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Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early childhood educators participating in a 9-month coaching intervention using the MyTeachingPartner approach intended to improve practices outlined in the Teaching Through Interactions framework. Results indicated that emotional support and classroom organization practices improved immediately after any coaching cycle, whereas others, like instructional support and literacy focus practices, only changed after cycles focused on those specific practices. Some immediate postcycle differences in practices endured over time, whereas others dissipated quickly.

Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mo...

Teachers’ pedagogical practices have been consistently highlighted either as a support, or as a barrier, to girls’ science, technology, engineering, and mathematics (STEM) engagement. Research suggests that teachers can display forms of gender bias during STEM experiences, such as unintentionally favouring boys in STEM participation. Investigation into early childhood and primary STEM education highlights teacher professional development as a priority, with a key focus on the awareness of gender issues. This study explores whether and how the STEM practices of early childhood teachers change and develop towards supporting girls’ STEM engagement through Conceptual PlayWorlds as a model of practice. Through an educational experiment, the study design involved professional development workshops introducing teachers to the Conceptual PlayWorld model for the intentional teaching of STEM, with ideas on how to engage girls through the five characteristics of a Conceptual PlayWorld. Interview responses of seven teachers and one assistant principal regarding their experience of teaching STEM through Conceptual PlayWorlds are analysed in line with the cultural-historical approach. Findings highlight the teachers’ developing consciousness regarding girls’ STEM engagement through participation in the professional development workshops and Conceptual PlayWorlds, creating a shift in their teaching practices towards becoming more agentic in actively engaging girls with STEM. It is argued that while increasing teachers’ consciousness informed and transformed their STEM practices, leading to teacher development, further relevant and meaningful professional development opportunities are required to support early childhood teachers in positioning STEM as a truly welcoming and inclusive space for girls.

To validate the modified System for Observing Fitness Instruction Time to measure teacher practices related to physical activity promotion (SOFIT+) in physical education (PE) amongst 5–6-year-old-c...

Contains fulltext : 231541.pdf (Publisher’s version ) (Closed access) To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students' academic achievement and social and emotional adjustment at university. We focused on students' perceptions of their teachers' practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students' social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers' emotional support was related to students' social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students' social and emotional adjustment. 19 p.

Teaching practice is an action of the teachers and the students who are contributing together in the elaboration of knowledge in the classroom. This practice has an important scientific interest for school success, quality and efficiency of teaching. The objective of our work is to evaluate teaching practices in learning situations in order to ensure a good quality of teaching in Moroccan schools. An exploratory survey was conducted during the 2019-2020 about classroom practices for 50 qualified high school physical chemistry sciences teachers recruited from 10 public schools in Kenitra. The results of our study showed that the practices adopted by the teachers are numerous and their uses change from one teacher to another, each practice has specific effects that allow the teacher to select effective and appropriate methods to achieve each effect, in order to regulate the learning of students, improve their levels and evolve the teaching and learning process, in fact the evaluation of teacher practices plays a very important role in detecting problems encountered by teachers during a teaching and learning situation.

This study investigated teachers’ reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specificall...

This article discusses the impact of a professional learning activity called the Principals as Literacy Leaders (PALL) program on the capacity of school leaders to engage, involve, and support teachers and their school communities to develop a shared moral purpose for making their school more effective in assisting students to become more able readers. It uses data collected from participants in the PALL program together with case study data collected from five Tasmanian schools to analyse the actions by school leaders to develop a shared moral purpose related to facilitating higher levels of student learning in reading. The study shows that school leaders felt more capable in their ability to lead their schools after completing the program and that the development of a shared moral purpose led to improved teaching practices and higher levels of student engagement, students’ ability to talk about their learning, and better achievement in reading.

The use of a pedagogical practice known as ‘differentiation’ has become more common over time as educators have sought to respond to increases in the diversity of students enrolling in their local school. However, there are now so many misperceptions and definitional inconsistencies that it is difficult to know what is being enacted in the name of differentiation or indeed what is being researched internationally. The aim of this scoping review was to identify key characteristics of and conceptualisations within peer-reviewed empirical research on differentiation published between1999 and 2019, as well as to map the ways in which this body of research was produced. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used to inform a systematic screening process and resulted in a final sample of 34 articles focusing on differentiation in regular schools. Half were conducted in the United States and most in the elementary school phase. Survey and case study designs were dominant, as was research of and influences on teacher practice. Only a small group of studies focused on differentiation’s impact on student outcomes and these typically only examined specific elements of differentiation or its use in specific academic domains. The diversity of focus and methodological approaches across the 34 studies prevents comparison of findings and weakens the evidential basis to make claims of either differentiation’s effectiveness or indeed its ineffectiveness. The review concludes with recommendations for future research and practice in this important area of practice.

This multiple case study explores how two middle school social studies teachers enact a district mandated unit on the Islamic Empire. Using Cunningham’s division of influences on teacher practices,...

Differentiated instruction (DI) addresses academic diversity in order to maximise learning. Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely measured as such. This study examines teacher profiles on differentiated instruction relating to their philosophy and self-reported praxis. The data stem from an exploratory study on differentiated instruction, which served the purpose of creating a valid instrument to measure teachers’ philosophy and teaching approaches relating to academic differences in interests, readiness and learning profiles, namely the DI-Quest instrument. The results reveal three teacher profiles based on five DI-related factors. The patterns are almost identical in primary and in secondary education. Interestingly, if more frequent adaptations to students’ differences in interests, readiness and learning profile are what differentiated instruction aims for, both philosophical factors (namely growth mindset and ethical compass oriented to students) need to be present. Lacking one of these factors, will have less adaptations as a consequence. This study displays the predictive power of teachers’ philosophy about Differentiated Instruction for their daily classroom practices. Consequences for future research, professional development and teacher education are discussed in detail.

While higher education institutions (HEIs) are exploring innovative ways to enhance and facilitate learning experience of students and so to improve the overall quality of studies, technology enhanced learning (TEL, henceforth) becomes inevitable. Having explored the possibilities and benefits of TEL, HEIs encourage teachers to develop blended online courses in virtual learning environments, to use new tools and solutions available for student learning monitoring and enhancement and to research how these practices are successful and what are the factors that make impact to teaching and learning success. This paper aims to identify teacher practices how the use of learning analytics in virtual learning environment may enhance learners’ engagement in blended online studies in HE.

Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.

Student self-assessment practices are central to involving students in meaningful assessment-as-learning. While personal and psychological factors are known antecedents, little is known about proximal social contexts (e.g., teacher practices) as predictors of student self-assessment. This chapter presents the findings from a cross-sectional study that aimed to test the association between perceived teacher practices and students' self-assessment practices. Using data from 796 secondary school students, we used regression analyses to examine the link between three types of teaching practices (i.e., involved, structured, and autonomy-supportive) and student's four self-assessment actions (i.e., seeking external feedback by monitoring, seeking external feedback by inquiry, seeking internal feedback, and self-reflection). Results showed that involved teaching predicted self-assessment practices with small to medium effect sizes. Involved and autonomy-supportive teaching practices had medium effect sizes to self-reflection and seeking external feedback by monitoring, respectively, while structured teaching did not. These findings highlight the importance of teacher involvement and autonomy-support in promoting students' self-assessment.

While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts.

This study explores the relationship between students’ perceptions and teachers’ discourse practices in mathematics classrooms. It reframes the sequence of Initiate-Response-Follow-up (IRF) with a renewed discourse structure that focuses on teachers’ follow-up actions including listening, thoughtful questioning, and effective talk moves. Specifically, the study analyzes how these follow-up actions were related to positive student perceptions about their teachers’ discourse practices around sustaining productive discussions in mathematics classrooms. Participants were secondary mathematics teachers (n = 57) and their students (n = 875) in U.S. schools. The study first considered the students’ perceptions of their teachers’ discourse practices, identifying which teachers were perceived by students to implement mathematics discussions. Next, the study identified and examined patterns of teacher practices in discussions—the teachers’ talk moves, duration, and frequency in asking follow-up questions. Findings indicate that the teachers identified by students as promoting mathematics discussion tended to ask follow-up questions that increased and sustained students’ participation in mathematics discussions. What this finding implies is that in asking follow-up questions, the teacher listened and responded to students’ ideas, and students felt heard. The study asserts that there is much potential for enhancing mathematics instruction by learning more about how teachers listen to and build on students’ responses.

textabstractMetaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one’s mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants’ answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one’s root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner.

Little research has examined teachers' classroom social-emotional practices, including how teachers' warmth and their more explicit emotion socialization practices may be associated with children's social-emotional competencies in different but complementary ways. Likewise, there is scant knowledge on how the effects of the classroom climate may vary by child characteristics. We examined the moderating roles of child gender and temperament in the associations between two aspects of the classroom climate, Head Start teachers' warmth and their explicit emotion socialization practices, and preschoolers' (N = 611) social-emotional competencies, including emotion recognition, self-regulation, and positive social behaviors. While no three-way interactions (teachers' warmth and teachers' emotion socialization practices × child gender × temperament) were significantly associated with outcomes, a two-way interaction between teachers' emotion socialization practices and temperament was significant. Specifically, teachers' emotion socialization practices in the fall were associated with greater self-regulation for all children in the spring, including children with more reactive temperaments although effects were most robust for children with the least reactive temperaments. Implications for teacher practices are discussed.

vol.6, páginas 1-9 This article aims at finding teacher’s and student’s practices that relate to performance in PISA reading literacy evaluations and that are feasible to intervene in order to assist the improvement of reading competency. To achieve this purpose, the study was developed with data collected from the population of Costa Rica that took the PISA evaluation in 2018 (n 4691, 2340 men, and 2351 women). A linear regression of the reading score was performed utilizing plausible values and sampling weights. The predictors of the regression were contextual factors, teacher practices, and student habits. Time spent and interest in reading showed a positive and relevant association with student’s performance in reading, controlling important background aspects like economic resources and parents’ education. Moreover, 28.19% to the obtained variance explanation of the reading literacy (27%) was only due to the teacher’s and student’s practices. These results provide favorable information to design interventions for the improvement of reading competency. Este artículo tiene como objetivo encontrar las prácticas de los profesores y los estudiantes que se relacionan con el desempeño en las evaluaciones de competencia lectora de PISA y en las que es posible intervenir para ayudar a mejorar la competencia lectora. Para lograr este propósito, el estudio se desarrolló con datos recolectados de la población de Costa Rica que tomó la evaluación PISA en 2018 (n 4691, 2340 hombres y 2351 mujeres). Se realizó una regresión lineal de la puntuación de lectura utilizando valores plausibles y ponderaciones muestrales. Los predictores de la regresión fueron factores contextuales, prácticas docentes y hábitos de los estudiantes. El tiempo dedicado y el interés por la lectura mostraron una asociación positiva y relevante con el desempeño del estudiante en lectura, controlando aspectos de fondo importantes como los recursos económicos y la educación de los padres. Además, el 28,19% de la explicación de la varianza obtenida de la competencia lectora (27%) se debió únicamente a las prácticas del profesor y del alumno. Estos resultados brindan información favorable para diseñar intervenciones para la mejora de la competencia lectora. Universidad de Costa Rica Frontiers Media S.A. Escuela de Literatura y Ciencias del Lenguaje

The Global Mindset Initiative aims to develop, test, and launch a program to help teachers create a growth mindset culture for their students. A growth mindset is the belief that abilities can be developed, and research shows that students’ growth mindsets can predict higher achievement, well-being, and academic equity in many nations. Research also shows that cost-effective growth mindset programs for students can enhance academic outcomes. However, effects depend on whether the classroom culture allows students to use and benefit from their growth mindsets. Thus, next-generation research must address classroom cultures directly, using experimental methods. The four papers in this series set the stage by asking: What teacher practices foster a growth mindset culture? How can we motivate enduring changes in teachers’ practices? What measures best assess teacher implementation and student impact? What research designs and infrastructure are needed? With achievement, equity, well-being, and job preparation in jeopardy, the need for this kind of research is pressing.

Schools are increasingly cited as spaces of support for learners facing adversity. It is therefore not surprising that recent migration flows have contributed to a mushrooming of school-focused policies and interventions looking to promote the mental health and wellbeing of refugee and immigrant learners. In response to a research focus on how teachers, schools and school-based interventions care for the wellbeing of vulnerable leaners, this article explores ethnographically how school-going refugee and immigrant adolescents develop their own practices of care for self and others. It draws on fieldwork carried out between December 2018 and June 2019 and includes participant observations in two Danish preparatory classes for newcomers and in-depth interviews with 13 learners and five teachers. Drawing on the concepts of caringscapes and carescapes, our analysis not only reveals how newcomers form significant caring practices, and co-produce spaces that foster collective wellbeing, but highlights the temporally and spatially bounded nature of their care. We found their caring practices to be oriented in relation to biographical time, highlighting how newcomers enrol past experiences, present needs and future aspirations in their caring. We also noted that newcomers’ caring practices are contingent on the character of their school environments, including teacher practices, and wider policy contexts around refugee and immigrant children's education and residence. We conclude that efforts to understand and promote refugee and immigrant learners’ wellbeing in school contexts must take heed of the temporally and spatially bounded nature of their agentic capabilities to care for themselves and their peers.

Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers’ grouping strategies on changes in young children’s social experiences with peers across an academic year. A total of 1,463 children (51% girls, Mage = 6.79, SDage = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children’s behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children’s friendships and yet also a decrease in girls’ experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children.

This study, aimed at the effect of using multiple mathematical representations of rational number concept in basic grades students in jordan. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers' implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations) . And This study explored the nature of difficulties of eighth-grade students who struggled to build their conceptual understanding of early fraction ideas. interviews with Pre and post of students were conducted for a sufficient identification of the nature of the students’ difficulties. The study revealed The students also minimal use of informal ordering strategies that involve more conceptual than a procedural understanding of the concept of initial fraction ideas.

This final section of Transitions focuses on arguably the most important element of ’successful’ ILEs—the teacher. Within educational research alone, and when looking at a hundred years or more of research into quality schooling, most arguments attract a counter-perspective. Interestingly, on one factor virtually everyone agrees; the teacher has the greatest positive impact on the quality of student learning. For this reason, we use the preceding sections to lead us into discussions about how teachers occupy and use the educational space.

Contains fulltext : 226680.pdf (Publisher’s version ) (Open Access) Students in the social margins of their classroom peer group, in the current study operationalized as students who are often by themselves, do not belong to a group of friends, and are unpopular, are hampered in their social development. In line with social referencing, which states that teachers can affect peer perceptions through their interactions with students, we hypothesized that teachers may contribute to the social participation and integration of these students, by modeling frequent and positive interaction with them. We therefore explored teacher behavior with socially marginalized students, and how these interactions were related to changes in the severity of their social marginality over time. Multilevel analyses were performed with a sample of Dutch 824 fifth-grade students (Mage = 10.63) and their 32 teachers. Teachers had less frequent interactions with students in the social margins of the group, particularly when these students were unpopular. Nonetheless, we found some evidence for a social referencing mechanism: latent growth modeling showed that when teachers acted less negatively toward socially marginalized as well as rejected students, they became more socially integrated in their peer-group over time. 14 p.

With reports into Australian students’ falling performance on international tests and fewer enrolments in senior secondary STEM subjects and university level STEM degrees, there has been increased attention on the need for quality teacher professional development. Addressing STEM engagement and achievement in schools requires designing curriculum which enthuses students, challenges their beliefs about the role of the STEM subjects in solving real-world problems, and inspires them to continue to study STEM into the future. To address these issues, a year-long professional development program was developed to assist schools in designing integrated STEM curriculum approaches and to evaluate the implementation of each school-based program using qualitative and quantitative research methods. Surveys measuring teacher efficacy, teacher outcome expectancies, pedagogical practices, and STEM career awareness were administered both before the start of the STEM professional development program and after completion of the program, from 178 teachers from 61 primary and secondary schools. Results reveal statistically significant changes in teacher efficacy, outcome expectancies, and STEM career awareness with large effect sizes. Additionally, significant changes in teacher practices were seen in increased use of small group problem-solving through inquiry, increased engagement, and increased opportunities for student reasoning.

Since the 2015 World Education Forum, Global Citizenship Education (GCE) as a ‘global idea’ has been widely disseminated to local schools in Korea. GCE Lead Teacher Program has been a major state-l...

While a large body of research has focused on increasing parental involvement in schools, less work has considered teacher perceptions of parental involvement. Teacher perceptions of parents are important because they influence teacher practices and relationships with students, with ensuing consequences for student outcomes. Prior research suggests that teacher perceptions of parents vary by children's family background, but empirical work comparing teacher perceptions of parental involvement across groups and the impact of such perceptions on different student outcomes is lacking. Using nationally representative data from the Education Longitudinal Study of 2002, we find that even after taking into account parents' self-reported involvement in their adolescent children's education, teachers are less likely to perceive that minority immigrant parents are as involved as native-born White parents. Patterns also differ for teachers of English and teachers of math in ways that are consistent with racial and ethnic stereotypes about academic ability. Further, teacher perceptions of parental involvement matter for student GPAs and teacher recommendations.

Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools.

Teachers must provide high-quality instruction based on evidence-based practices to provide students meaningful opportunities to learn and to improve school outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation may limit the effectiveness of teacher practices, as indicated by low levels of student achievement and flat rates of progress. However, inadequate student response to instruction or intervention may also be due to a mismatch between teacher practices and student needs such as when students require more intensive support. As a result, school teams must determine the degree to which teachers provide instruction and intervention as intended (i.e., fidelity of implementation) to determine if an inadequate student response is due to poor implementation of practices that match student needs or due to a need for more intensive support. The authors report the necessity of including contingencies for measuring fidelity within school-wide ...

Ms. Mendez, English Department chair in a large urban high school, has noticed a persistent pattern in the practices of her colleagues. These practices tend to be racially insensitive and emphasize a noncritical view that does not attend to students’ experiences and positions students from a deficit perspective. Realizing that such practices serve as social reproductions of racist and classist orientations that reproduce the existing social order, Ms. Mendez decided school leadership should be informed. However, she worries that the school’s leadership will not work to enact change and instead will take her concerns lightly.

Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient warrant to further develop a teacher observation instrument based on the construct of teacher adaptive practices. The study is of import to educational researchers and school leaders who are interested in the development and use of a valid and reliable teacher observation instrument designed for the purpose of promoting adaptive teacher practices.

Tomando como base el modelo de Hoover-Dempsey y Sandler (1995) y centrándose en la estrategia de Homework (Epstein, 2009), es posible observar los efectos de la implicación familiar sobre la motivación del estudiante en el contexto del aprendizaje auto-regulado (Yotyodying, 2012). Con una muestra de 60 profesores de Educación Primaria, 630 familias, 630 estudiantes de 5º y 6º de Primaria, y un planteamiento transversal, se observa la influencia del profesorado en la decisión que toman las familias para implicarse, la percepción del estudiante de los estilos de implicación y la relación de estos estilos con la motivación del estudiante. Se concluye la notable influencia de un estilo basado en el apoyo (a demanda del estudiante) y el fomento de la autonomía, en la regulación de la motivación académica Based on the approach developed by Hoover-Dempsey and Sandler (1995), and focusing on the homework strategy (Epstein, 2009), we are able to observe the effect of the family involvement on the students’ motivation in the context of self-regulate learning (Yotyodying, 2012). With a sample of 60 Primary Education teachers, 630 students enrolled in 5th and 6th Primary Education, and using a cross-sectional approach, we have observed the teacher’s influence in the decision that families make to get involved, the students’ perception of the styles of involvement and the relationship of these styles with the students’ motivation. Our conclusion is there is a remarkable influence of a style based on support (requested by the students) and the promotion of autonomy, in the context of regulation of the academic motivation Tomando como base o modelo de Hoover-Dempsev y Sandler (1995) e centrandose na estratégia de Homework (Epstein, 2009) é possível observar os efeitos da participação familiar sobre a motivação do aluno no contexto de aprendizagem autorregulado (Yotyodying, 2012). Com uma amostra de 60 professores de educação primaria, 630 famílias, 630 estudantes de 5º e 6º do ensino primário, e numa abordagem transversal observamos a influência dos professores na decisão que tomam as famílias para participar, a percepção dos modelos de implicação pelos alunos e a relação destes modelos com a motivação dos alunos. Podemos concluir a notável influência de um modelo baseado no apoio (a procura dos alunos) e o estímulo da autonomia, no controle da motivação acadêmica Este trabajo se enmarca en el proyecto de investigación “Implicación familiar y rendimiento académico en la educación primaria. La efectividad de un programa para padres y madres” (EDU2015-66781-R) financiado por el Ministerio de Ciencia, Innovación y Universidades SI

Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of CPD and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Qualitative approaches of in-depth interviews and observations were the primary data collection tools. The findings indicate a partial relationship between CPD involvement and the alignment of teacher’s perceptions and practices. Specifically, as part of CPD, teacher’s professional enthusiasm is an indicator for a closer alignment in teacher’s perceptions and practices. Implications drawn from this study suggest that greater conscious raising is required to enhance teachers’ professional enthusiasm since it leads to an alignment between perceptions and practices of quality teaching.

The effectiveness of vocational education and training (VET) systems depends upon their teachers. The teachers are regarded as 'dual professionals,' requiring expertise in both their background industry areas and in VET pedagogy itself. This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to undertake degree level qualifications in VET pedagogy, taught at universities, either before or, more usually, after entering the occupation. The required level has now reduced to the regulatory minimum of a Certificate IV level qualification, taught by training providers not universities, and often provided to their own teachers. The qualification contains only 300 nominal hours of training. It has been recognized as a particularly poorly taught qualification, requiring the introduction of a high degree of regulation and most recently a special compliance framework for training providers wishing to deliver it. In this chapter, the historical path of the decline in VET teacher professionalism in Australia is charted, including research evidence from a national project managed by the author, about the effects of higher-level qualifications on VET teacher practices and quality and teachers' propensity to engage in professional development. A conceptual model of the attributes of professional VET teachers with regard to qualifications and professional development is presented. The chapter concludes with some recommendations for change and implications for other countries.

Early grade reading interventions aim to build reading skills in the critical early education years through evidence-based program design; however, these interventions often lack a foundational understanding of how gender influences educational practices, thus limiting their potential impact. Through the USAID-funded Pakistan Reading Project (PRP), a National Gender Study explored several gendered factors which impact learner and teacher practices, resulting in uneven reading performance outcomes among early grade learners in Pakistan. Employing Early Grade Reading Assessment (EGRA) scores, classroom observations, teacher and learner surveys, and interviews, and grounded in peer-reviewed research, this chapter discusses the gender dynamics of selected reading achievement indicators. In Pakistan, like in many developing countries, the gender gap in reading translates to boys’ underperformance. Examining the multifaceted educational environment makes this gendered landscape visible and nuances performance trends at the regional level. This chapter discusses how social and cultural norms and practices predispose boys to engage less in reading, receive less educational support, and experience more violence at school and at home, correlating to weaker reading skill acquisition. Illuminating these structural barriers, we suggest improvements to early grade intervention design through a gender-informed feedback loop and provide further topics for continuing research.

Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and reprimands) and classroom on-task behavior in an urban, public K–8 school that serves primarily American Indian students. OTRs and praise were positively associated with student on-task behavior, whereas reprimands were negatively associated with on-task behavior. Results from multilevel logistic regression indicated that OTRs significantly increased the likelihood that a classroom was highly on-task, whereas the reprimands significantly decreased the likelihood. Praise did not have a significant effect after controlling for the other variables in the model. Results are interpreted in a context of evidence-based instructional practices for increasing OTRs and p...

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students’ scientific explanations, but these programs ignored how scientific explanation applications can support teacher practices. Thus, to increase our knowledge about using mobile devices in education, this study aims to portray the synergy with an emphasis on a teacher’s practices when using mobile devices in 2 different units (water quality and plants). Synergy can be thought of as various scaffolds (scaffolds in the mobile application and the teacher support) working together to enable students to support creating explanations when using the mobile application. The findings of this study showed that the decrease in the teacher’s support for claims did not affect the quality of the students’ claims. On the other hand, the quality of students’ reasoning was linked with the teacher’s practices. This suggests that when supporting students’ explanations, focusing on components that students find challenging would benefit students’ construction of explanations. To achieve synergy in this process, the collaboration between teacher’s practices, professional development days, and scaffolds designed to support the teacher played a crucial role in aiding students in creating explanations. © 2016, Ministry of Science and Technology, Taiwan. National Sleep Foundation, NSF: DRL 1020027 Acknowledgments This study is part of the first author’s dissertation. We thank Chris Reimann from Michigan State University CREATE4STEM Institute for all his support in the writing process. This work was supported by NSF [grant number DRL 1020027]. All opinions and conclusions are those of the authors and not of the funding agency.

This study aimed to analyze the learning context of deaf and hard of hearing (D/HH) students in a Chilean high school, in which 50 D/HH students (7th to 12th grade) attend classes together with hearing classmates. Semi-structured interviews were conducted with seven high school teachers and five deaf education teachers, to explore their practices and beliefs regarding teaching D/HH students in regular classrooms. Ten classroom observations were also carried out in classes with and without the presence of a deaf education teacher. Interview data were analyzed using qualitative content analysis. Class observations enabled a better understanding of the context in which D/HH students and their teachers interact daily. Results from interview analysis provided information of teachers’ beliefs about D/HH students; regular teachers and deaf education teachers’ perceptions of the roles they play in students’ learning; accommodations made for D/HH students; and facilitators and barriers for teaching in classes with D/HH students. High school teachers’ report of their difficulties to teach D/HH students and their need to rely on deaf education teachers in the classroom was corroborated by classroom observations, which showed that most D/HH students were unable to follow the class in absence of special teacher’s support, and regular teachers had problems communicating with them. D/HH students’ opportunities for learning are highly restricted in such environment. Implications for educational inclusion policies and teacher preparation programs are discussed.

Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other ( Paoletti & Fele, 2004 ). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education.

The call for effective instructional and classroom management is frequent within the professional literature. However, type, amount, and sequence of strategies sufficient to impact rates of problem behavior are often missing or listed with limited guidance on differentiation based on student pattern of problem behavior. The purpose of this study was to examine the impact of universal teacher practices on general education students exhibiting problem behaviors, and the impact of such practices on specific students given the function of problem behavior. Specifically, this study was interested in exploring the extent to which universal teacher practices, when applied for all students in the classroom, impacted student behavior in general education settings. Additionally, this study was interested in examining the additive effect of combining both targeted classroom supports in the form of universal teacher practices and functional behavioral assessment-based interventions through a multiple-baseline design. Results indicated that when universal teacher practices are applied, rates of problem behaviors decrease based on the function of behavior. Implications for practice and research are discussed.

Highlights • The Global Teaching Model is situated locally, integrated with standards, critical framing, and intercultural collaboration. • Our data showed that global education was not a part of participants’ current curriculum. • However, teachers believed that global competence was important for them and their students. • Our findings show that teachers need guidance in translating global education theory to practice., Education leaders recommend that global competence--global citizenship mentality and knowledge development for global participation--be incorporated into school curricula. This mixed methods study examined teacher’s perceptions and self-reported practices of globally competent teaching. Data was collected from teachers taking a graduate education course infused with global learning. Results suggest teachers value and desire to enact globally competent teaching but need practical direction for classroom effectuation. Data manifest all four dimensions of the Global Teaching Model (i.e., situated relevant practice, integrated global learning, critical and cultural consciousness raising, and intercultural collaboration for transformative action) to differing degrees. This study provides evidence for the Global Teaching Model as a prospective framework and emphasizes the critical dimension when internationalizing teacher education.

In this study, we discuss the legitimacy of addressing the theme of dietary rules in the classroom. Through a semi-structured questionnaire, the opinion of 17 teachers and undergraduates about the issue was known. With Piagetian theory we demonstrate that understanding about development of moral judgment may help in moral education that aimed at autonomy of individuals. It is no-ticed that there is legitimacy in debating about food rules in the classroom on account of moral and food are ordinary; rules are considered necessary and there are benefits derived from them indicated in surveys; they integrate cur-ricular national educational policies. Stands out as a limiter the lack of teacher training to work with this content. Thus, studies on methods that enable a mor-al and food education in the classroom are very useful for teacher practices. Neste estudo, discute-se a legitimidade de abordar o tema regras alimentares em sala de aula. Mediante um questionário semiestruturado, conheceu-se a opinião de 17 docentes e acadêmicos de licenciatura sobre a questão. Demons-trou-se, com a teoria Piagetiana, que o entendimento sobre o desenvolvimento do juízo moral auxiliaria numa educação moral que visasse a autonomia dos indivíduos. Percebe-se que há legitimidade em debater sobre regras alimentares em sala de aula por conta de a moral e a alimentação serem ordinárias; as regras serem consideradas necessárias e haver benefícios propiciados por essas, con-forme indicado em diversas pesquisas; essas integrarem a Lei de Diretrizes e Bases da Educação, serem temas transversais dos Parâmetros Curriculares Na-cionais e, mais recentemente, fazerem parte da Base Nacional Comum Curricu-lar para o ensino fundamental. Ressalta-se como limitador a falta de capacitação docente para o trabalho com esse conteúdo, referida pelos participantes. Portan-to, entende-se que estudos sobre métodos que viabilizem a educação moral e alimentar em sala de aula seriam muito úteis à prática docente.

This research project explores teachers’ beliefs about what constitutes 21st century literacy learning environments, what they perceive to be the literacy practices Year 6 students need to be exposed to now, compared to what they may require in the future, how this learning is enacted, and some of the factors that influence their pedagogical practices and decision-making. The thesis employed both narrative inquiry and hermeneutic phenomenology approaches to collect, interpret and present the stories from the research participants. The findings offer insights into teacher practices and decision-making concerning literacy in and for the 21st century.

This chapter explores adult—both educational staff and parents—management of children’s friendships, and school policy and practices on friendship. There are two main foci here; the first is on the teacher practices and understandings of children’s friendships, and school policy and practices to support the children’s friendships and to help resolve tensions. The second focus is on the parental interventions around their children’s friendships, particularly their management of the children’s out-of-school time. We illustrate how particular parents displayed different ways of negotiating difference, and suggest that while the children’s friendships were not bound by sameness, they were initiated and practised on a terrain inscribed by largely unspoken, but still powerful social divisions.

This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.

Background/ContextWith 13 million immigrants arriving in the United States between 2000 and 2010, immigration is at its highest level in a century. At the same time, there has been an exponential increase in the number of IB PYP and MYP schools in the United States, from 88 registered in 1997 to 1,470 in 2013. Much of this increase has been in Title I schools serving diverse populations. This work examines classroom practice at the intersection of these phenomena.PurposeWithin two different schools that offer IB programs and serve substantial numbers of immigrant and refugee youth, how do teachers prepare youth for citizenship?SettingThis study took place at two public middle schools in suburban neighborhoods in the southeastern United States.PopulationParticipants included seven middle school teachers, two administrators, and 27 sixth-grade students from 11 different countries.Intervention/Program/PracticeBoth schools were registered as IB World Schools.Research DesignThis article reports on a comparative case study of six classrooms in two International Baccalaureate schools.Data Collection and AnalysisThe author shares findings based on 65 classroom observations over the course of one semester, nine interviews with adult teachers and administrators. Data was analyzed using a phenomenological approach, beginning with analyzing data from each classroom, then from each school, and finally comparing themes between classrooms and students in the two schools. Data analysis began with codes based on theoretical frameworks for citizenship.Findings/ResultsA wide divergence in teacher practice was observed, with some practices exemplifying a flexible teacher orientation towards global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom. Other practices exemplified a fixed teacher orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom.Conclusions/RecommendationsBased on the differences in implemented curricula in the two schools across classrooms, the author proposes expanding frameworks for understanding global education. Global education can be implemented with a flexible or fixed orientation, as educators design activities and present content in ways that recognize or disregard students’ identities and experiences. The study suggests that the use of International Baccalaureate programs is no guarantee of a global education connected to the experiences of immigrant and refugee youth. Modifications in teacher practice and school structures are necessary in order to make global education relevant to diverse youth.

The purpose of this study was to use a mixed methodological approach to investigate upper-elementary and middle school students' ( N = 2511) descriptions of what makes them feel more confident in math and in reading. Qualitative methods were used to code students' responses to open-ended prompts according to Bandura's hypothesized sources of self-efficacy and other emergent themes. Quantitative analyses revealed that mastery experience and social persuasion were the most frequently reported sources. Responses also referred to social comparative information, teacher practices, and help availability. Fifty percent of respondents indicated a different primary source of self-efficacy in reading than in math, suggesting the domain-sensitivity of self-efficacy development. Girls described social sources more often than did boys. Responses differed according to students' previous level of self-efficacy (i.e., high or low). Implications for educators and future research are discussed.