This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and followup interviews were employed to investigate novice teachers’ perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness afte...

Research into Information and Communication Technologies (ICT) in schools is well into its third decade but there is still a pressing need to better understand how computer-based technologies are inXuencing learning opportunities, and how the local conditions of schooling impact on teachers’ attempts to integrate these technologies in their classrooms. In this article, we provide some insight i...

One of the most frequent concerns expressed by teachers and administrators is how to manage behavioral problems in the classroom (Langdon, 1999). Behavior that disrupts instruction is problematic for teachers and students, in part, because we have known for quite some time that the amount of time students engage actively in academic tasks is positively correlated to how much they learn (Black, ...

designed to help practising teachers. It aims at introducing them to changes in outlook due to recent developments in psychology, particularly the need for "paying far more attention to the effects of group processes in the development of a balanced mature personality." (What I wonder is the exact meaning of "group processes" here?) The stress throughout is on social relationships inside and ou...

This study aims at investigating which cues teachers detect and process from their students during instruction. This information capturing process depends on teachers’ sensitivity, or awareness, to students’ needs, which has been recognized as crucial for classroom management. We recorded the gaze behaviors of two pre-service teachers and two experienced teachers during a whole math lesson in p...

Recent econometric studies have begun to assess validity of value-added metrics in light of the non-random assignment of students to teachers. Value-added models (VAMs) assume student learning trajectories will remain the same across years, but students often experience changes that influence their learning. As a result, teachers’ ratings may be affected by factors that are unrelated to classro...

Quality of Classroom Life is considered as a serious issue in academia around the world, and it has recently received global inquiry in EFL and ESL contexts. However, no questionnaire has been developed to assess the Iranian students’ and teachers’ attitudes towards the quality of life in the classroom. After developing a conceptual framework, the final draft of the developed questionnaire with...

Based on the fact that the relationships among student teachers’ efficacy beliefs, achievement goals, and conceptions about teaching and learning has remained to be investigated to date, this study aimed to examine student teachers’ efficacy beliefs and achievement goals as predictors of their conceptions about teaching and learning. Results of the present study showed that student teachers’ co...

This study examined preservice teacher attitudes toward and expected technology integration practices as compared to in-service teachers’ attitudes toward and actual (self-reported) practice of technology integration. The preservice teachers revealed a greater level of confidence in their ability to integrate technology and more positive beliefs in the benefits of using technology to improve te...

Research has focused predominantly on how teachers affect students' achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students' self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are ...