this study was conducted in english for academic purposes (eap) context to explore iranian teachers' perceptions of their pedagogical content knowledge (pck) and their sense of professional identity (pi) as well as to scrutinize how their cognitions were practiced in eap classes. to this end, two elt teachers and two content instructors (i.e. subject experts who teach eap courses in addition to...

Large-scale environmental epidemiologic studies often rely on exposure estimates based on linkage to residential addresses. This approach, however, is limited by the lack of residential histories typically available for study participants. Our objective was to evaluate the feasibility of using address data from LexisNexis (a division of RELX, Inc., Dayton, Ohio), a commercially available credit...

Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to determine teacher quality. Findings revealed that hig...

This study examined relationship among teachers academic qualification, teachers professional qualification, teachers content knowledge, teachers instructional quality, teachers’ evaluation procedures, teachers’ work value, teachers’ classroom attendance’ and teachers’ job satisfaction on academic performance of secondary school students in Saki-west local government area. The study adopted a d...

Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers’ perceptions in this aspect. Therefore, teachers’ perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Us...

Teachers become increasingly engaged in computermediated instruction when they have control over the content. This engagement is critical for the effective use of computers in education. In India, however, two related prevailing conditions limit teacher engagement in computer-mediated learning. First, the low level of teachers' computer proficiency means it takes considerable effort to create d...

The main purpose of this study was to investigate science, social studies, and classroom teachers’ reading and writing practices, and to investigate their beliefs about content area reading and writing. One hundred and forty-three teachers filled out the survey developed to learn their content area reading and writing practices and beliefs. In the second part of the study, semi-structured inter...