This study follows in the tradition of research into the relationship between teachers’ espoused beliefs and their enacted practices (Beswick, 2007; Skott, 2009; Thompson, 1984). It draws on a multiple case study of the whole class interactive phases of the mathematics lessons of six English primary teachers and the rationales they offer for their actions. The data yielded two distinct groups o...

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of wh...

Research on teachers’ (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers’ classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-repo...

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has do...

In the present research, we evaluated the effectiveness of a multi-year professional development program in mathematics for elementary teachers. Each year the program focused on a different domain of mathematics. We found the program increased teachers’ knowledge of (a) number and operations, (b) measurement and geometry, and (c) probability and statistics. We also examined the relation between...

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), se...

Being interested in the whole process of teaching and learning a language, researchers and linguists have attempted to describe what errors and corrective feedback are, which together form an inevitable and indispensable part of instructed second and foreign language acquisition (Hendrickson, 1987). They have tried to define them in order to help learners and teachers in dealing with deviant fo...

carnegie mellon university abstract We investigated the alignment between a teacher survey selfreport measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers’ instructional practices between the two distri...

Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and m...

Today's current teacher preparation system is facing a crisis: a severe teacher shortage (Ingersoll and Smith 2003). The National Center for Education Statistics notes that of the two million new teachers who will enter the profession over the next decade, 666,000 will leave sometime during the first three years of teaching, and one million new teachers will not make it past five years (cited i...