href="https://eric.ed.gov/?q=%22principal+agent%22&pg=3&id=ED567337">Ethical Decision-Making by High School Principals in Evaluating Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bakopoulos, Fotini 2013-01-01 The purpose of this study was to examine the ethical beliefs and preparation practices of high school principals when making decisions on the evaluation of teacher performance for retention and/or tenure. The participants consisted of a total of 10 high school principals, associate principals, and assistant principals who evaluate the performance… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Video&pg=5&id=EJ1106623','ERIC'); return false;" href="https://eric.ed.gov/?q=Video&pg=5&id=EJ1106623">Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Arya, Poonam; Christ, Tanya; Chiu, Ming Ming 2016-01-01 Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT........43N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT........43N">A narrative inquiry into novice science mentor teachers' mentoring practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Naseem, Samina Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=certified+AND+librarians&pg=2&id=EJ880038','ERIC'); return false;" href="https://eric.ed.gov/?q=certified+AND+librarians&pg=2&id=EJ880038">Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Banas, Jennifer R. 2010-01-01 To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+learning+AND+space&pg=5&id=ED571293','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+learning+AND+space&pg=5&id=ED571293">Pedagogy and Practice for Online English Language Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan 2016-01-01 Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=influence+AND+teacher+AND+children+AND+development&pg=2&id=EJ1128661','ERIC'); return false;" href="https://eric.ed.gov/?q=influence+AND+teacher+AND+children+AND+development&pg=2&id=EJ1128661">Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia 2017-01-01 Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1086325.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1086325.pdf">Desirable Attributes and Practices for Mentees: Mentor Teachers' Expectations</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hudson, Peter 2013-01-01 Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22916546','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22916546">Empowering teachers to change youth practices: evaluating teacher delivery and responses to the FLHE programme in Edo State, Nigeria.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Dlamini, Nombuso; Okoro, Felicia; Ekhosuehi, Uyi Oni; Esiet, Adenike; Lowik, A J; Metcalfe, Karen 2012-06-01 School-based programming is one of the most common approaches to HIV/AIDS prevention among youth. This paper presents the history and development of the Family Life and HIV Education (FLHE) programme in Edo State, Nigeria and results of evaluation of teacher actions and responses to training in its delivery. Results indicate that teachers benefited from the training, were aware of new and/or existing teaching resources and began to teach about HIV/AIDS. Teachers expressed that the programme facilitated open dialogue about HIV/AIDS. However, given limited human resources, FLHE was viewed as additional work to already overloaded teaching schedules. It is recommended that the Ministry of Education channel resources to enhance teachers' efforts towards combating HIV/AIDS. To facilitate learning about sexual health and family life, it is recommended that FLHE-based training be viewed as the first rather than the only step towards teacher professional development in this area. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=collection+AND+evaluation&pg=7&id=EJ1143547','ERIC'); return false;" href="https://eric.ed.gov/?q=collection+AND+evaluation&pg=7&id=EJ1143547">Physical Education Teacher Perceptions of Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Norris, Jason; van der Mars, Hans; Kulinna, Pamela; Amrein-Beardsley, Audrey; Kwon, Jayoun; Hodges, Michael 2017-01-01 Purpose: The purpose of this study was to develop a better understanding of current PE teachers' perceptions of teacher evaluation systems. Method: A mixed methods approach was used and two sources of data collection were used: (a) a short survey of PE teachers (n = 22) in one urban school district and (b) a formal semistructured interview with 10… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=auckland+AND+new+AND+zealand&pg=5&id=EJ658088','ERIC'); return false;" href="https://eric.ed.gov/?q=auckland+AND+new+AND+zealand&pg=5&id=EJ658088">Assessment of School Mathematics: Teachers' Perceptions and Practices.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pfannkuch, Maxine 2001-01-01 Reports on part of a 10-year interval longitudinal study on teacher assessment practices in Auckland, New Zealand. Indicates that primary teachers are using a variety of assessment strategies in a mastery-based system and secondary teachers commonly use alternative assessment strategies in non-examination classes. Suggests that an education system… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=open+AND+book+AND+management&pg=3&id=ED509353','ERIC'); return false;" href="https://eric.ed.gov/?q=open+AND+book+AND+management&pg=3&id=ED509353">Best Ideas for Teaching with Technology: A Practical Guide for Teachers, by Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Reich, Justin; Daccord, Thomas 2008-01-01 This practical, how-to guide makes it easy for teachers to incorporate the latest technology in their classes. Employing an informal workshop approach, the book avoids technical jargon and pays special attention to the needs of teachers who are expanding the use of computers in their classroom. The authors focus on what teachers do and how they… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Local+AND+impacts+AND+environment&pg=4&id=EJ1034266','ERIC'); return false;" href="https://eric.ed.gov/?q=Local+AND+impacts+AND+environment&pg=4&id=EJ1034266">Evaluating Teachers' Self-Perceptions of Their Knowledge and Practice after Participating in an Environmental Education Professional Development Program</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sondergeld, Toni A.; Milner, Andrea R.; Rop, Charles 2014-01-01 Building teachers' confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. "A River Runs Through It (ARRT)" is an integrated environmental education professional development program, immersed practicing teachers in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21093124','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21093124">Reframing the Australian nurse teacher competencies: do they reflect the 'REAL' world of nurse teacher practice?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Guy, Jacqui; Taylor, Christine; Roden, Janet; Blundell, Jennifer; Tolhurst, Gerda 2011-04-01 The Australian nurse teacher competencies were introduced in 1996; however, the researchers perceived that changes to the health care system and a nursing workforce shortage may have affected nurse teacher roles over the past decade. This study aimed to explore perceptions of nurse teachers on the applicability of the current Australian nurse teacher competencies to practice, and modify the nurse teacher competencies to better reflect current practice. Methodology utilized mixed methods, and data collection was via focus groups, telephone interviews, and survey data. Results revealed that participants were mostly positive about the original competency statements, although there were some variations between items. Themes that emerged from the qualitative data were: changing trends in health care; preparation for teaching; understanding of the competencies, contextual influences on education role; nurse teachers as change agents, and resource management. Conclusions were that the Australian nurse teacher competencies (1996) were reflective of the current generic roles of nurse teachers however some of the competencies needed reframing to meet the current needs of nurse teachers. However, changes needed to be made in areas such as reducing complex language, inclusion of technology, and cultural competencies. Nurse teachers were supportive of the research because they valued the teacher competencies for reflection on their practice and the development of portfolios, job descriptions and performance appraisals. Copyright © 2010. Published by Elsevier Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013JSEdT..22..314H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013JSEdT..22..314H">Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa 2013-06-01 Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=expectancy+AND+value+AND+model&pg=5&id=EJ723738','ERIC'); return false;" href="https://eric.ed.gov/?q=expectancy+AND+value+AND+model&pg=5&id=EJ723738">Implementing Computer Technologies: Teachers' Perceptions and Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wozney, Lori; Venkatesh, Vivek; Abrami, Philip 2006-01-01 This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy-value theory, the Technology Implementation Questionnaire (TIQ) was developed; it consists of 33 belief items… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1066950','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1066950">Teacher Beliefs, Knowledge, and Practice of Self-Regulated Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Spruce, Robin; Bol, Linda 2015-01-01 This study examined teacher beliefs, knowledge, and classroom practice of self-regulated learning for ten elementary and middle school teachers. Using Zimmerman's SRL model to frame our method and results, we administered questionnaires, observed classrooms and conducted interviews with these teachers. Teachers had positive beliefs about the role… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AIPC.1064...46S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AIPC.1064...46S">Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Scantlebury, Kathryn 2008-10-01 Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Knowledge+AND+management&pg=5&id=ED524241','ERIC'); return false;" href="https://eric.ed.gov/?q=Knowledge+AND+management&pg=5&id=ED524241">Teachers' Professional Learning: The Role of Knowledge Management Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Niehoff, Karissa 2010-01-01 This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=SUPERVISION&pg=2&id=EJ1096024','ERIC'); return false;" href="https://eric.ed.gov/?q=SUPERVISION&pg=2&id=EJ1096024">Teacher Supervision Practices and Principals' Characteristics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> April, Daniel; Bouchamma, Yamina 2015-01-01 A questionnaire was used to determine the individual and collective teacher supervision practices of school principals and vice-principals in Québec (n = 39) who participated in a research-action study on pedagogical supervision. These practices were then analyzed in terms of the principals' sociodemographic and socioprofessional characteristics… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Ripple&pg=6&id=EJ948183','ERIC'); return false;" href="https://eric.ed.gov/?q=Ripple&pg=6&id=EJ948183">A Practice Turn for Teacher Education?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Reid, Jo-Anne 2011-01-01 Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines. We are working,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1161479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1161479.pdf">Value Related Practices Used by Teacher Educators at a Public University, Islamabad</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mahmood, Munazza; Rizvi, Syed Asad Abbas; Perveen, Uzma 2017-01-01 Values play a vital role in any teacher-training program. The value practices, used by teacher educators affect students' understanding and practicing of values. This study aimed to explore the value related practices of teacher educators and to rank the value practices of education programs at a public sector university. Survey method was used… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.2065M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.2065M">Differentiating Science Instruction: Secondary science teachers' practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Maeng, Jennifer L.; Bell, Randy L. 2015-09-01 This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=influence+AND+teacher+AND+cognitive+AND+development&pg=5&id=EJ969024','ERIC'); return false;" href="https://eric.ed.gov/?q=influence+AND+teacher+AND+cognitive+AND+development&pg=5&id=EJ969024">Teachers' Sources of Knowledge for Field Trip Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rebar, Bryan M. 2012-01-01 Teachers draw from many personal and professional experiences when organising and leading field trips. In order to identify the influences on teachers' field trip practices, I used surveys, interviews, artifacts and observations gathered from teachers who led trips to an aquarium. Findings clarified the types of influence and the impact that these… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion&pg=4&id=EJ1090190','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion&pg=4&id=EJ1090190">Teacher Education for Inclusive Practice--Responding to Policy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alexiadou, Nafsika; Essex, Jane 2016-01-01 This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=jury&pg=4&id=EJ1032945','ERIC'); return false;" href="https://eric.ed.gov/?q=jury&pg=4&id=EJ1032945">Secondary Teachers' Conceptions and Practices of Assessment Models: The Case for Mathematics Teachers in Jordan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al Duwairi, Ahmed 2013-01-01 This study aimed at investigating the extent to which secondary schools mathematics teachers practice to assessment models in their mathematics teaching and learning. Definitely, the study aimed at answering the following questions: (1) To what extent do secondary schools mathematics teachers practice each of the assessment models in their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........29H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........29H">Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Higdon, Robbie L. The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evolution+AND+technology&pg=3&id=EJ1143733','ERIC'); return false;" href="https://eric.ed.gov/?q=evolution+AND+technology&pg=3&id=EJ1143733">Second Language Teacher Development through CALL Practice: The Emergence of Teachers' Agency</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kitade, Keiko 2015-01-01 A growing number of studies examining second language (L2) teacher education from the perspective of sociocultural theory, in particular the activity theory framework (Engeström, 1999), show that transformations in teachers' cognition and practice can be fostered through negotiation of sociocultural and cognitive dissonance in their teaching… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED529344.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED529344.pdf">Developing Practice: Teaching Teachers Today for Tomorrow</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mays, Tony John 2011-01-01 This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ836014','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ836014">Transfer of Online Professional Learning to Teachers' Classroom Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug 2009-01-01 Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1112799.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1112799.pdf">Female Teachers' Professional Development through Action Research Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hassen, Rukya 2016-01-01 This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TYPES+AND+OF+AND+MOTIVATION&pg=7&id=EJ856830','ERIC'); return false;" href="https://eric.ed.gov/?q=TYPES+AND+OF+AND+MOTIVATION&pg=7&id=EJ856830">Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McKool, Sharon S.; Gespass, Suzanne 2009-01-01 This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........37S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........37S">Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ssempala, Fredrick High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24874072','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24874072">Assessing clinical practice of student nurses: Views of teachers, mentors and students.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Helminen, Kristiina; Tossavainen, Kerttu; Turunen, Hannele 2014-08-01 Assessment received by students affects the way that they conduct their studies and shapes their interests in clinical placements. It is therefore important that mentors and teachers have high quality assessment strategies to ensure the competence of nursing students. The objective of this study is to describe the views and experiences of nursing students, nursing teachers, and mentors on the final assessment of nursing students in clinical practice. The study also investigates respondents' views on using a standardized national or European scheme for clinical assessment in the future. Descriptive survey design with a questionnaire. Implemented in five Finnish universities of applied sciences and in five partner hospitals. Nursing students (n=276), nursing teachers (n=108) and mentors (n=225). A questionnaire was used to collect data. Survey data were analyzed by using SPSS version 19. Descriptive statistics and cross tabulations were used to characterize the data. Nursing students felt that they had spent enough time with their mentors during their clinical practice period to ensure that the mentors could assess their behavior. Mentors also evaluated that they had spent enough time with the students. Students and mentors both indicated occasional difficulties with the language used in the competence assessment document. Most of the nursing students and mentors shared the view that it is always necessary for a teacher to be involved in the final assessment discussion. The study highlights the importance of assessment skills of mentors and the important role of the teachers. Findings from this study indicate that nursing students' clinical practice assessment already includes many good practices, but we still have some difficulties in ensuring effective measures of competence. Copyright © 2014. Published by Elsevier Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED578205.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED578205.pdf">The Opinions of Pre-Service Science Teachers on School Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kubat, Ulas 2017-01-01 The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=activities+AND+improve+AND+motivation+AND+teaching&pg=3&id=EJ930568','ERIC'); return false;" href="https://eric.ed.gov/?q=activities+AND+improve+AND+motivation+AND+teaching&pg=3&id=EJ930568">How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P. 2011-01-01 Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567738.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567738.pdf">Teacher Evaluation in Practice: Exploring Relationships between School Characteristics & Evaluation Scores</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sporte, Susan E.; Jiang, Jennie Y.; Luppescu, Stuart 2016-01-01 Decades of research evidence have consistently suggested teachers are the most important in-school factor related to student learning and achievement. Being taught by an effective teacher has important consequences for students' academic outcomes as well as longer-term impacts on postsecondary success and lifetime earnings. Yet how to measure… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1108117.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1108117.pdf">Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ficarra, Laura; Quinn, Kevin 2014-01-01 In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=statistics+AND+stephen&pg=5&id=EJ953905','ERIC'); return false;" href="https://eric.ed.gov/?q=statistics+AND+stephen&pg=5&id=EJ953905">Assessing the Quality of Teachers' Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan 2012-01-01 This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Social+AND+Theory+AND+International+AND+Politics%2c&pg=6&id=EJ828359','ERIC'); return false;" href="https://eric.ed.gov/?q=Social+AND+Theory+AND+International+AND+Politics%2c&pg=6&id=EJ828359">Focusing the Gaze: Teacher Interrogation of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nayler, Jennifer M.; Keddie, Amanda 2007-01-01 Within an Australian context of diminishing opportunities for equitable educational outcomes, this paper calls for teacher engagement in a "politics of resistance" through their focused gaze in relation to the ways in which they are positioned in their everyday practice. Our belief is that the resultant knowledge might equip teachers to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=parochialism&pg=2&id=EJ345362','ERIC'); return false;" href="https://eric.ed.gov/?q=parochialism&pg=2&id=EJ345362">Lessons for Teacher Education from Corporate Practice.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Houston, W. Robert 1987-01-01 Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED516803.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED516803.pdf">Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Baker, Eva L.; Barton, Paul E.; Darling-Hammond, Linda; Haertel, Edward; Ladd, Helen F.; Linn, Robert L.; Ravitch, Diane; Rothstein, Richard; Shavelson, Richard J.; Shepard, Lorrie A. 2010-01-01 Every classroom should have a well-educated, professional teacher, and school systems should recruit, prepare, and retain teachers who are qualified to do the job. Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers. Many policy makers have recently come to believe that this failure… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mental+AND+Practice&id=EJ1170436','ERIC'); return false;" href="https://eric.ed.gov/?q=Mental+AND+Practice&id=EJ1170436">Supporting Pupils' Mental Health through Everyday Practices: A Qualitative Study of Teachers and Head Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maelan, Ellen Nesset; Tjomsland, Hege Eikeland; Baklien, Børge; Samdal, Oddrun; Thurston, Miranda 2018-01-01 This study aimed to explore teachers' and head teachers' understandings of how they work to support pupils' mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers' and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=review+AND+23&id=EJ1050079','ERIC'); return false;" href="https://eric.ed.gov/?q=review+AND+23&id=EJ1050079">Training Teachers in Evidence-Based Practice for Individuals with Autism Spectrum Disorder: A Review of the Literature</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alexander, Jennifer L.; Ayres, Kevin M.; Smith, Katie A. 2015-01-01 In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3053018','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3053018">Teacher performance goal practices and elementary students’ behavioral engagement: A developmental perspective</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Hughes, Jan N.; Wu, Wei; West, Stephen G. 2010-01-01 We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21215834','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21215834">Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hughes, Jan N; Wu, Wei; West, Stephen G 2011-02-01 We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=decentralized&pg=4&id=EJ884675','ERIC'); return false;" href="https://eric.ed.gov/?q=decentralized&pg=4&id=EJ884675">Teacher Hiring Practices and Educational Efficiency</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Naper, Linn Renee 2010-01-01 This paper analyses the relationship between teacher hiring practices and educational efficiency in Norwegian school districts. The hiring decision is made at the school level by the principal or at the school district level. According to the data, efficiency is the highest in districts where hiring is decentralized. Hiring practices are decided… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1090800.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1090800.pdf">Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pella, Shannon 2015-01-01 A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED503872.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED503872.pdf">Working Commitment among Trainee Teachers: A Meta Evaluation Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hamzah, Mohd Sahandri Gani B.; Mohamed, Hapidah Bt.; Abdullah, Saifuddin Kumar B.; Baki, Roselan B. 2008-01-01 The main aim of the study was to evaluate trainee teachers working commitment in their teaching practicum. There were seven component teaching practices and eleven demographic factors. The instrument of the study was extracted from various sources to suit the research design based on Units, Treatments, Observing, and Surveying (UTOS) model… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=john+AND+biggs&pg=3&id=EJ209069','ERIC'); return false;" href="https://eric.ed.gov/?q=john+AND+biggs&pg=3&id=EJ209069">Pupil Evaluation of Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Biggs, John; Chopra, Pran 1979-01-01 This investigation is concerned with (a) constructing a pupil evaluation of teachers (PET) scale, for use in grades 7-11, incorporating certain areas of teaching behavior, and affective pupil responses to teachers; and (b) using the scale as a source of feedback to both regular and student teachers. (Author) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=internal+AND+service+AND+quality&pg=2&id=EJ929480','ERIC'); return false;" href="https://eric.ed.gov/?q=internal+AND+service+AND+quality&pg=2&id=EJ929480">Assessing Pre-Service Teachers' Quality Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi 2011-01-01 The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=assessment+AND+nutrition+AND+knowledge+AND+teachers&id=ED212564','ERIC'); return false;" href="https://eric.ed.gov/?q=assessment+AND+nutrition+AND+knowledge+AND+teachers&id=ED212564">Secondary Teachers' Nutrition Knowledge, Attitudes, and Practices.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Penner, Karen P.; Kolasa, Kathryn M. The nutrition knowledge, attitudes, and practices of secondary teachers of health and physical education, home economics, science, and social studies were assessed. Of the 518 teachers who completed the survey instruments, 43 percent had never taken a food or nutrition course, and 63 percent had no inservice training in nutrition or food… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14720246','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14720246">Negotiating multiple roles: link teachers in clinical nursing practice.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ramage, Charlotte 2004-02-01 The background to this study was a concern about the teacher's role in clinical practice. Experience suggested that teachers believed that their role in practice was important but that there were significant forces which impeded their ability to move with ease between education and practice. A discrepancy between previous research findings and theoretical discussions, and the reality experienced by teachers, led to the adoption of grounded theory as a way of exploring uncertainties in the situation. Data were gathered over a period of 7 years and involved 28 in-depth interviews with nurses with a range of educational roles, employed in educational institutions and practice settings in inner city and provincial areas in the South of England. The data revealed four categories, 'gaining access', 'negotiating credibility', 'being effective' and the core category 'negotiating multiple roles'. The core category is addressed in this article. Experiences of moving from a position of clinical practitioner to link teacher involved: 'disassembling the self' through leaving behind old identities; 'reconstructing the self' through clarifying new ways of being; and, finally, 'realizing the self' through reciprocal interpersonal activity with students, educational and nursing colleagues. It is inevitable that an individual with a remit for change entering an established social group will experience difficulties in establishing their role. It is also clear that an individual who changes their role within a group to reflect behaviours not congruent with the primary activity in that setting will experience dimensions of social exclusion. Further work needs to address how educational roles can make a significant impact on the everyday lives of students and nurses working in practice. The findings of this study are as relevant for the new roles of practice educator, clinical facilitator and practice placement co-ordinator as they are for link teachers and lecturer practitioners </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Astrology&id=EJ987595','ERIC'); return false;" href="https://eric.ed.gov/?q=Astrology&id=EJ987595">Taking Teacher Quality Seriously: A Collaborative Approach to Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Karp, Stan 2012-01-01 If narrow, test-based evaluation of teachers is unfair, unreliable, and has negative effects on kids, classrooms, and curricula, what's a better approach? By demonizing teachers and unions, and sharply polarizing the education debate, the corporate reform movement has actually undermined serious efforts to improve teacher quality and evaluation.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011IJSEd..33..465K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IJSEd..33..465K">Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Kim, Mijung; Tan, Aik-Ling 2011-03-01 To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24188311','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24188311">Practical microbiology in schools: a survey of UK teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Redfern, James; Burdass, Dariel; Verran, Joanna 2013-11-01 A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations. Copyright © 2013 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JSEdT..23...67E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JSEdT..23...67E">Question Asking in the Science Classroom: Teacher Attitudes and Practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana 2014-02-01 Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1116369.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1116369.pdf">Rethinking Tracking Practices: What Teachers Say</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Özelçi, Serap Yilmaz; Çengel, Meltem; Vural, Ruken Akar; Gömleksiz, Müfit 2016-01-01 Under the different sides of discussion on the tracking, we attempted to understand how teachers and administrators evaluate tracking system in their school. We gathered data from teachers who employed in one of the government mandated schools in west part of Turkey. In this single case study, we collected data from 16 teachers, 1 administrator… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28370748','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28370748">Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Helminen, Kristiina; Johnson, Martin; Isoaho, Hannu; Turunen, Hannele; Tossavainen, Kerttu 2017-12-01 To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Final assessment of students in clinical practice during their education has great importance for ensuring that enough high-quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. This study used descriptive, cross-sectional design. The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four-point scale, which also allowed the respondents to provide additional comments. When comparing the results related to nursing teachers' presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria-based final assessment was carried out more often than nursing students evaluated. Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process. © 2017 John Wiley & Sons Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017CSEd...27...30C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017CSEd...27...30C">An evaluation of a professional learning network for computer science teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie 2017-01-01 This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567599.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567599.pdf">Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill 2016-01-01 Recent efforts to attract and retain effective educators and to improve teaching practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=infusion&pg=4&id=EJ1179590','ERIC'); return false;" href="https://eric.ed.gov/?q=infusion&pg=4&id=EJ1179590">Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Francis, Anthony Tuf; Olson, Mark; Weinberg, Paul J.; Stearns-Pfeiffer, Amanda 2018-01-01 This article describes how a secondary teacher education program at a midsized university made the turn toward a practice-based program in teacher education. The authors argue that efforts to recenter the program around practices have not only improved opportunities for novice teachers, but also have provided teacher educators a programmatic… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED244960.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED244960.pdf">The Common Sociology between Teacher Evaluation and Teacher Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Crow, Nedra; Peterson, Ken The purpose of this study was to explore the sociological forces which have been identified in teacher development and to inquire into their role in teacher evaluation. To that end, a series of teacher development intervention programs and teacher interviews were conducted. This report describes the programs and interviews and highlights the most… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=3&id=EJ925728','ERIC'); return false;" href="https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=3&id=EJ925728">Laptops for Teachers: Practices and Possibilities</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cowie, Bronwen; Jones, Alister; Harlow, Ann 2011-01-01 The Laptops for Teachers scheme in New Zealand provides teachers whose schools opt into the scheme access to a laptop for their exclusive use. This paper reports on the findings of the three-year evaluation of the impact of the laptops on secondary teachers' work. The findings indicate that school leadership has been pivotal to the provision of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ858725.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ858725.pdf">Slow Transformation: Teacher Research and Shifting Teacher Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Patterson, Thomas H.; Crumpler, Thomas P. 2009-01-01 As a teacher with more than 30 years experience at the middle school, secondary, and college level, primarily in English studies, Patterson (the first author) decided a few years ago to reexamine his practices and instructional methods. He wondered what would be the effects on him and his students when he would begin to utilize ideas emanating… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=data+AND+analysis+AND+qualitative+AND+research&pg=2&id=EJ906593','ERIC'); return false;" href="https://eric.ed.gov/?q=data+AND+analysis+AND+qualitative+AND+research&pg=2&id=EJ906593">The Role of Action Research in Empowering Teachers to Change Their Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bradley-Levine, Jill; Smith, Joshua; Carr, Kari 2009-01-01 Universities need to work with teachers to dispel the belief that research is disconnected from practice and teachers must be open to the benefits of action inquiry. This study examined the process and impact of conducting action research on teachers' perceptions of practice and professionalism. Twelve teachers enrolled in a master's level course… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=steam&id=EJ1097719','ERIC'); return false;" href="https://eric.ed.gov/?q=steam&id=EJ1097719">Teachers' Perceptions and Practices of STEAM Education in South Korea</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Park, HyunJu; Byun, Soo-yong; Sim, Jaeho; Han, Hyesook; Baek, Yoon Su 2016-01-01 This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=coexistence+AND+school&pg=4&id=EJ1020447','ERIC'); return false;" href="https://eric.ed.gov/?q=coexistence+AND+school&pg=4&id=EJ1020447">Teachers' Beliefs and Practices: A Dynamic and Complex Relationship</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zheng, Hongying 2013-01-01 Research on teachers' beliefs has provided useful insights into understanding processes of teaching. However, no research has explored teachers' beliefs as a system nor have researchers investigated the substance of interactions between teachers' beliefs, practices and context. Therefore, the author adopts complexity theory to explore the features… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=technology&pg=6&id=EJ1094190','ERIC'); return false;" href="https://eric.ed.gov/?q=technology&pg=6&id=EJ1094190">Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brenner, Aimee M.; Brill, Jennifer M. 2016-01-01 The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=wes+AND+anderson&pg=7&id=EJ1033249','ERIC'); return false;" href="https://eric.ed.gov/?q=wes+AND+anderson&pg=7&id=EJ1033249">Critical Teacher Education and the Politics of Teacher Accreditation: Are We Practicing What We Preach?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aronson, Brittany; Anderson, Ashlee 2013-01-01 With this article, we challenge the successful implementation of critical perspectives in an increasingly neoliberal and neoconservative educational climate. Although many teacher education programs challenge teachers to be critical and to empower students, current top-down accountability practices and policy mandates do not allow teachers the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mokhtari&pg=2&id=ED530155','ERIC'); return false;" href="https://eric.ed.gov/?q=Mokhtari&pg=2&id=ED530155">Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed. 2012-01-01 "Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=history+AND+Science&pg=5&id=EJ1032514','ERIC'); return false;" href="https://eric.ed.gov/?q=history+AND+Science&pg=5&id=EJ1032514">Developing Confidence in Practical Science Activities in Novice Teachers: Policy, Practice and the Implementation Gap</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Youens, Bernadette; Gordon, Jules; Newton, Len 2014-01-01 Practical work has a long history in science education in the UK. This article explores how the influences of curriculum and assessment policy have shaped practical work over recent years. We argue that, together with changes in teacher training programmes, these influences have weakened science teachers' capacity to meet the challenge of calls… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Are+AND+original+AND+AJ+AND+Quartmain+AND++AND+Michaels+AND+real+AND+Bio+AND+dad+AND+k&pg=2&id=EJ1165426','ERIC'); return false;" href="https://eric.ed.gov/?q=Are+AND+original+AND+AJ+AND+Quartmain+AND++AND+Michaels+AND+real+AND+Bio+AND+dad+AND+k&pg=2&id=EJ1165426">How Useful Are Our Models? Pre-Service and Practicing Teacher Evaluations of Technology Integration Models</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kimmons, Royce; Hall, Cassidy 2018-01-01 We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hall+AND+testing&pg=7&id=EJ644452','ERIC'); return false;" href="https://eric.ed.gov/?q=hall+AND+testing&pg=7&id=EJ644452">Level Descriptions and Teacher Assessment in England: Towards a Community of Assessment Practice.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hall, Kathy; Harding, Austin 2002-01-01 Interviews with 48 British elementary teachers and assessment coordinators about level descriptions to evaluate students (summary statements of performance on the National Curriculum) found that communities of assessment practice have developed within schools but not more widely. Factors inhibiting growth include lesser status of teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Donaldson&id=EJ1100733','ERIC'); return false;" href="https://eric.ed.gov/?q=Donaldson&id=EJ1100733">Teacher Evaluation Reform: Focus, Feedback, and Fear</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Donaldson, Morgaen L. 2016-01-01 How are teachers experiencing the more rigorous teacher evaluation systems that many states have mandated in recent years? Donaldson, who has studied teacher evaluation reform over the past eight years, shares insights from a study of 14 Connecticut districts that have implemented the state's 2012 teacher evaluation reforms. In surveys and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19850652','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19850652">Practices and representations of health education among primary school teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jourdan, Didier; Pommier, Jeanine; Quidu, Frédérique 2010-02-01 School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE. A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score. Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE. Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........14B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........14B">Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Berry, Ayora The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED505866.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED505866.pdf">What Makes Teachers Reflect to Improve Their Practice? Reflective Practice in a Social-Organizational Context</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Croasdaile, Susanne 2007-01-01 Although the value of teacher research to both the teachers and to the education community has been extensively reported in recent literature, it is only practiced by small pockets of teachers across the country. Viewing the problem through a social organizational lens suggests that the lack of widespread involvement in teacher research may be due… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Federal+AND+Response+AND+Plan&pg=4&id=EJ983682','ERIC'); return false;" href="https://eric.ed.gov/?q=Federal+AND+Response+AND+Plan&pg=4&id=EJ983682">Revamping Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zatynski, Mandy 2012-01-01 In the past two years, as concerns over teacher quality have swelled, teacher evaluation has emerged as a crucial tool for principals and other administrators to improve instructor performance. More states are seeking federal waivers to the stringent benchmarks of No Child Left Behind; others are vying for Race to the Top funds. Both require… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=relationship+AND+pedagogical&pg=5&id=EJ1172745','ERIC'); return false;" href="https://eric.ed.gov/?q=relationship+AND+pedagogical&pg=5&id=EJ1172745">An Analysis of Alterity in Teachers' Inclusive Pedagogical Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sagner-Tapia, Johanna 2018-01-01 This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=decision+AND+making+AND+motivation&id=EJ1021207','ERIC'); return false;" href="https://eric.ed.gov/?q=decision+AND+making+AND+motivation&id=EJ1021207">Considering the Impact of Preservice Teacher Beliefs on Future Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thomas, Cathy Newman 2014-01-01 Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1072231','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1072231">Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Farrell, Thomas S. C.; Ives, Jessica 2015-01-01 This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJSEd..39.1775W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJSEd..39.1775W">Exploring science teachers' perceptions of experimentation: implications for restructuring school practical work</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Wei, Bing; Li, Xiaoxiao 2017-09-01 It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=connected+AND+objects&pg=6&id=ED568463','ERIC'); return false;" href="https://eric.ed.gov/?q=connected+AND+objects&pg=6&id=ED568463">Becoming-Teacher: The Negotiation of Teaching Practice of First-Year Secondary Science Teachers Prepared in a Hybrid Urban Teacher Education Program</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Strom, Kathryn Jill 2014-01-01 While research suggests that new teachers work to put into practice the pedagogy learned from their preservice preparation programs during their first year of teaching, they often resort to traditional, teacher-centered pedagogies even when prepared to use innovative practices, particularly in urban schools. Relatively little is known, however,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED226437.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED226437.pdf">Predicting Elementary Classroom Teaching Practices from Teachers' Educational Beliefs.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bauch, Patricia A. Using data from the national research project "A Study of Schooling," researchers sought to describe teachers' educational beliefs and to relate those beliefs to the teachers' classroom teaching practices. From 13 elementary schools in the national survey, 182 teachers were selected, based on their scores on two dimensions of belief:… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED453290.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED453290.pdf">High School Mathematics Teachers: Grading Practice and Pupil Control Ideology.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cicmanec, Karen Mauck; Johanson, George; Howley, Aimee Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1064613.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1064613.pdf">Teachers' Practices and Mental Models: Transformation through Reflection on Action</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Manrique, María Soledad; Sánchez Abchi, Verónica 2015-01-01 This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012CSSE....7..341W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012CSSE....7..341W">Using critical race theory to analyze science teachers culturally responsive practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Wallace, Tamara; Brand, Brenda R. 2012-06-01 Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers' classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers' beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students' racial identities on the teachers' beliefs and practices. The analysis reveals that the teachers' beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students' identities. These findings communicate the significance of sociocultural awareness to informing the teachers' instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1094623.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1094623.pdf">English Teachers Classroom Assessment Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saefurrohman; Balinas, Elvira S. 2016-01-01 The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19083369','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19083369">A large-scale examination of the nature and efficacy of teachers' practices to engage parents: assessment, parental contact, and student-level impact.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Seitsinger, Anne M; Felner, Robert D; Brand, Stephen; Burns, Amy 2008-08-01 As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in communicating with parents. The structure of teacher-parent-contact practices was examined using data from multiple, longitudinal cohorts of schools and teachers from a large-scale project and found to be a reliable and stable measure of parent contact across building levels and localities. Teacher/school practices in contacting parents were found to be significantly related to parent reports of school contact performance and student academic adjustment and achievement. Implications for school improvement efforts are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075236.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075236.pdf">Teachers' Opinions on the Evaluation of ELT Teachers' Books</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kim, Haedong 2015-01-01 The aim of this study is to identify differences in opinions on the evaluation of ELT teachers' books between pre-service and in-service teachers. In literature, it has been argued that the development of teachers' books for EFL teachers can be assisted by the results of a needs analysis. A total of 65 pre-service and 50 in-service secondary… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+education&pg=3&id=EJ1054732','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+education&pg=3&id=EJ1054732">Making Philosophy of Science Education Practical for Science Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Janssen, F. J. J. M.; van Berkel, B. 2015-01-01 Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&pg=3&id=EJ1045576','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&pg=3&id=EJ1045576">EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Simegn, Birhanu 2014-01-01 This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1121992.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1121992.pdf">Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Basturk, Savas 2016-01-01 The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJSEd..39.1443O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJSEd..39.1443O">The pedagogy of argumentation in science education: science teachers' instructional practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel 2017-07-01 Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+bases&pg=3&id=EJ1167720','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+bases&pg=3&id=EJ1167720">Teacher Educators' Personal Practical Knowledge of Language</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka 2018-01-01 This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mobile+AND+applications&pg=7&id=EJ1146045','ERIC'); return false;" href="https://eric.ed.gov/?q=mobile+AND+applications&pg=7&id=EJ1146045">Investigating and Critiquing Teacher Educators' Mobile Learning Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Burden, Kevin John; Kearney, Matthew 2017-01-01 Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach: The study uses data from an online survey that elicited information about how 46 teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1086088.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1086088.pdf">Gender Stereotypes on Biology Practical Pedagogy: A Student-Teachers' Perspective</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abimbola, I. O.; Dada, F. E. 2015-01-01 This study examines ideas of pre-service teachers on goals of biology practical in three purposely selected Colleges of Education. To this end, A researcher designed questionnaire which was adapted titled "views of preservice teachers on biology practical" to elicit information, and findings of a survey administered to 405 preservice… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27624388','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27624388">Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wilson, Leanne; McNeill, Brigid; Gillon, Gail T 2017-07-01 Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002PhDT.......160B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002PhDT.......160B">Theory to practice: A study of science teachers' pedagogical practices as measured by the Science Teacher Analysis Matrix (STAM) and Teacher Pedagogical Philosophy Interview (TPPI)</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Brown, Sherri Lynne , 36% of the participants displayed a conceptual style, which has characteristics of both teacher and student-centered domains. Linkages between the interview and observational data were unexpected due to the fact that participants professed a slightly greater teacher-centered style along the inquiry instruction continuum than what they actually practiced. This study reported congruity between what the participants believed and what they practiced. A negligible change regarding inquiry beliefs and instruction was discovered among the three cohorts as years of teaching experience increased. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rural+AND+sustainability&pg=4&id=EJ977796','ERIC'); return false;" href="https://eric.ed.gov/?q=rural+AND+sustainability&pg=4&id=EJ977796">Understanding Pre-Service Teacher Education Discourses in "Communities of Practice": A Reflection from an Intervention in Rural South Africa</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Islam, Faisal 2012-01-01 Drawing on an evaluation experience of a teacher education preparation project in a rural area of South Africa, this paper attempts to explore the possibility of using Communities of Practice (CoP) in teacher preparation. The paper concludes that the concept of CoP is powerful in providing spaces for self-reflection to pre-service teachers and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fundamentals+AND+characteristics&pg=3&id=EJ749310','ERIC'); return false;" href="https://eric.ed.gov/?q=fundamentals+AND+characteristics&pg=3&id=EJ749310">A Preliminary Look at Systems of Evaluating Teachers in Institutions of Higher Education and at Evaluation Methods</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chinese Education and Society, 2005 2005-01-01 This article takes a preliminary look at the fundamental characteristics of systems and methods of evaluating teachers in institutions of higher education as well as at planning and implementing them. Its purpose is to deepen one's knowledge of such evaluation and improve the way it is carried out in practice. The article discusses the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JSEdT..23..458M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JSEdT..23..458M">Beginning Science Teachers' Use of a Digital Video Annotation Tool to Promote Reflective Practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> McFadden, Justin; Ellis, Joshua; Anwar, Tasneem; Roehrig, Gillian 2014-06-01 The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation of online "communities of practice" (Barab et al. in Inf Soc, 237-256, 2003), which have been shown to have positive impacts on teacher collaboration, communication, and reflection. Specifically, TIN integrated the use of asynchronous, video annotation as an affordance to directly facilitate teachers' reflection on their classroom practices (Tripp and Rich in Teach Teach Educ 28(5):728-739, 2013). This study examines the use of video annotation as a tool for developing reflective practices for beginning secondary science teachers. Teachers were enrolled in an online teacher induction course designed to promote reflective practice and inquiry-based instruction. A modified version of the Learning to Notice Framework (Sherin and van Es in J Teach Educ 60(1):20-37, 2009) was used to classify teachers' annotations on video of their teaching. Findings from the study include the tendency of teachers to focus on themselves in their annotations, as well as a preponderance of annotations focused on lower-level reflective practices of description and explanation. Suggestions for utilizing video annotation tools are discussed, as well as design features, which could be improved to further the development of richer annotations and deeper reflective practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED562170.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED562170.pdf">Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia 2015-01-01 Recent efforts to attract and retain effective educators and to improve teaching practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..APRR15001P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..APRR15001P">Student evaluations of their physics teachers: Evaluative bias and its relationship to classroom pedagogy and students' career aspirations</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Potvin, Geoff 2013-04-01 Using data collected from a nationally-representative sample of college students, the evaluation of high school physics teachers by their students is examined. Confirming earlier work, student evaluations (of both male and female students) exhibit bias with respect to the gender of their teacher. Pedagogical practices that impact student evaluations are explored, but these factors do not change the gender bias effect. We also consider how this evaluative bias is affected by students' career intentions. Grouping students according to their career intentions (e.g. physics majors, engineering majors, and health/medical science majors) shows that physics and engineering majors exhibit this bias to the same extent as the general population, but health/medical science majors exhibit a bias with nearly twice the size as average. The implications of this research for our understanding of physics culture regarding stereotypes and students' gendered expectations of teacher behavior is discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Structure+AND+borders&pg=6&id=EJ952947','ERIC'); return false;" href="https://eric.ed.gov/?q=Structure+AND+borders&pg=6&id=EJ952947">Opening Our Eyes, Changing Our Practices: Learning through the Transnational Lifeworlds of Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Knight, Michelle G.; Oesterreich, Heather A. 2011-01-01 This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1152451.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1152451.pdf">A Commitment to Socially Just Teacher Preparation: Novice Teacher Educators' Reflections on Participation in a Community of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Curcio, Rachelle; Schroeder, Stephanie 2017-01-01 Through reflective narrative, we present our experiences in a Community of Practice (CoP) committed to teacher preparation for social justice. First, we discuss the CoP's origination and then reflect upon how our participation informed our practice as novice teacher educators. Specifically, we propose that novice teacher educators' participation… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT.......337M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT.......337M">Reading instruction in science: Teachers' practices, beliefs, & self-efficacy</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Morales, Christina M. The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Spanish&pg=2&id=EJ1093818','ERIC'); return false;" href="https://eric.ed.gov/?q=Spanish&pg=2&id=EJ1093818">Preschool Teachers' Language and Literacy Practices with Dual Language Learners</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene 2016-01-01 The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+child&id=EJ1105859','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+child&id=EJ1105859">Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S. 2016-01-01 This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fox&pg=2&id=EJ1144670','ERIC'); return false;" href="https://eric.ed.gov/?q=fox&pg=2&id=EJ1144670">Preschool Teachers' Use of Pyramid Model Practices in Mainland China</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Luo, Li; Snyder, Patricia; Clark, Cinda L.; Hong, Xiumin 2017-01-01 The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=web+AND+administration&pg=7&id=ED546227','ERIC'); return false;" href="https://eric.ed.gov/?q=web+AND+administration&pg=7&id=ED546227">Reforming Professional Development: Focusing on Teachers' Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Leach, Laura M. 2012-01-01 The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Bloomberg+AND+news&pg=2&id=EJ974531','ERIC'); return false;" href="https://eric.ed.gov/?q=Bloomberg+AND+news&pg=2&id=EJ974531">Access to Teacher Evaluations Divides Advocates</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sawchuk, Stephen 2012-01-01 As the movement to overhaul teacher evaluation marches onward, an emerging question is splitting the swath of advocates who support the new tools used to gauge teacher performance: Who should get access to the resulting information? Supporters of typing teacher evaluations to student performance differ over whether individuals' results should be… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED539748.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED539748.pdf">Reforming Teacher Evaluation: One District's Story</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Donaldson, Morgaen L.; Papay, John P. 2012-01-01 In recent years policymakers have seized on teacher evaluation as a primary lever for improving schools. Of all school factors--from expanded school calendars to smaller class sizes to community and family engagement programs--teachers contribute the most to student achievement. Policymakers reason that evaluating teachers based on their students'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=shower&pg=3&id=ED558716','ERIC'); return false;" href="https://eric.ed.gov/?q=shower&pg=3&id=ED558716">Tenured and Non-Tenured Teacher Perceptions on the Impact of District Designed Professional Development Courses on Classroom Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Whitman, Joan Wrobleski 2013-01-01 Designers of professional development training often presume that teachers are able to apply new concepts classroom practice, but fail to include teacher voice, provide systemic follow-up, collegial support, and evaluation (Guskey, 2002; Joyce & Calhoun, 2010; McAdams, 2007). The study investigated differences between new, non-tenured and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........33G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........33G">Inquiry-based instruction in secondary science classrooms: A survey of teacher practice</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Gejda, Linda Muggeo The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29629778','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29629778">Teacher coaching supported by formative assessment for improving classroom practices.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M 2018-06-01 The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved). </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED536730.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED536730.pdf">EFL Prospective Teachers as Prospective Translators: Exploring the Practices of Teaching and Learning Translation in Faculties of Education in South Valley University</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abdellah, Antar Solhy 2007-01-01 This study explores the actual practices of preservice teachers of the faculty of education in learning and studying translation as well as the practices of university instructors in teaching and evaluating translation. Tools included two questionnaires and guided interviews with the instructors. Students/teachers of the faculty of Education were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Academic+AND+Leisure&pg=4&id=EJ680906','ERIC'); return false;" href="https://eric.ed.gov/?q=Academic+AND+Leisure&pg=4&id=EJ680906">Old Habits Die Hard: Literacy Practices of Pre-Service Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gupta, Renu 2004-01-01 Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=High+AND+school+AND+theatre&pg=5&id=ED513307','ERIC'); return false;" href="https://eric.ed.gov/?q=High+AND+school+AND+theatre&pg=5&id=ED513307">Critical Practice in Teacher Education: A Study of Professional Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Heilbronn, Ruth, Ed.; Yandell, John, Ed. 2010-01-01 This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1017655.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1017655.pdf">School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hongboontri, Chantarath; Keawkhong, Natheeporn 2014-01-01 This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=queensland&pg=5&id=EJ1051300','ERIC'); return false;" href="https://eric.ed.gov/?q=queensland&pg=5&id=EJ1051300">The Nature of Feedback in English: Teacher Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dargusch, Joanne 2014-01-01 This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=5&id=EJ1112831','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=5&id=EJ1112831">Korean EFL Teachers' Perceptions of the Impact of EFL Teacher Education upon Their Classroom Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yook, Cheongmin; Lee, Yong-hun 2016-01-01 This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=extrinsic+AND+motivation+AND+education&pg=7&id=EJ1095497','ERIC'); return false;" href="https://eric.ed.gov/?q=extrinsic+AND+motivation+AND+education&pg=7&id=EJ1095497">Concordance between Preservice Teachers' Personal Responsibilities and Intended Instructional Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Daniels, Lia M.; Radil, Amanda; Wagner, Amanda K. 2016-01-01 During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ884384.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ884384.pdf">Science Teachers' Beliefs and Practices: Issues, Implications and Research Agenda</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mansour, Nasser 2009-01-01 The study of teachers' beliefs forms part of the process of understanding how teachers conceptualize their work which in turn is important to the understanding of teachers' practices and their decisions in the classroom. A growing body of research argues that teachers' beliefs should be studied within a framework that is aware of the influence of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ferris&pg=2&id=ED570400','ERIC'); return false;" href="https://eric.ed.gov/?q=ferris&pg=2&id=ED570400">Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Downing, Pamela R. 2016-01-01 Education reformers are calling for increased accountability for the nation's public schools. Teacher evaluation has experienced a shift in focus from what teachers do to accomplish the task of teaching to student growth as a result of what teachers do in the classroom (Achieve, Inc., 2007). Additionally, a connection between teacher job… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=organizational+behavior+AND+human+decision+processes&pg=6&id=ED230581','ERIC'); return false;" href="https://eric.ed.gov/?q=organizational+behavior+AND+human+decision+processes&pg=6&id=ED230581">Context Effects in Teacher Evaluation.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McKenna, Bernard H. Meaningful and useful evaluations of teaching and teachers must not only identify and define all the mitigating contexts, but must also account for their influences, both constructive and negative. Among the contextual factors that need to be considered in planning teacher evaluations are: student characteristics; goals, objectives and curriculum… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=add+AND+event&pg=4&id=ED579825','ERIC'); return false;" href="https://eric.ed.gov/?q=add+AND+event&pg=4&id=ED579825">Teacher Perceptions about New Evaluation Model Implementations</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bush, Charles D. 2017-01-01 The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kathleen+AND+Davis&pg=7&id=EJ659920','ERIC'); return false;" href="https://eric.ed.gov/?q=Kathleen+AND+Davis&pg=7&id=EJ659920">"Change is Hard": What Science Teachers Are Telling Us about Reform and Teacher Learning of Innovative Practices.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Davis, Kathleen S. 2003-01-01 Provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. Explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Identifies parallels between… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=poor+AND+performances&id=EJ986708','ERIC'); return false;" href="https://eric.ed.gov/?q=poor+AND+performances&id=EJ986708">Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R. 2012-01-01 Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22effectiveness+of+surveys%22&pg=2&id=EJ493987','ERIC'); return false;" href="https://eric.ed.gov/?q=%22effectiveness+of+surveys%22&pg=2&id=EJ493987">Teacher Evaluations in Leisure Studies Programs: An Old Issue with a New Slant.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Butts, Frank B.; Swearingen, Tommy 1994-01-01 This paper examines teacher evaluation practices in leisure studies programs, noting the perceived effectiveness of rating instruments. Surveys of leisure studies professors nationwide indicated many institutions used evaluation instruments and processes that were not statistically validated; key decisions were often made on the basis of these… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079789.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079789.pdf">Teacher Preparation Practices in Kenya and the 21st Century Learning: A Moral Obligation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kafwa, Nabwire Opata; Gaudience, Obondo; Kisaka, Sella Terrie 2015-01-01 Teacher preparation practices are indices used to measure quality teacher besides other variables. Whereas the current teacher preparation is test scores based inclining to cognitive knowledge, a good teacher preparation practices is a holistic development in nature oriented towards character, skills and knowledge. To embed teacher preparation in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=gender+AND+roles&pg=3&id=EJ969219','ERIC'); return false;" href="https://eric.ed.gov/?q=gender+AND+roles&pg=3&id=EJ969219">Exploring Gender Roles' Effects of Turkish Women Teachers on Their Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sari, Mediha 2012-01-01 The purpose of this study is to investigate how gender roles of women teachers affect their practices in the classrooms. Participants in the study were 75 female teachers working in elementary schools in Adana, Turkey. Findings indicated that gender roles of women teachers have important effects on their educational practices. Women teachers… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+recovery+AND+process&pg=6&id=ED474199','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+recovery+AND+process&pg=6&id=ED474199">Developing Teachers and Teaching Practice: International Research Perspectives.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sugrue, Ciaran, Ed.; Day, Christopher, Ed. This volume presents a selection of the 200 papers given at the 1999 biennial conference of the International Study Association on Teachers and Teaching. The theme of the conference was "Teachers and Teaching: Revisioning Policy and Practice for the Twenty-First Century." The 15 papers are: (1) "Teaching in a Box: Emotional… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1101917.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1101917.pdf">Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim 2016-01-01 Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=web+AND+services&pg=7&id=EJ1074977','ERIC'); return false;" href="https://eric.ed.gov/?q=web+AND+services&pg=7&id=EJ1074977">Are Online Sources for Identifying Evidence-Based Practices Trustworthy? An Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Test, David W.; Kemp-Inman, Amy; Diegelmann, Karen; Hitt, Sara Beth; Bethune, Lauren 2015-01-01 The use of evidence-based practices has become a focus in education since the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act reauthorization of 2004 required using practices based on scientific research to improve student outcomes. Although many teachers may not have the time or expertise to evaluate the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005JRScT..42..465V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005JRScT..42..465V">Analyzing beliefs and practices of a Mexican high school biology teacher</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Verjovsky, Janet; Waldegg, Guillermina 2005-04-01 This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4-year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi-structured interviews, and nonparticipant observation of classes. Through the use of the three-component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sensory+AND+integration&pg=3&id=EJ884379','ERIC'); return false;" href="https://eric.ed.gov/?q=sensory+AND+integration&pg=3&id=EJ884379">Evaluation of the Effects of Sensory Integration-Based Intervention by a Preschool Special Education Teacher</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bonggat, Penelope Wong; Hall, Laura J. 2010-01-01 This study addresses the call for increased research on common public school practices and progress monitoring by public school teachers. An alternating treatment design was implemented by a preschool teacher to evaluate the effect of sensory-integration based activities compared with an attention control on the on task behavior of three… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT.......371S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT.......371S">Science Teacher Leaders: Exploring Practices and Potential</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Stinson, John Kevin It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12010694','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12010694">How best to evaluate clinician-educators and teachers for promotion?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Glick, Thomas H 2002-05-01 The challenge of how best to evaluate educational scholars (and specifically, clinician-educators) and teachers for promotion continues to confront academia. While the work of educational scholars and teachers often overlaps, the terms for justifying their promotion differ substantially. In each case, the author maintains that evaluation should be oriented to evidence of the impact of their work. Educational scholars can be assessed mainly by objective impact, whereas the evidence for the impact of teachers should include profound, subjective effects on individual learners. For example, for clinician-educators engaged in scholarly work, the impact of that work can be identified in terms of changes in educational methods, career commitments, and practices (all intermediate outcomes), and even health outcomes. For teachers, in addition to customary criteria such as critical thinking, depth of knowledge, communication ability, and personal engagement, learners can be asked about the deep influence of these teachers. The author states his case for these principles, and also presents an innovative tool, the "impact map," as a way of graphically portraying the track record of an individual clinician-educator. Such maps are more vivid than narrative testimonials in organizing and displaying evidence of impact over time. This tool, combined with the author's other suggestions to assist the promotion process for educators and teachers, is aimed at fostering a greater emphasis on outcomes in assessing both clinician-educators and teachers to achieve greater rigor and fairness. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+bases+AND+quality&pg=4&id=EJ1099296','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+bases+AND+quality&pg=4&id=EJ1099296">CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh 2016-01-01 Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572578.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572578.pdf">Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Skilling, Karen 2014-01-01 With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED495074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED495074.pdf">From Reflective Practice to Practical Wisdom: Toward a Post-Foundational Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Eryaman, Mustafa Yunus 2007-01-01 The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. The analyzes and compares the traditional-technical and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Knowledge+AND+space&pg=6&id=EJ1085247','ERIC'); return false;" href="https://eric.ed.gov/?q=Knowledge+AND+space&pg=6&id=EJ1085247">Examining Malaysian Teachers' Online Blogs for Reflective Practices: Towards Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nambiar, R. M. K.; Thang, S. M. 2016-01-01 Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=definition+AND+strategies+AND+pedagogical&pg=4&id=EJ856337','ERIC'); return false;" href="https://eric.ed.gov/?q=definition+AND+strategies+AND+pedagogical&pg=4&id=EJ856337">Research for the Classroom: Teachers Practicing Research</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gorlewski, Julie, Ed.; Roberts, Mike 2009-01-01 How can teachers merge research and daily practice? Where can they find the time, information, and resources? In exploring this issue, it is important to clarify the definition of "research". "Research" might mean (1) using best practices that are already research-based or (2) doing research on one's own students. For purposes of discussion in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=tok+AND+tok&pg=2&id=EJ1012485','ERIC'); return false;" href="https://eric.ed.gov/?q=tok+AND+tok&pg=2&id=EJ1012485">Reflective Teaching Practices in Turkish Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tok, Sukran; Dolapcioglu, Sevda Dogan 2013-01-01 The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Riga&pg=3&id=EJ812366','ERIC'); return false;" href="https://eric.ed.gov/?q=Riga&pg=3&id=EJ812366">Conceptions of Assessment: Trainee Teachers' Practice and Values</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Winterbottom, Mark; Brindley, Sue; Taber, Keith S.; Fisher, Linda G.; Finney, John; Riga, Fran 2008-01-01 This study examines the values and practice in relation to assessment of a sample of 220 trainee teachers studying for a Postgraduate Certificate in Education, an initial teacher training and education (ITET) course, at the University of Cambridge, UK. The survey instrument was drawn from James and Pedder (2006), and was composed of questionnaire… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22386080','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22386080">Teacher practices as predictors of children's classroom social preference.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne 2012-02-01 Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=disruption+AND+routine&id=EJ821326','ERIC'); return false;" href="https://eric.ed.gov/?q=disruption+AND+routine&id=EJ821326">Studying Changes in the Practice of Two Teachers Developing Assessment for Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lee, Clare; Wiliam, Dylan 2005-01-01 This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Interview+AND+question&pg=3&id=EJ1172451','ERIC'); return false;" href="https://eric.ed.gov/?q=Interview+AND+question&pg=3&id=EJ1172451">High-Stakes Teacher Evaluation Policy: US Principals' Perspectives and Variations in Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Derrington, Mary Lynne; Campbell, John W. 2018-01-01 Principals' implementation of new teacher evaluation policies in a suburban and rural southeastern area of the United States was examined over a five-year period. This study reports findings on two of eleven interview questions examining changes in principals' perceptions over time regarding policy concerns and benefits. Findings indicate while… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rational+AND+influences+AND+decision&pg=4&id=EJ917718','ERIC'); return false;" href="https://eric.ed.gov/?q=rational+AND+influences+AND+decision&pg=4&id=EJ917718">Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kim, Mijung; Tan, Aik-Ling 2011-01-01 To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Product+AND+Service+AND+Challenge&pg=3&id=ED578390','ERIC'); return false;" href="https://eric.ed.gov/?q=Product+AND+Service+AND+Challenge&pg=3&id=ED578390">Justice and Practice: Tensions in the Development of Social Justice (Teacher) Educators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Schiera, Andrew J. 2017-01-01 This dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1182705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1182705.pdf">Advocacy as a Practice of Critical Teacher Leadership</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bradley-Levine, Jill 2018-01-01 Teacher advocacy has been examined as a practice of activism external to the school and as a practice of educational leadership. However, researchers have not merged these ideas by framing advocacy as a practice of leadership that takes place within the classroom and across the school. This article illustrates how, through advocacy on behalf of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=InP&pg=3&id=EJ1091794','ERIC'); return false;" href="https://eric.ed.gov/?q=InP&pg=3&id=EJ1091794">Culturally Responsive Practice for Teacher Educators: Eight Recommendations</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Baumgartner, Dana; Bay, Mary; Lopez-Reyna, Norma A.; Snowden, Peggy A.; Maiorano, Michael J. 2015-01-01 In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Multicollinearity&pg=2&id=ED571676','ERIC'); return false;" href="https://eric.ed.gov/?q=Multicollinearity&pg=2&id=ED571676">Teacher Perception of Principal Leadership Practices: Impacting Teachers' Sense of Self-Efficacy in Rural Appalachia Kentucky</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hibbard, Brandon Lee 2016-01-01 The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher's sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ffm&pg=2&id=ED524327','ERIC'); return false;" href="https://eric.ed.gov/?q=ffm&pg=2&id=ED524327">Exploring the Relationship between Teacher Personality Traits and Teachers' Attitudes and Practices towards Family-School Partnerships</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hamilton, Anna Rawlings 2010-01-01 The primary purpose of this study is to determine if there is a relationship between teacher personality traits and teachers' reported attitudes and behaviors towards family-school partnerships. A secondary purpose of this study was to: 1) explore how various teacher demographic impacted attitudes and practices towards partnership, 2) examine if a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=perception&pg=6&id=EJ1144367','ERIC'); return false;" href="https://eric.ed.gov/?q=perception&pg=6&id=EJ1144367">Science Teachers' Perception on Multicultural Education Literacy and Curriculum Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Huang, Hsiu-Ping; Cheng, Ying-Yao; Yang, Cheng-Fu 2017-01-01 This study aimed to explore the current status of teachers' multicultural education literacy and multicultural curriculum practices, with a total of 274 elementary school science teachers from Taitung County as survey participants. The questionnaire used a Likert-type four-point scale which content included the teachers' perception of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AIPC.1413..199G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AIPC.1413..199G">Effects of the learning assistant experience on in-service teachers' practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Gray, Kara E.; Webb, David C.; Otero, Valerie K. 2012-02-01 The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29160095','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29160095">Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Accardo, Amy L; Finnegan, Elizabeth G 2017-11-01 Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........10N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........10N">Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Nelson, Adrienne Fleurette The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14689771','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14689771">Teacher perceptions and practices regarding school bullying prevention.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Dake, Joseph A; Price, James H; Telljohann, Susan K; Funk, Jeanne B 2003-11-01 This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149349.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149349.pdf">Challenging Teachers' Pedagogic Practice and Assumptions about Social Media</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cartner, Helen C.; Hallas, Julia L. 2017-01-01 This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014RSTEd..32..162S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014RSTEd..32..162S">Promotion of scientific literacy: Bangladeshi teachers' perspectives and practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Sarkar, Mahbub; Corrigan, Deborah 2014-05-01 Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life - an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers' perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers' science lessons, interviewing them twice - once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students' difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualitative+AND+research+AND+issues+AND+theory&pg=7&id=EJ1025802','ERIC'); return false;" href="https://eric.ed.gov/?q=qualitative+AND+research+AND+issues+AND+theory&pg=7&id=EJ1025802">Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clayton, Kathleen; Smith, Heidi; Dyment, Janet 2014-01-01 Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hogg&pg=3&id=EJ1044983','ERIC'); return false;" href="https://eric.ed.gov/?q=Hogg&pg=3&id=EJ1044983">Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hogg, Linda; Yates, Anne 2013-01-01 This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+blueprint&pg=4&id=EJ919569','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+blueprint&pg=4&id=EJ919569">Teacher Evaluation 2.0</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Education Digest: Essential Readings Condensed for Quick Review, 2011 2011-01-01 Increasingly, school districts, states, and teachers' unions are advancing evaluation reform through legislation and by negotiating changes to collective bargaining agreements. This has compelled education leaders and policy makers to grapple with difficult issues that have received lip service in the past: How can they help all teachers reach… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=performance+AND+evaluation&pg=5&id=EJ1014191','ERIC'); return false;" href="https://eric.ed.gov/?q=performance+AND+evaluation&pg=5&id=EJ1014191">Trends in Teacher Evaluation: What Every Special Education Teacher Should Know</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Benedict, Amber E; Thomas, Rachel A.; Kimerling, Jenna; Leko, Christopher 2013-01-01 The article reflects on current methods of teacher evaluation within the context of recent accountability policy, specifically No Child Left Behind. An overview is given of the most common forms of teacher evaluation, including performance evaluations, checklists, peer review, portfolios, the CEC and InTASC standards, the Charlotte Danielson… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Methodological%2c+AND+study&pg=4&id=EJ997716','ERIC'); return false;" href="https://eric.ed.gov/?q=Methodological%2c+AND+study&pg=4&id=EJ997716">What Is "Good" Teaching? Teacher Beliefs and Practices about Their Teaching</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Devine, Dympna; Fahie, Declan; McGillicuddy, Deirdre 2013-01-01 There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=philosophy+AND+life&pg=3&id=EJ973912','ERIC'); return false;" href="https://eric.ed.gov/?q=philosophy+AND+life&pg=3&id=EJ973912">Bridging Theory and Practice in Norwegian Teacher Education through Action Research</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Husebo, Dag 2012-01-01 Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attractive&id=EJ1086439','ERIC'); return false;" href="https://eric.ed.gov/?q=attractive&id=EJ1086439">Growth Models and Teacher Evaluation: What Teachers Need to Know and Do</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Katz, Daniel S. 2016-01-01 Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED348357.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED348357.pdf">Teachers' Evaluations of Student Work.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mead, James V. This study was conducted to examine the criteria elementary and secondary mathematics teachers use when assigning grades, the visible mark of a teacher's evaluation, when shown individual pieces of mathematics work. Data come from the Teacher Education and Learning to Teach longitudinal study of preservice programs, various types of on-the-job… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Blakely&pg=4&id=EJ839284','ERIC'); return false;" href="https://eric.ed.gov/?q=Blakely&pg=4&id=EJ839284">Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Keat, Jane Blakely 2005-01-01 Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=High+AND+order+AND+thinking&pg=4&id=EJ854287','ERIC'); return false;" href="https://eric.ed.gov/?q=High+AND+order+AND+thinking&pg=4&id=EJ854287">Trainee Teacher Practices: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Subramaniam, Selva Ranee 2005-01-01 Questioning skills are significant pedagogical strategies in science teaching and learning. This study explored the questioning skills of a trainee teacher during a 10-week practicum period. The trainee teacher was audio-taped and evaluated in the form of an action research methodology was done in the first two weeks. The quantitative data… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=collection+AND+evaluation&pg=7&id=ED572095','ERIC'); return false;" href="https://eric.ed.gov/?q=collection+AND+evaluation&pg=7&id=ED572095">Teacher Attitudes as Related to the Implementation of the New Jersey Teacher Evaluation System</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gallo, Donna 2016-01-01 The focus of this qualitative case study is on an attitudinal change of teachers towards teacher evaluation with the implementation of a new evaluation system. The goal of this qualitative case study was to gain an understanding of how the implementation of the new New Jersey teacher evaluation system relates to teachers' attitudes toward… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Standardization+AND+processes&pg=5&id=EJ744207','ERIC'); return false;" href="https://eric.ed.gov/?q=Standardization+AND+processes&pg=5&id=EJ744207">The Case for Expanding Standards for Teacher Evaluation to Include an Instructional Supervision Perspective</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Holland, Patricia 2005-01-01 Despite the concerns of scholars in the field of instructional supervision, teacher evaluations continue to emphasize bureaucratic accountability and standardization. This article presents an argument for extending the Joint Committee on Standards' Personnel Evaluation Standards to include standards related to the practice of supervision. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles+AND+information+AND+systems&pg=7&id=EJ1158984','ERIC'); return false;" href="https://eric.ed.gov/?q=principles+AND+information+AND+systems&pg=7&id=EJ1158984">Teacher Evaluation and Local Control in the US: An Investigation into the Degree of Local Control Afforded to Districts in Defining Evaluation Procedures for Teachers in Non-Tested Subjects and Grades</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gagnon, Douglas J.; Hall, Erika L.; Marion, Scott 2017-01-01 Many states only recently incorporated indicators of student achievement into teacher evaluation systems for Non-Tested Subjects and Grades (NTSG). This study examines how practices related to the inclusion of student achievement measures vary across states as to the discretion left to districts in defining and implementing evaluation systems for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=money+AND+strategy&id=EJ1084455','ERIC'); return false;" href="https://eric.ed.gov/?q=money+AND+strategy&id=EJ1084455">The Teacher Technology Integration Experience: Practice and Reflection in the Classroom</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ruggiero, Dana; Mong, Christopher J. 2015-01-01 Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+bases&pg=5&id=EJ1132209','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+bases&pg=5&id=EJ1132209">Linking Theory and Practice: Teacher Research in History and Geography Classrooms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Admiraal, Wilfried; Buijs, Maartje; Claessens, Wout; Honing, Terence; Karkdijk, Jan 2017-01-01 The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=ED556817','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Classroom+Observation%22+AND+%22active+learning%22&pg=7&id=ED556817">Implementation of Evidence-Based Adolescent Literacy Practices by Select Secondary Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mergele, Catherine E. 2013-01-01 The purpose of this mixed methods research study was to investigate how evidence-based adolescent literacy practices are implemented by secondary teachers in the classroom or what the reasons might be for these practices not being implemented. Three secondary English teachers of three different types of classes, comprising Intensive, Project-based… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kilic&id=EJ1166526','ERIC'); return false;" href="https://eric.ed.gov/?q=Kilic&id=EJ1166526">Pre-Service Mathematics Teachers' Noticing Skills and Scaffolding Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kilic, Hulya 2018-01-01 A 14-week course program was designed to investigate pre-service teachers' noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students' mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers' own… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=6&id=EJ954385','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=6&id=EJ954385">Student Teachers' Attitudes and Beliefs about Inclusion and Inclusive Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Beacham, Nigel; Rouse, Martyn 2012-01-01 The beliefs and attitudes of teachers are an important element in the development of inclusive education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote inclusion, although attempts to reform teacher education in order to address issues of inclusion… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........25W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........25W">Exploring the Relationship between Beginning Science Teachers' Practices, Institutional Constraints, and Adult Development</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Wilcox, Jesse Lee This year-long study explored how ten teachers--five first year, five second year--acclimated to their new school environment after leaving a master's level university science teacher preparation program known for being highly effective. Furthermore, this study sought to explore if a relationship existed between teachers' understanding and implementation of research-based science teaching practices, the barriers to enacting these practices--known as institutional constraints, and the constructive-developmental theory which explores meaning-making systems known as orders of consciousness. As a naturalistic inquiry mixed methods study, data were collected using both qualitative (e.g., semi-structured interviews, field notes) as well as quantitative methods (e.g., observation protocols, subject/object protocol). These data sources were used to construct participant summaries and a cross-case analysis. The findings from provide evidence that teachers' orders of consciousness might help to explain why understanding research-based science teaching practices are maintained by some new teachers and not others. Additionally, this study found the orders of consciousness of teachers relates to the perceptions of institutional constraints as well as how a teacher chooses to navigate those constraints. Finally, the extent to which teachers implement research-based science teaching practices is related to orders of consciousness. While many studies have focused on what meaning teachers make, this study highlights the importance of considering how teachers make meaning. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=vision&pg=5&id=EJ1022535','ERIC'); return false;" href="https://eric.ed.gov/?q=vision&pg=5&id=EJ1022535">Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ho, Kai Fai; Tan, Preston 2013-01-01 The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=linear+AND+induction+AND+accelerator%5b+AND+%c3%97+AND+%5d&pg=3&id=EJ1159878','ERIC'); return false;" href="https://eric.ed.gov/?q=linear+AND+induction+AND+accelerator%5b+AND+%c3%97+AND+%5d&pg=3&id=EJ1159878">Beginning Teacher Induction in Secondary Schools: A Best Practice Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kearney, Sean 2017-01-01 Beginning teacher induction is becoming an increasingly popular process in acculturating teachers to their new careers. The problems that teachers face early in their careers are well known, and effective and ongoing induction is one of the foremost practices for alleviating the pressures that teachers face early in their careers. While induction… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=space+AND+research+AND+papers&pg=5&id=EJ1058343','ERIC'); return false;" href="https://eric.ed.gov/?q=space+AND+research+AND+papers&pg=5&id=EJ1058343">Examining Mathematics Teacher Educators' Emerging Practices in Online Environments</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kastberg, Signe; Lynch-Davis, Kathleen; D'Ambrosio, Beatriz 2014-01-01 Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for such spaces. Research has shown that views of learning impact design of online learning spaces, enabling and constraining particular student action. More… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED580930.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED580930.pdf">Preschool Teachers' Language and Literacy Practices with Dual Language Learners</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene 2016-01-01 The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=purpose+AND+science&id=EJ1062699','ERIC'); return false;" href="https://eric.ed.gov/?q=purpose+AND+science&id=EJ1062699">The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Anderson, Dayle 2015-01-01 Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=psychology+AND+brand&pg=6&id=EJ796042','ERIC'); return false;" href="https://eric.ed.gov/?q=psychology+AND+brand&pg=6&id=EJ796042">A Large-Scale Examination of the Nature and Efficacy of Teachers' Practices to Engage Parents: Assessment, Parental Contact, and Student-Level Impact</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Seitsinger, Anne M.; Felner, Robert D.; Brand, Stephen; Burns, Amy 2008-01-01 As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mathematic+AND+method+AND+year+AND+12&pg=4&id=EJ997256','ERIC'); return false;" href="https://eric.ed.gov/?q=mathematic+AND+method+AND+year+AND+12&pg=4&id=EJ997256">Addressing the Research/Practice Divide in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Flessner, Ryan 2012-01-01 Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=warm&id=EJ1006479','ERIC'); return false;" href="https://eric.ed.gov/?q=warm&id=EJ1006479">Becoming Warm Demanders: Perspectives and Practices of First Year Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bondy, Elizabeth; Ross, Dorene D.; Hambacher, Elyse; Acosta, Melanie 2013-01-01 In the literature on culturally responsive pedagogy "warm demanders" are teachers who embrace values and enact practices that are central to their students' success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1015990.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1015990.pdf">Ideas of and Attitudes towards Projects and Changing Practices: Voices of Four Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shome, Saurav; Natarajan, Chitra 2013-01-01 The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bricolage&pg=5&id=EJ739639','ERIC'); return false;" href="https://eric.ed.gov/?q=bricolage&pg=5&id=EJ739639">The Problems of Practice: Bricolage as a Metaphor for Teachers' Work and Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Scribner, Jay Paredes 2005-01-01 In this article the author uses Levi-Strauss' (1966) metaphor of Bricolage to examine how teachers, not policymakers, make sense of their "problems of practice" in three United States high schools. The article also examines how teachers address these problems of practice. It concludes by underscoring the disconnect between teachers' and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17225634','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17225634">Master teachers' responses to twenty literacy and science/mathematics practices in deaf education.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Easterbrooks, Susan R; Stephenson, Brenda; Mertens, Donna 2006-01-01 Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+observation&pg=5&id=ED559468','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+observation&pg=5&id=ED559468">Exploring Instructional Coaches' Attitudes and Use of the DataCapture Mobile Application to Collect Video-Based Evidence in Teacher Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shewell, Justin Reed 2013-01-01 An integral part of teacher development are teacher observations. Many teachers are observed once or twice a year to evaluate their performance and hold them accountable for meeting standards. Instructional coaches, however, observe and work with teachers to help them reflect on their performance, with the goal of improving their practice.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=contracts+AND+act&pg=7&id=EJ411691','ERIC'); return false;" href="https://eric.ed.gov/?q=contracts+AND+act&pg=7&id=EJ411691">These Strategies Soothe the Sting of Teacher Evaluation.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alkire, Phil 1990-01-01 When conducting teacher evaluations, the wise principal acts within union contracts and board policies, asks teachers for self-evaluations, carefully plans classroom visits, observes correctly, takes accurate notes, considers videotaping teachers, deemphasizes ratings, makes postevaluation conferences meaningful, and offers teachers a chance for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=linear+AND+induction+AND+accelerator%5b+AND+%c3%97+AND+%5d&pg=3&id=ED571933','ERIC'); return false;" href="https://eric.ed.gov/?q=linear+AND+induction+AND+accelerator%5b+AND+%c3%97+AND+%5d&pg=3&id=ED571933">New Teacher Induction: A Program Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hunter, J. Warren 2016-01-01 The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers' feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=acm&pg=4&id=EJ495589','ERIC'); return false;" href="https://eric.ed.gov/?q=acm&pg=4&id=EJ495589">Preservice Teachers in Secondary Social Studies: Examining Conceptions and Practices.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wilson, Elizabeth K.; And Others 1994-01-01 Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+Comparative+AND+Research+AND+Design&id=ED558312','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+Comparative+AND+Research+AND+Design&id=ED558312">The Relationship between Principal Leadership Practices and Teacher Morale</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Williams, Fabre K. 2013-01-01 This research explores the relationship of principal leadership practices and teacher morale. Six schools in a West Tennessee school system participated in the study. The participants in the study were executive principals and classroom teachers. The study was a descriptive, causal-comparative research design chosen to examine the possible… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126169.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126169.pdf">Principals' and Teachers' Practices about Parent Involvement in Schooling</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Erdener, Mehmet Akif 2016-01-01 Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=introduction+AND+information+AND+technology&pg=6&id=EJ833780','ERIC'); return false;" href="https://eric.ed.gov/?q=introduction+AND+information+AND+technology&pg=6&id=EJ833780">Understanding Changes in Teachers' ICT Practices: A Longitudinal Perspective</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Orlando, Joanne 2009-01-01 With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+contract+AND+theory&pg=3&id=ED567437','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+contract+AND+theory&pg=3&id=ED567437">Relationship between Teacher Self-Efficacy and the Teacher Evaluation Process</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pisciotta, Summer 2014-01-01 Changes in state laws led the education system personnel in Arizona to reconsider how they assess students, teachers, and administrators. Higher expectations for teacher and student performance and a budget deficit at schools resulted in evaluations being a focal point in teacher contract renewal. The purpose of this qualitative case study was to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=symbolic+AND+interactionism&pg=6&id=EJ840192','ERIC'); return false;" href="https://eric.ed.gov/?q=symbolic+AND+interactionism&pg=6&id=EJ840192">Valuing Practice over Theory: How Beginning Teachers Re-Orient their Practice in the Transition from the University to the Workplace</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Allen, Jeanne M. 2009-01-01 This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=engaging+AND+much+AND+work&id=EJ995938','ERIC'); return false;" href="https://eric.ed.gov/?q=engaging+AND+much+AND+work&id=EJ995938">Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Waring, Hansun Zhang 2013-01-01 Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rhodesia&pg=2&id=EJ103210','ERIC'); return false;" href="https://eric.ed.gov/?q=rhodesia&pg=2&id=EJ103210">Theoretical, Practical and Personal Domains in the Curriculum of Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ingram, James B. 1974-01-01 This survey of teacher trainers in Rhodesia considers their intentions in teaching with respect to three domains of teacher education -- theoretical, practical, and personal. The study assumes that the effectiveness of a curriculum is ultimately dependent on the intentions of its teachers. (JH) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fer&pg=3&id=EJ1094853','ERIC'); return false;" href="https://eric.ed.gov/?q=fer&pg=3&id=EJ1094853">Fostering Teacher Educators' Professional Development on Practice-Based Research through Communities of Inquiry</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Willemse, T. Martijn; Boei, Fer; Pillen, Marieke 2016-01-01 Practice-based research and supervising students' research has become an important task for higher vocational institutes, including the teacher education departments. However, conducting practice-based research is not always common practice for a great number of teacher educators. Therefore, professional development activities are undertaken to… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013RScEd..43....3O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013RScEd..43....3O">Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E. 2013-02-01 This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED553136.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED553136.pdf">Teacher Effectiveness: An Update on Pennsylvania's Teacher Evaluation System. Issue Brief</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Research For Action, 2013 2013-01-01 Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Shuling+Chen&id=EJ1143436','ERIC'); return false;" href="https://eric.ed.gov/?q=Shuling+Chen&id=EJ1143436">The Ethical Dimension of Teacher Practical Knowledge: A Narrative Inquiry into Chinese Teachers' Thinking and Actions in Dilemmatic Spaces</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chen, Xiangming; Wei, Ge; Jiang, Shuling 2017-01-01 Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher's practical knowledge, explicated in a… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1141710.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1141710.pdf">Towards Building Science Teachers' Understandings of Contemporary Science Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David 2017-01-01 Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+dynamics+AND+social+AND+practice&pg=4&id=EJ1123685','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+dynamics+AND+social+AND+practice&pg=4&id=EJ1123685">Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Raina, Jyoti 2016-01-01 Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=solve&pg=4&id=EJ1155610','ERIC'); return false;" href="https://eric.ed.gov/?q=solve&pg=4&id=EJ1155610">Teachers Are Designers: Addressing Problems of Practice in Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Henriksen, Danah; Richardson, Carmen 2017-01-01 Teachers may be confused or put off by buzzwords like "design thinking," but the concept is a useful one: To solve stubborn, everyday problems of practice in schools, they should approach those problems strategically and systematically. Specifically, explain the authors, teachers gain new insights into challenges they face when they take… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068066.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068066.pdf">Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin 2015-01-01 Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Video&pg=7&id=EJ1156834','ERIC'); return false;" href="https://eric.ed.gov/?q=Video&pg=7&id=EJ1156834">Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Klein, Emily J.; Taylor, Monica 2017-01-01 This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=wine&pg=5&id=ED531004','ERIC'); return false;" href="https://eric.ed.gov/?q=wine&pg=5&id=ED531004">Envisioning New Technologies in Teacher Practice: Moving Forward, Circling Back Using a Teacher Action Research Approach. New Literacies and Digital Epistemologies. Volume 47</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Strong-Wilson, Teresa, Ed. 2012-01-01 How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=5&id=ED567675','ERIC'); return false;" href="https://eric.ed.gov/?q=safe+AND+working+AND+environment&pg=5&id=ED567675">Practices of Cooperating Teachers Contributing to a High Quality Field Experience</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lafferty, Karen Elizabeth 2015-01-01 This mixed methods study framed in cognitive apprenticeship theory involved cooperating and preservice teachers from 10 university-based credentialing programs in California. It examined the connection between cooperating teacher practices and preservice teachers' perceptions of a high quality field experience. Survey responses from 146… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JSTEd..27..799H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JSTEd..27..799H">Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Hanuscin, Deborah L.; Zangori, Laura 2016-12-01 Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=IOTA&pg=2&id=ED132195','ERIC'); return false;" href="https://eric.ed.gov/?q=IOTA&pg=2&id=ED132195">Teacher Evaluation.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Millard, Joseph E. Teachers may be evaluated (1) according to their skills and attitudes, (2) by observing their behavior, (3) observing the students' behavior and achievement, and (4) by a combination of means. Some systems, summative and formative, now enjoying rather wide popularity are described in this document. IOTA (Instrument for Observation of Teaching… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=digital+AND+transformation&pg=2&id=EJ1117823','ERIC'); return false;" href="https://eric.ed.gov/?q=digital+AND+transformation&pg=2&id=EJ1117823">Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun 2016-01-01 Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1847c0012B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1847c0012B">Structural equation modeling assessing relationship between mathematics beliefs, teachers' attitudes and teaching practices among novice teachers in Malaysia</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Borhan, Noziati; Zakaria, Effandi 2017-05-01 This quantitative study was conducted to investigate the perception level of novice teachers about mathematics belief, teachers' attitude towards mathematics and teaching practices of mathematics in the classroom. In addition, it also aims to identify whether there is a correspondence model with the data obtained and to identify the relationship between the variables of beliefs, attitudes and practices among novice teachers in Malaysia. A total of 263 primary novice teachers throughout the country were involved in this study were selected randomly. Respondents are required to provide a response to the questionnaire of 66 items related to mathematics beliefs, attitudes and practices of the teaching mathematics. There are ten sub-factors which have been established in this instrument for three major constructs using a Likert scale rating of five points. The items of the constructs undergo the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedure involve of unidimensionality test, convergent validity, construct validity and discriminant validity. Descriptive statistics were used to describe the frequency, percentage, the mean and standard deviation for completing some research questions that have been expressed. As for inferential statistical analysis, the researchers used structural equation modeling (SEM) to answer the question of correspondents model and the relationship between these three variables. The results of the study were found that there exist a correspondence measurement and structural model with the data obtained. While the relationship between variable found that mathematics beliefs have a significant influence on teachers' attitudes towards mathematics as well as the relationship between the attitudes with teaching practices. Meanwhile, mathematics belief had no significant relationship with mathematics teaching practices among novice teachers in Malaysia. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22Observation+Protocol%22&pg=7&id=EJ1011451','ERIC'); return false;" href="https://eric.ed.gov/?q=%22Observation+Protocol%22&pg=7&id=EJ1011451">The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-Based Teaching Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nam, Jeonghee; Seung, Eulsun; Go, MunSuk 2013-01-01 This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27799917','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27799917">Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami 2016-01-01 The current study investigated early elementary school teachers' beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students' performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers' scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=peer+AND+teaching&id=EJ1017973','ERIC'); return false;" href="https://eric.ed.gov/?q=peer+AND+teaching&id=EJ1017973">Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin 2013-01-01 This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=open+AND+book+AND+management&pg=6&id=EJ764820','ERIC'); return false;" href="https://eric.ed.gov/?q=open+AND+book+AND+management&pg=6&id=EJ764820">Teachers' Needs and Predesigned Instructional Practices: An Analysis of a Reading/Language Arts Coursebook for a Second Grade Class</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ajayi, Lasisi 2005-01-01 Coursebooks are an indispensable tool of the language arts instruction in elementary schools across California State. They are designed for teachers with precise indications of instructional practices, classroom social and participatory structures. However, these pre-designed practices are hardly evaluated for their appropriateness to meet… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1155542','ERIC'); return false;" href="https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1155542">Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wei, Bing; Li, Xiaoxiao 2017-01-01 It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=systematic+AND+reviews+AND+research+AND+gap&id=EJ1018410','ERIC'); return false;" href="https://eric.ed.gov/?q=systematic+AND+reviews+AND+research+AND+gap&id=EJ1018410">The Moral Vacuum in Teacher Education Research and Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sanger, Matthew; Osguthorpe, Richard 2013-01-01 This chapter examines the gap between the widespread acknowledgment that teaching is a moral endeavor, on the one hand, and the lack of explicit, systematic teacher education research and practice to support preparing teachers for the moral aspects of teaching. After providing an initial description of the aforementioned gap, the chapter surveys… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=asia&pg=7&id=EJ1139367','ERIC'); return false;" href="https://eric.ed.gov/?q=asia&pg=7&id=EJ1139367">Current Practice of Extensive Reading in Asia: Teachers' Perceptions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chang, Anna C.-S.; Renandya, Willy A. 2017-01-01 This study investigated teachers' perceptions of the practice of extensive reading (ER) in the Asian context. One hundred and nineteen L2 teachers in Asia responded to an online questionnaire that probed into their reasons for implementing ER, the difficulties they encountered, and their perception about the effectiveness of different ways of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+child&pg=3&id=EJ1007873','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+child&pg=3&id=EJ1007873">Mothers' Trust toward Teachers in Relation to Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik 2013-01-01 This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=problem+AND+centered+AND+interview&pg=3&id=EJ966988','ERIC'); return false;" href="https://eric.ed.gov/?q=problem+AND+centered+AND+interview&pg=3&id=EJ966988">Teacher Beliefs and Technology Integration Practices: A Critical Relationship</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; Sendurur, Polat 2012-01-01 Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+left+AND+review&pg=3&id=EJ995634','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+left+AND+review&pg=3&id=EJ995634">Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ostrosky, Michaelene M.; Mouzourou, Chryso; Danner, Natalie; Zaghlawan, Hasan Y. 2013-01-01 When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT.......145K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT.......145K">Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Kademian, Sylvie M. Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.2013S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.2013S">Discovering Plate Boundaries in Data-integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E. 2015-08-01 Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+observation&pg=4&id=ED583333','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+observation&pg=4&id=ED583333">Teacher Evaluations: Do Classroom Observations and Evaluator Training Really Matter?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pies, Sarah J. 2017-01-01 The purpose of this study was to determine if the minimum number of observations stated in a district's teacher evaluation plan, observation characteristics described in a district's evaluation plan, and the characteristic of those evaluating teachers had an impact on whether a school would receive a bonus or penalty point for Indiana's A-F… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2703600','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2703600">Preparing teachers for the performance and evaluation of gaming-simulation in experiential learning climates.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Barber, P; Norman, I 1989-02-01 Gaming-simulation exercises have become an established teaching strategy for nursing education. This paper suggests that nurse educators must now attempt to evaluate their effect on learning. Problems of evaluation are discussed and alternative approaches critically considered. The dominant 'classical' approach is rejected in favour of 'illuminative' evaluation and the approach of 'new paradigm research'. Nurse teachers are encouraged to apply the principles of therapeutic community practice and 'gestalt awareness' to the learning environment to enhance gains from experiential approaches. Finally the need to prepare teachers is examined. It is suggested that personal and interpersonal sensitivity, plus the ability to meaningfully facilitate groupwork are necessary prerequisites for effective gaming-simulation and its qualitative evaluation. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=authoritative&pg=4&id=EJ1167445','ERIC'); return false;" href="https://eric.ed.gov/?q=authoritative&pg=4&id=EJ1167445">"Control Must Be Maintained": Exploring Teachers' Pedagogical Practice outside the Classroom</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Glackin, Melissa 2018-01-01 Drawing on qualitative data, this article presents an analysis of six secondary science teachers' expectations and practices related to teaching outdoors during a professional development programme. Using Foucault's and Bernstein's theories of "space", routines and set practices, I argue that participant teachers' fear of losing control… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Problems+AND+Of+AND+Economic+AND+Transition&pg=3&id=EJ783144','ERIC'); return false;" href="https://eric.ed.gov/?q=Problems+AND+Of+AND+Economic+AND+Transition&pg=3&id=EJ783144">Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C. 2008-01-01 This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1067479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1067479.pdf">Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mannathoko, Magdeline C. 2013-01-01 Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=assessment+AND+innovation+AND+policy&pg=7&id=EJ873561','ERIC'); return false;" href="https://eric.ed.gov/?q=assessment+AND+innovation+AND+policy&pg=7&id=EJ873561">Science Teachers' Professional Development and Changes in Science Practical Assessment Practices: What Are the Issues?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Towndrow, Phillip A.; Tan, Aik-Ling; Yung, Benny H. W.; Cohen, Libby 2010-01-01 This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015MEdRJ..27..471C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015MEdRJ..27..471C">A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Cavanagh, Michael; McMaster, Heather 2015-12-01 This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23885704','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23885704">Intervention effects on kindergarten and first-grade teachers' classroom food practices and food-related beliefs in American Indian reservation schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Arcan, Chrisa; Hannan, Peter J; Himes, John H; Fulkerson, Jayne A; Rock, Bonnie Holy; Smyth, Mary; Story, Mary 2013-08-01 Prevalence of obesity among American Indian children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers' classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial that took place on the Pine Ridge American Indian reservation (fall 2005 to spring 2008). Kindergarten and first-grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (P=0.0005) and fast-food rewards (P=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (P=0.019), that it would be acceptable to sell unhealthy foods as part of school fundraising (P=0.006), and that it would not make sense to limit students' food choices in school (P=0.035). School-based interventions involving teacher training can result in positive changes in teachers' classroom food practices and beliefs about the influence of the school food environment in schools serving American Indian children on reservations. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018RScEd..48..117C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018RScEd..48..117C">Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan 2018-02-01 This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=swans&id=EJ1147255','ERIC'); return false;" href="https://eric.ed.gov/?q=swans&id=EJ1147255">Measuring Student Teachers' Practices and Beliefs about Teaching Mathematics Using the Rasch Model</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne 2017-01-01 Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. "Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers." "Research in Education" 75 (1): 58-70]. One of the reasons for measuring both beliefs and practices is… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=influential+AND+interest+AND+group+AND+us&pg=2&id=ED554625','ERIC'); return false;" href="https://eric.ed.gov/?q=influential+AND+interest+AND+group+AND+us&pg=2&id=ED554625">Perspectives and Practices of Graduates of an Urban Teacher Residency Program</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tricarico, Katie M. 2012-01-01 Many traditional university-based and alternative route teacher preparation programs have been developed to prepare new teachers to work in urban, high minority, and high-poverty classrooms. There is little literature that documents the outcomes of these programs designed specifically for urban environments or the practices of teachers who… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nz&id=EJ1156011','ERIC'); return false;" href="https://eric.ed.gov/?q=nz&id=EJ1156011">Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lai, Kwok-Wing 2017-01-01 A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher-student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED566701.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED566701.pdf">Determinants of Differing Teacher Attitudes towards Inclusive Education Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gyimah, Emmanuel K.; Ackah, Francis R., Jr.; Yarquah, John A. 2010-01-01 An examination of literature reveals that teacher attitude is fundamental to the practice of inclusive education. In order to verify the extent to which the assertion is applicable in Ghana, 132 teachers were selected from 16 regular schools in the Cape Coast Metropolis using purposive and simple random sampling techniques to respond to a four… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pedagogical+AND+practices+AND+science&pg=5&id=EJ1067941','ERIC'); return false;" href="https://eric.ed.gov/?q=Pedagogical+AND+practices+AND+science&pg=5&id=EJ1067941">Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael 2015-01-01 This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cops&pg=2&id=EJ1033629','ERIC'); return false;" href="https://eric.ed.gov/?q=cops&pg=2&id=EJ1033629">Leading by Example: Teacher Educators' Professional Learning through Communities of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> MacPhail, Ann; Patton, Kevin; Parker, Melissa; Tannehill, Deborah 2014-01-01 There has been a limited interest in examining physical education teacher educators' role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=w.+AND+b.+AND+lawrence&pg=3&id=ED493820','ERIC'); return false;" href="https://eric.ed.gov/?q=w.+AND+b.+AND+lawrence&pg=3&id=ED493820">Urban Teacher Education and Teaching: Innovative Practices for Diversity and Social Justice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Solomon, R. Patrick, Ed.; Sekayi, Dia, Ed. 2007-01-01 This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23692539','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23692539">Teacher feedback during active learning: current practices in primary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> van den Bergh, Linda; Ros, Anje; Beijaard, Douwe 2013-06-01 Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED287867.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED287867.pdf">Evaluation of the 1985-86 Beginning Teacher Program.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Feldman, H. S. The Florida Beginning Teacher Program was evaluated in 1985-86 to determine its impact on teacher performance and to study problem areas identified in the 1984-85 evaluation. A sample of 43 beginning teachers and their support team members (a peer teacher, a building-level administrator, and one or more professional educators) completed surveys.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leading+AND+collaborating&pg=2&id=ED575824','ERIC'); return false;" href="https://eric.ed.gov/?q=leading+AND+collaborating&pg=2&id=ED575824">Approaching Authentic Assessment: Using Virtual School Teachers' Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Seamster, Christina Lambert 2016-01-01 According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TC&pg=5&id=EJ1031175','ERIC'); return false;" href="https://eric.ed.gov/?q=TC&pg=5&id=EJ1031175">Linking Research and Practice through Teacher Communities: A Place Where Formal and Practical Knowledge Meet?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pareja Roblin, Natalie N.; Ormel, Bart J. B.; McKenney, Susan E.; Voogt, Joke M.; Pieters, Jules M. 2014-01-01 This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants' roles and knowledge generated by the teacher community. Three patterns emerged pertaining… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analytical+AND+article&pg=5&id=EJ1170010','ERIC'); return false;" href="https://eric.ed.gov/?q=analytical+AND+article&pg=5&id=EJ1170010">Grounding Teacher Education in Practice around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen 2018-01-01 Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007PhDT........74C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007PhDT........74C">An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Connell, Shelley Sha'ron 2007-12-01 This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer. Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding. The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher. This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=stallings+william&pg=3&id=ED220491','ERIC'); return false;" href="https://eric.ed.gov/?q=stallings+william&pg=3&id=ED220491">Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Newman, Dorothy C.; Stallings, William M. An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=spelling&id=EJ1098111','ERIC'); return false;" href="https://eric.ed.gov/?q=spelling&id=EJ1098111">Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Doyle, Antoinette; Zhang, Jing; Mattatall, Chris 2015-01-01 This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+work&pg=5&id=EJ950396','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+work&pg=5&id=EJ950396">Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone 2012-01-01 Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057516.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057516.pdf">Developing the Practice of Teacher Questioning through a K-2 Elementary Mathematics Field Experience</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Schwartz, Catherine 2015-01-01 This article presents findings from research on a field experience designed to help elementary preservice teachers learn the practice of teacher questioning during formal and informal interviews to analyze student mathematical thinking in K-2 classrooms. The practice of teacher questioning is framed as choosing a mathematical goal, analyzing… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=homosexuality&pg=2&id=EJ1058261','ERIC'); return false;" href="https://eric.ed.gov/?q=homosexuality&pg=2&id=EJ1058261">The Pedagogical Practices of Québec High School Teachers Relative to Sexual Diversity</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Richard, Gabrielle 2015-01-01 This article explores the ways in which teachers describe their pedagogical and intervention practices relative to sexual diversity in Québec (Canada). Three variables closely associated with teachers who report inclusive practices emerge: experiential training (based on the experience of a lesbian, gay, or bisexual [LGB] teacher), contact… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED580861.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED580861.pdf">Teacher Compensation: Standard Practices and Changes in Wisconsin. WCER Working Paper No. 2016-5</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kimball, Steven M.; Heneman, Herbert G., III.; Worth, Robin; Arrigoni, Jessica; Marlin, Daniel 2016-01-01 Over many decades, teachers' compensation has been determined through standard practices, commonly represented by the single salary schedule. While these practices served districts well in a number of respects, many argue that new forms of teacher pay could provide powerful levers for changing teacher performance and improving student achievement… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chang&pg=2&id=EJ1139933','ERIC'); return false;" href="https://eric.ed.gov/?q=Chang&pg=2&id=EJ1139933">Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nasri, Najmeh; Vahid Dastjerdy, Hossein; Eslami Rasekh, Abbass; Amirian, Zahra 2017-01-01 Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers' practices for promoting high school students' autonomy, (2) possible differences among teachers' practices with different educational degrees, levels of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effects+AND+networks+AND+social&id=ED529331','ERIC'); return false;" href="https://eric.ed.gov/?q=effects+AND+networks+AND+social&id=ED529331">The Effect of Teachers' Social Networks on Teaching Practices and Class Composition</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kim, Chong Min 2011-01-01 Central to this dissertation was an examination of the role teachers' social networks play in schools as living organizations through three studies. The first study investigated the impact of teachers' social networks on teaching practices. Recent evidence suggests that teachers' social networks have a significant effect on teachers' norms,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mycology&id=ED347131','ERIC'); return false;" href="https://eric.ed.gov/?q=Mycology&id=ED347131">The Application of Theory to Practice by Preservice Secondary School Biology Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stolworthy, Reed L. The purpose of this study was to determine preservice secondary biology teachers' (N=18) ability to transmit knowledge of the subject to pupils through methodologies designed to translate theory into practice. The cooperating teachers (N=12) provided data regarding abilities demonstrated by the student teachers. The student teachers utilized the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evaluation+AND+teaching+AND+Mexico&pg=5&id=EJ302722','ERIC'); return false;" href="https://eric.ed.gov/?q=evaluation+AND+teaching+AND+Mexico&pg=5&id=EJ302722">Teacher Evaluation and the 'Hand of History.'</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wood, Carolyn J.; Pohland, Paul A. 1983-01-01 Analysis of teacher evaluation instruments from 65 New Mexico school districts, concurring with nationwide studies, suggests that teacher evaluation is meant more as a tool for administrative decisions than for improving teaching. (JW) </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED581110.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED581110.pdf">Teacher Effectiveness Enhancement Programme: Evaluation Report and Executive Summary</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Education Endowment Foundation, 2016 2016-01-01 The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers' classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT........27C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT........27C">Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Cotner, Bridget A. School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ex+AND+post+AND+facto+AND+studies&pg=5&id=ED557443','ERIC'); return false;" href="https://eric.ed.gov/?q=ex+AND+post+AND+facto+AND+studies&pg=5&id=ED557443">Elementary Teachers' Perceived Use of Culturally Responsive Teaching Practices and Their Relationship to Teachers' Demographics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hohensee, Jo-Anne 2013-01-01 The quantitative ex post facto study had a two-fold purpose: (1) to determine which of the cultural responsive teaching practices of kindergarten through sixth grade teachers were used most often and (2) to determine to what extent each of the teacher's demographics (i.e., the predictive variables) differ for each CRTI factor (i.e., the criterion… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=weave+AND+styles&id=EJ1033216','ERIC'); return false;" href="https://eric.ed.gov/?q=weave+AND+styles&id=EJ1033216">Theory and Practice in In-Service Teacher Learning: Teachers' Reconceptualisation of Curriculum in History Lessons</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moyo, Nathan; Modiba, Maropeng 2014-01-01 This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=triggers+AND+social+AND+interaction&pg=2&id=EJ1011007','ERIC'); return false;" href="https://eric.ed.gov/?q=triggers+AND+social+AND+interaction&pg=2&id=EJ1011007">From Principles to Practice: Collegial Observation for Teacher Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gray, Susan M. 2012-01-01 Teachers constantly question their own practice. Often, their questions remain unexplored. Collegial observation provides one way to see teaching differently and understand the tensions involved in incorporating new theoretical understandings into practice. Gebhard (1999) argues that conversations preceding and following such observations are… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED463646.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED463646.pdf">The State of Post-Occupancy Evaluation in the Practice of Educational Design.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lackney, Jeffery A. Over the past decade, thousands of new school buildings and renovations have been planned, designed, and constructed in the United States. Of these, only a small fraction will ever be evaluated against the educational needs of students and teachers. This paper reflects on the state of post-occupancy evaluation (POE) in the practice of educational… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=standard+AND+model&pg=2&id=ED580035','ERIC'); return false;" href="https://eric.ed.gov/?q=standard+AND+model&pg=2&id=ED580035">Teacher Evaluation Models: Compliance or Growth Oriented?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clenchy, Kelly R. 2017-01-01 This research study reviewed literature specific to the evolution of teacher evaluation models and explored the effectiveness of standards-based evaluation models' potential to facilitate professional growth. The researcher employed descriptive phenomenology to conduct a study of teachers' perceptions of a standard-based evaluation model's… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ976934.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ976934.pdf">Evaluation of the Distance Education Pre-Service Teachers' Opinions about Teaching Practice Course (Case of Izmir City)</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Guven, Meral; Kurum, Dilruba; Saglam, Mustafa 2012-01-01 The aim of this study was to determine the distance education pre-service teachers' opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED090210.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED090210.pdf">The Evaluation of Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> National Education Association, Washington, DC. Div. of Instruction and Professional Development. The several components of this package on the evaluation of teachers and educational programs are designed to help affiliates deal constructively with the subject. The issue of evaluation continues to intensify as state legislatures increasingly mandate that evaluation systems be imposed throughout the state to measure the performance of teachers… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=francis+AND+bacon&id=EJ928972','ERIC'); return false;" href="https://eric.ed.gov/?q=francis+AND+bacon&id=EJ928972">What Teachers Can Learn from the Practice of Artists</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jarvis, Michael 2011-01-01 This article considers how primary teachers can learn from the practice of artists in their own teaching of art. Fundamental to artistic practice is the notion of practising with various materials and tools. In the article I look at some children's images, as well as scrutinising some statements made by the painter Francis Bacon. The practices of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567134.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567134.pdf">Theory in Educational Research and Practice in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Higgs, Leonie G. 2013-01-01 A problem in education, that has long concerned philosophers of education, is the problem of the relationship between theory and practice in educational research and practice. Despite the fact that much has been written on the relationship between theory and practice in education, it would seem that teachers continue to cling to an image of theory… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+gender+AND+workplace&pg=6&id=EJ893766','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+gender+AND+workplace&pg=6&id=EJ893766">Jamaica Higher Education: Utilizing the Benchmarks of Joint Board Teaching Practice at Church Teachers' College</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rose, Hyacinth P. 2010-01-01 This article reports a descriptive case study portraying a teaching-practice program designed to highlight the preparation of student-teachers for teaching practice, using the Joint Board of Teacher Education (JBTE) benchmarks, in a teachers' college in Jamaica. At Church Teachers' College (CTC) 22 informants of mixed gender were selected for the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=aids+AND+risk+AND+assessment&pg=6&id=EJ890960','ERIC'); return false;" href="https://eric.ed.gov/?q=aids+AND+risk+AND+assessment&pg=6&id=EJ890960">Redesigning and Aligning Assessment and Evaluation for a Federally Funded Math and Science Teacher Educational Program</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hardre, Patricia L.; Slater, Janis; Nanny, Mark 2010-01-01 This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1)… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......192H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......192H">Constitutions of Nature by Teacher Practice and Discourse in Ontario Grade 9 and 10 Academic Science</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Hoeg, Darren Glen . Activities are adapted to meet the knowledge requirements of the curriculum, which is institutionally coordinated by a system of management, based on accountability and performance. Thus, teachers come to see teaching practice that 'works' as contained in those science activities that engage students in learning nature as a specific representation (model/machine) or through science methods that control students learning so that they arrive at the correct knowledge. This allows teachers to assess and evaluate students' acquisition of the institutionally valued knowledge of nature. This system of coordination is sustained through discourse that enables teaching practices that aligns with institutional priorities of measuring performance, while at the same time, limiting teachers from being able to conceive of other teaching practices that might enable different constitutions of nature. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Economics+AND+One+AND+Lesson&pg=6&id=ED554848','ERIC'); return false;" href="https://eric.ed.gov/?q=Economics+AND+One+AND+Lesson&pg=6&id=ED554848">Promoting Mathematics Teachers' Discourse-Based Assessment Practice in Junior High Schools: An Exploratory Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chen, Chang-Hua 2012-01-01 This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on teacher discourse in sessions and in DAP in the classroom. DAP is a type of formative assessment practice which consists of questioning and feedback.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Akon&id=EJ823249','ERIC'); return false;" href="https://eric.ed.gov/?q=Akon&id=EJ823249">Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Joshua, Monday T.; Joshua, Akon M. 2004-01-01 This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=CLT&pg=5&id=EJ981161','ERIC'); return false;" href="https://eric.ed.gov/?q=CLT&pg=5&id=EJ981161">Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nishino, Takako 2012-01-01 This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961','ERIC'); return false;" href="https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961">Thinking about Practical Work in Chemistry: Teachers' Considerations of Selected Practices for the Macroscopic Experience</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lewthwaite, Brian 2014-01-01 This study explores teachers' thinking about practical work, especially in regards to the types of practical work they privilege in their teaching of chemistry to support students in their learning. It seeks to investigate the view that practical work, especially the type of practical work selected, is "unthinkingly" and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1165221.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1165221.pdf">Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy 2018-01-01 This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003SciEd..87....3D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003SciEd..87....3D">Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Davis, Kathleen S. 2003-01-01 Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., & Helms, J. V. (2001). Journal of Research in Science Teaching, 38(1), 3-16.) have pointed to the need to examine reform efforts systemically to understand the pathways and impediments to successful reform. This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Parallels are drawn between student and teacher learning and the importance of autonomy and decision-making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated teacher learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision-making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field-testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26078669','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26078669">Knowledge levels of pre-school teachers related with basic first-aid practices, Isparta sample.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sönmez, Yonca; Uskun, Ersin; Pehlivan, Azize 2014-09-01 The aim of this study was to evaluate the levels of knowledge of pre-school teachers working in the province center of Isparta related with basic first-aid practices and some factors which affected these levels of knowledge. In this cross-sectional, analytic study, 110 pre-school teachers working in the province center of Isparta constituted the population. A questionnaire questioning sociodemographic properties and the level of knowledge related with first-aid practices was applied under supervision. The level of knowledge was evaluated on a 20-point scale. In the analyses, Kruskal-Wallis and Mann-Whitney U tests and Spearman's rank correlation were used. The study was approved by the Ethical Committee for Clinical Studies of Süleyman Demirel University School of Medicine (registration number: 105). The mean score of first-aid knowledge of the pre-school teachers was found to be 11.9±2.9. The least known issues included washing the wound by soap and water after a dog bite, information related with the necessity of immobilization of a child who has fallen from a high level and the phone number of National Poison Information Center (16.4%, 20.9% and 22.7%, respectively). The scores of the subjects whose knowledge of first-aid was evaluated to be well were higher compared to the subjects whose knowledge of first-aid was evaluated to be moderate (p=0.009) and poor (p=0.001). It was found that first-aid scores did not show significant difference in terms of age, working period, having received first-aid training and having faced with a condition requiring first-aid previously (p>0.05, for all comparisons). It was found that pre-school teachers had insufficient first-aid knowledge. Since the first-aid knowledge scores of the subjects who reported that they received first-aid training before did not show significant difference, it was thought that the quality of training was as important as receiving training. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27287617','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27287617">Food-related practices and beliefs of rural US elementary and middle school teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Findholt, Nancy E; Izumi, Betty T; Shannon, Jackilen; Nguyen, Thuan 2016-01-01 Childhood obesity disproportionately affects rural populations; therefore, promoting healthy eating among rural children is essential. Teachers are important role models for children and can influence children's eating behaviors through their own behaviors and beliefs about food. This study examined the food-related practices and beliefs of rural elementary and middle school teachers. Data were used from the SNACZ study, a school- and community-based trial conducted in rural Oregon. Kindergarten through eighth-grade teachers (n=87), teaching students usually aged 5-14 years, from eight rural school districts completed a baseline survey in November 2012 concerning their classroom food practices, eating behaviors at school, beliefs about the school food environment, and nutrition knowledge. Frequencies of responses to each item were calculated. Nearly all teachers (97.6%) agreed that a healthy school food environment is important, but fewer agreed that teachers' behaviors and the foods available at school influence students' eating behaviors (71.0% and 67.0%, respectively). Nearly 86% of teachers used candy as a reward for students, while 78.2% consumed unhealthy snacks and 42.5% consumed sweetened beverages in the classroom. The results suggest that most rural teachers recognize that having a healthy school food environment is important, but are less aware of factors within the school that influence students' eating behaviors - including their own eating behaviors and classroom food practices - and, perhaps for this reason, many rural teachers engage in classroom practices and behaviors that do not promote healthy eating. Teacher training and expanded school policies that focus on teacher behavior may be needed to ensure a healthier rural school food environment. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29018751','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29018751">Knowledge and practices of teachers associated with eye health of primary school children in Rawalpindi, Pakistan.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Habiba, Ume; Ormsby, Gail M; Butt, Zahid Ahmad; Afghani, Tayyab; Asif, Muhammad 2017-01-01 Teachers' perspectives on eye health can be limited, particularly in developing countries. The aim of this study was to assess teachers' knowledge and practices associated with eye health of primary students in Rawalpindi, Pakistan. This was a cross-sectional survey of primary school teachers. Simple random sampling technique was used to select 443 participants from 34 private and 17 public schools. A self-administered questionnaire was used. Teachers' knowledge ranged from "high" (35.89%), "moderate" (49.89%), and "low" (14.22%). Teachers' practices associated with students' eye health ranged from "high" (10.16%), "moderate" (23.02%), and "low" (66.82%). The teachers' knowledge index scores increased 4.28 points with successive age groups and increased 2.41 points with each successive level of education. For teachers whose close relatives experienced eye disease, their knowledge index score was 4.51 points higher than those teachers whose relatives never had any eye disease. Teachers' age, education level, and their close relatives experiencing eye disease were significant predictors of their knowledge ( R 2 = 0.087, P < 0.001). Female teachers' practices index score was 10.35 points higher than the male teachers and public school teachers had 10.13 points higher than the private school teachers. Teachers' gender and type of school were significant predictors of their practices ( R 2 = 0.06, P < 0.001). There was a significant gap among primary school teachers' knowledge and practices related to students' eye health. Innovative strategies are needed to improve how teachers address students' eye health issues in the classroom. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT.......184M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT.......184M">Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> McNeill, Katherine Lynch An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Social+AND+role&pg=6&id=EJ1101779','ERIC'); return false;" href="https://eric.ed.gov/?q=Social+AND+role&pg=6&id=EJ1101779">Discourse Analysis of Interpersonal Meaning to Understand the Discrepancy between Teacher Knowing and Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ilhan, Emine Gül Çelebi; Erbas, Ayhan Kürsat 2016-01-01 As is well known, bridging teacher knowledge or learning with practice is not a straightforward task. This paper aims to explore this discrepancy between a mathematics teacher's knowing and practices and to offer ways of alignment between the two based on the social/interpersonal meanings and their realization through teacher's discourse. In this… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ913878.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ913878.pdf">Doing Things Differently: The Outcomes of Teachers Researching Their Own Practice in Teaching Writing</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Limbrick, Libby; Buchanan, Pauline; Goodwin, Marineke; Schwarcz, Helen 2010-01-01 In this study we investigated whether teachers' pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students' writing achievement. Using student achievement data as a baseline, teachers examined and refined their practice using an inquiry process. The study took… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT........18F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT........18F">Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Farrar, Cynthia Hamen In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=robin&id=EJ823239','ERIC'); return false;" href="https://eric.ed.gov/?q=robin&id=EJ823239">Analyzing "Inconsistencies" in Practice: Teachers' Continued Use of Round Robin Reading</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ash, Gwynne Ellen; Kuhn, Melanie R.; Walpole, Sharon 2009-01-01 This study analyzed in-service teachers' and literacy coaches' perceptions of Round Robin Reading to begin developing an understanding of the persistence of this practice in public schools in the United States. Surveying 80 teachers and 27 literacy coaches using an open-ended instrument, we found that many teachers continued to use Round Robin… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1170349.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1170349.pdf">Multilingual Students in Greek Schools: Teachers' Views and Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mitits, Lydia 2018-01-01 The purpose of the study was to investigate the views held by teachers in Thrace, Greece with respect to their multilingual students and the teaching practices. A questionnaire (De Angelis, 2011) was used to assess teachers' beliefs about the role of prior linguistic knowledge, the teacher, the school and the family in the education of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=roles+AND+compliance&pg=7&id=EJ1008375','ERIC'); return false;" href="https://eric.ed.gov/?q=roles+AND+compliance&pg=7&id=EJ1008375">The Triple Challenge of Evaluating Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Weber, Cindy 2013-01-01 School funding always will be a concern to school leaders, but it is an issue that districts have little control over. Teacher evaluation too often is a matter of compliance in school districts, and the author has always wanted to do something about it. Because of recent legislative changes to teacher evaluation in Michigan, where the author led a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative+AND+pretest+AND+posttest+AND+research&pg=5&id=EJ1111041','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative+AND+pretest+AND+posttest+AND+research&pg=5&id=EJ1111041">Improving Kindergarten Teachers' Differentiation Practices to Better Anticipate Student Differences</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dijkstra, Elma M.; Walraven, Amber; Mooij, Ton; Kirschner, Paul A. 2016-01-01 This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers' differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1096840.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096840.pdf">Purpose, Practice and Theory: Teacher Educators' Beliefs about Professional Experience</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Morrison, Chad M. 2016-01-01 The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=advantages+AND+fair+AND+value&id=ED460075','ERIC'); return false;" href="https://eric.ed.gov/?q=advantages+AND+fair+AND+value&id=ED460075">Teacher Evaluation and Student Achievement. Student Assessment Series.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stronge, James H.; Tucker, Pamela D. This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED478622.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED478622.pdf">Defining Tools for Teacher Reflection: The Assessment of Learner-Centered Practices (ALCP).</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McCombs, Barbara L. This paper focuses on the development and validation of survey tools that help teachers engage in a guided reflection process. The guided reflection process assists teachers at all levels, kindergarten through college, to reflect on (1) their own beliefs and practices; (2) how these practices are perceived by their students; and (3) the impact of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+job&pg=2&id=EJ1146731','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+job&pg=2&id=EJ1146731">Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Derrington, Mary Lynne; Kirk, Julia 2017-01-01 This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........48E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........48E">The effect of different levels of constructive teaching practices on teacher question asking behaviors</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Erdogan, Ibrahim The purposes of the study were: (1) to examine the effectiveness of the Iowa Chautauqua Professional Development Program (ICPDP) in moving elementary science teachers toward the use of more constructive teaching practices and (2) to investigate the effectiveness of different levels of teaching practices, especially in terms of a sample of teachers achieving "expert" state at the end of program compared with some attaining only with "competent" level. The variables considered were their perceptions of their own classroom practices, stated philosophy of teaching and learning, and their actual classroom practices and question asking behaviors observed via videotape recording. Structured questionnaires, focus group interviews, teacher reflections, and examination of lesson modules were used to collect data from thirty-three K-5 in-service teachers who were involved in a one-year ICPDP. Qualitative and quantitative analyses of data revealed that: (1) Teacher perceptions regarding their teaching and learning, and their actual teaching practices in classroom in terms of constructivist approaches were significantly changed after participation in the ICPDP. (2) Teacher perceptions of their classroom practices and stated philosophies of teaching and learning have a great affect on their actual practices that can be observed. (3) Teacher stated philosophies of teaching and learning significantly influence the quantity and quality of their use of questions in their classrooms. (4) The "expert" teachers accept students' alternative answers and deliberately ask high cognitive level questions that enable students to think critically and to guide them based on what the students are thinking. Alternatively, the "competent" teachers do not follow student responses and used questions which do not help students to understand their current level of understanding nor encourage students to reflect on their own thinking. (5) The role of "expert" teacher is more geared toward challenging </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1175532.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1175532.pdf">Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lemberger, Nancy; Reyes-Carrasquillo, Angela 2011-01-01 This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Technology+AND+qualitative&pg=4&id=EJ1037804','ERIC'); return false;" href="https://eric.ed.gov/?q=Technology+AND+qualitative&pg=4&id=EJ1037804">Enhancing Teachers' Technological Pedagogical Knowledge and Practices: A Professional Development Model for Technology Teachers in Malawi</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chikasanda, Vanwyk Khobidi Mbubzi; Otrel-Cass, Kathrin; Williams, John; Jones, Alister 2013-01-01 This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ940630.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ940630.pdf">The "R" Word in Teacher Education: Understanding the Teaching and Learning of Critical Reflective Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McCabe, Michael; Walsh, Steve; Wideman, Ronald; Winter, Eileen 2009-01-01 The case for critical reflective practice (CRP) among teachers has been advocated for some time. Reflective practice is now at the heart of a number of teacher education programmes and is regarded as an important element in the preparation of new teachers. While it is clear that CRP is highly regarded by teacher educators, less clear is whether… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=trade&pg=6&id=EJ1103069','ERIC'); return false;" href="https://eric.ed.gov/?q=trade&pg=6&id=EJ1103069">What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers' Instructional Materials, Preferences, and Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lenski, Susan; Larson, Mindy; McElhone, Dot; Davis, Dennis S.; Lauritzen, Carol; Villagómez, Amanda; Yeigh, Maika; Landon-Hays, Melanie; LeJeune, Marie; Scales, W. David 2016-01-01 This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Cohen+AND+1989&id=ED513215','ERIC'); return false;" href="https://eric.ed.gov/?q=Cohen+AND+1989&id=ED513215">Stories of Change: Narrative Perspectives on Elementary Teachers' Identifying and Implementation of New Mathematics Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Oslund, Joy Ann 2009-01-01 Recent mathematics education reforms (NCTM, 2000) have resulted in increased opportunities for teachers to learn new teaching practices. However, the relationship between teacher professional development and the actual implementation of new practices is unclear. I posit that a teachers' decision to implement newly learned practices is strongly… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012JSTEd..23...65S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012JSTEd..23...65S">Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Savasci, Funda; Berlin, Donna F. 2012-02-01 Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=external+AND+version&id=EJ927124','ERIC'); return false;" href="https://eric.ed.gov/?q=external+AND+version&id=EJ927124">Technical Analysis of Teacher Responses to the Self-Evaluation Scale-Teacher (SES-T) Version</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Erford, Bradley T.; Lowe, Samantha; Chang, Catherine Y. 2011-01-01 The Self-Evaluation Scale--Teacher version, used to assess teacher perceived self-esteem of students, was analyzed. A unidimensional model emerged from exploratory factor analysis, with cautious acceptance of data fit. Reliability and external aspects of validity were supported by the Self-Evaluation Scale--Teacher data. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED560156.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED560156.pdf">Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. Executive Summary. NCEE 2015-4021</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill 2015-01-01 Recent efforts to attract and retain effective educators and to improve teaching practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Heather+AND+Project&pg=5&id=EJ1173442','ERIC'); return false;" href="https://eric.ed.gov/?q=Heather+AND+Project&pg=5&id=EJ1173442">Enhancing Teacher Training Skills by Strengthening the Teaching Practice Component</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Phillips, Heather Nadia; Chetty, Rajendra 2018-01-01 Purpose: The ongoing theory vs practice debate reinforces the problems facing teacher training institutions which need to challenge traditional programmes and work towards a tighter coherence between coursework and practical experience. Working more closely with schools to restructure teaching practice is necessary in order to create better… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=many+AND+knowledge&pg=2&id=ED579145','ERIC'); return false;" href="https://eric.ed.gov/?q=many+AND+knowledge&pg=2&id=ED579145">Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Veselovsky, Aleksandra 2017-01-01 Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=presenting+AND+findings&pg=6&id=EJ1030516','ERIC'); return false;" href="https://eric.ed.gov/?q=presenting+AND+findings&pg=6&id=EJ1030516">Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Orlando, Joanne 2014-01-01 In recent years, a significant problem that has manifested in the quest to capitalise on the pedagogical potential of technology in schools is that veteran teachers are unwilling to integrate these resources into their practices. Given that veteran teachers comprise up to 40% of teachers, their lack of use is important. This paper aims to shed… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED388270.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED388270.pdf">Evaluating COCA--What Do Teachers Think?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Major, Nigel COCA, which consists of both authoring tools and a runtime shell, is a system intended to provide teachers with genuine access to intelligent tutoring system (ITS) technology and to give them control over domain material and teaching strategies. To evaluate the effectiveness of COCA, 10 subjects (five university teachers and five school teachers)… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. Their policies may differ from this site.</div> </div> <footer><a id="backToTop" href="#top"> </a><nav><a id="backToTop" href="#top"> </a><ul class="links"><a id="backToTop" href="#top"> </a><li><a id="backToTop" href="#top"></a><a href="/sitemap.html">Site Map</a></li> <li><a href="/members/index.html">Members Only</a></li> <li><a href="/website-policies.html">Website Policies</a></li> <li><a href="https://doe.responsibledisclosure.com/hc/en-us" target="_blank">Vulnerability Disclosure Program</a></li> <li><a href="/contact.html">Contact Us</a></li> </ul> <div class="small">Science.gov is maintained by the U.S. Department of Energy's <a href="https://www.osti.gov/" target="_blank">Office of Scientific and Technical Information</a>, in partnership with <a href="https://www.cendi.gov/" target="_blank">CENDI</a>.</div> </nav> </footer> <script type="text/javascript"> </script> <script> /** * Function that tracks a click on an outbound link in Google Analytics. * This function takes a valid URL string as an argument, and uses that URL string * as the event label. */ var trackOutboundLink = function(url,collectionCode) { try { h = window.open(url); setTimeout(function() { ga('send', 'event', 'topic-page-click-through', collectionCode, url); }, 1000); } catch(err){} }; </script>  <script> (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){ (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o), m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m) })(window,document,'script','//www.google-analytics.com/analytics.js','ga'); ga('create', 'UA-1122789-34', 'auto'); ga('send', 'pageview'); </script>  <script> showDiv('page_1') </script> </body> </html>