High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates...

The gap between known benefits of socio-constructivist pedagogies to online instruction, and schoolteacher practices has been widely documented. To better understand the gap this research characterizes the range of schoolteachers’ online practices and the relation between their pedagogical perceptions and these practices. Two groups of teachers were studied: Novices and leaders in online instru...

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire ...

The purpose of this study was to describe the perceptions of general education teachers related to their teaching practices and the inclusion of students with autism spectrum disorder (ASD). The teachers’ viewpoints about their planning and teaching practices, assessment strategies, and incorporation of reading strategies were explored. Interviews were conducted with ten middle school teachers ...

In order to address a lack of motivation to learn a second language, second/foreign language teachers must overcome a multitude of impediments in which to bring students to higher levels of language learning. Research on the integration of digital voice recording software into the language learning curriculum has focused primarily on the perceptions of veteran instructors and their students. Ho...

A summary of inclusion and co-teaching syntheses was conducted to better understand the evidence base associated with collaborative models of instruction. Six syntheses were identified: four investigated inclusion, and two investigated co-teaching. Collectively, the syntheses represented 146 studies. The syntheses investigated research on collaborative models; student outcomes; teachers’ attitu...

BACKGROUND The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. OBJECTIVE The objective of the present study was to determine the perception of the second batch (reform...

This study describes the use of concept mapping in regard to teachers' views on the meaning of knowledge, learning, and expertise of teachers, as produced by SConSAT (Standardized Concept Structuring Analysis Task) interviews with expert and novice teachers. The study is based on the assumption that concept maps are cognitive and meta-cognitive tools that make it possible to reveal covert and o...

The present study aimed to investigate how classroom-based self-management lessons to promote physical activity were perceived by students, teachers, and parents. The self-management lessons were implemented by an external physical education specialist in 20 class groups at eight elementary schools. Program perceptions were evaluated in 412 children (mean age 9.7 ± 0.7) using a short questionna...

This study sought to examine teachers’ perceptions of child maltreatment. Teachers (N = 66) responded to open-ended questions asking how physical and sexual abuse and emotional neglect affect student learning and classroom behavior in an online survey. Teachers reported that maltreatment outcomes manifest in academic difficulties, attention-deficit, disruptive and internalizing behaviors, and o...