The effects of a teacher consultation intervention were examined-namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent-teacher consultation, followed by four teacher consultations across the school year. Thirty-five teac...

The growing belief among all involved in education— that children and adults should be lifelong learners—has spawned the emergence of interest in the continuous, progressive, and transportable documentation of learning, or e-portfolios. At the same time, technology is opening up new possibilities regarding when and how learning can take place. Consequently, teacher education should aim to incre...

This paper reviews the literature concerning the personal characteristics, professional characteristics, and teaching methods or styles of effective teachers of gifted students. The review is divided into three sections. First, a brief historical overview of gifted education since ancient times is offered. The next section looks at the opinions expressed by experts in the field of gifted educat...

BACKGROUND Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly. Previously we constructed a questionnaire named COLT to measure conceptions. In the present study, we...

Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes educatio...

There is currently no research in the United States that addresses Native English Speaking Teachers (NESTs) and Non-native English Speaking Teachers (NNESTs) who teach in transitional bilingual (Spanish/English) education programs related to the reading achievement scores of those INTERNATIONAL JOURNAL OF EDUCATION 2_______________________________________________________________________________...

Based on the controversial beliefs among L2 teachers about effective corrective feedback (CF) strategies, recast and prompts as 2 kinds of CF have drawn the attention of L2 researchers(e.g., Braidi, 2002; Iwashita, 2003; Loewen & Philp, 2006; Panova & Lyster, 2002; Sheen, 2004). Despite these numbers of studies, debate continues to exist about their usefulness as a CF technique. Whereas recasts...

Second language (L2) communication strategies (CSs) have traditionally been dealt with through either interactional or psychological perspectives. However, this paper is a critical attempt to question the status of the particular kinds of psycholinguistic and interactional approaches that currently dominate the field of second language acquisition (SLA). In this way, it expands the significance...

Second or foreign language (L2) learners’ development of interlanguage pragmatic (ILP) competence to understand and properly interpret utterances under certain social and cultural circumstances plays a pivotal role in the achievement of communicative competence. The current study was designed to explore the effects of synchronous computer-mediated communication (SCMC) and asynchronous com...